<p> Cunningham Hill Infants School </p><p>School No 437 Voting System … For this trial, we used CPS voting Date: 15-10-07 y systems on loan from Herts. Subject Science, Cross curricular Development Centre, loading the Coverage: d software onto our own hardware and with sufficient handsets for a class of 30 Key Stages: KS1 u children to each use their own. Contact Chris Carter Details: 01582 830119 t 26 Year two children were involved in Related Documents & Links: using the voting systems as a tool for S learning with the aim of finding out about http://www.thegrid.org.uk/learning/ict/technologies/index.shtml the possibilities within a Key Stage 1 http://www.einstruction.uk.com/ curriculum. e Under the guidance of Chris Carter, I used Microsoft Powerpoint to set up a “Forces s quiz” based around the main learning objectives for year 2 – forces, friction, gravity, etc. This area of work was our main science focus for this short period of time. a All the questions in the quiz were based on a multiple choice with three choices for each question, using clip art pictures to support the text. C Before beginning the unit of work on forces, the quiz was completed by all children, </p><p> with the handsets operated individually and independently throughout the task. - This gave a valuable insight into the areas of learning which the children were secure with and those areas which needed input for learning. The results, which remained as a part of the program, served as evidence and provided immediate feedback to inform e my planning. I this first instance, the majority of the questions showed an even spread of choices for a, b, c – while a certain number of questions showed a clear c understanding of basic concepts, demonstrating that they had clearly been well taught i previously. For example, there were 2 questions which showed a 100% correct result.</p><p> t This assessment then formed the basis of planning for learning about forces. I could immediately see which areas of teaching would need to be the focus of this unit of work. c</p><p>At the end of this focus in science teaching and learning, we then used the “Forces a quiz” in the same format to make an updated assessment of individual learning. This r time it showed a significant improvement in the areas we had focused on (with the lowest result being 79% correct) and, more importantly, showed which children needed</p><p>P further input in their learning. </p><p>The data in each case was very useful and whilst the children all saw the percentages of correct answers, they were not aware of individual answers and that information was d not shared with them. The children who gave incorrect answers were therefore given the correct answers without no need for others to know. o</p><p> Assessment for teaching and learning was immediate and effective o</p><p> Hertfordshire Development Centre Page 1 of 2/Good Practice - Case Study G www.thegrid.org.uk/goodpractice/casestudies/ Cunningham Hill Infants School Voting System  Every child was engaged in the task and could participate in a non-threatening way</p><p> Once the powerpoint quiz was set up it was quick and easy to use</p><p>Helen Knight, Cunningham Hill Infants School y d u t S e s a C</p><p>- e c i t c a r P d o o G</p><p> Hertfordshire Development Centre Page 2 of 2/Good Practice - Case Study www.thegrid.org.uk/goodpractice/casestudies/ Cunningham Hill Infants School</p>