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Which PRIMM activities lend themselves to assessment in two Year 4 classes over the 6-week Spring Term in a Primary programming unit
Hodge, Jo
Hodge, Jo
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06_TICE2_Jo_Hodge.pdf
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Authors
Editors
Date
2024
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study took place in a two-form entry primary school situated in Southport, where teachers aimed to explore various assessment strategies within the computing curriculum, focusing on the PRIMM (Predict, Run, Investigate, Modify, Make) framework. The research was motivated by the author's advocacy for PRIMM's effectiveness in teaching programming and the desire to gather evidence to support its use among staff.
Aims: The main research question posed was: Which PRIMM activities lend themselves to assessment? The intent was to analyze the effectiveness of PRIMM in aiding students' understanding of Scratch coding, while also assessing how the structure could facilitate both learner engagement and teacher assessment during the learning process.
Methods: The intervention involved two teachers delivering a unit of work titled "Sequencing Sounds" based on the PRIMM framework over a six-week period in Year 4 classes. Data was collected through a questionnaire given to 47 students, assessing their experiences with PRIMM activities. Additionally, insights were gathered from a dialogue between the author and a colleague who also taught the unit, creating a comprehensive evaluation of the implementation.
Findings: Results from the questionnaire indicated that the PRIMM activities significantly enhanced students' understanding of coding. Pupils expressed that the structure helped them to create more effective code, such as incorporating sounds and sprites. The framework not only provided a solid foundation for all students, especially those with lower abilities, but also fostered independence in learning, reducing teacher stress and reliance for guidance.
Implications: The findings suggest that PRIMM activities effectively support assessment in computing education, allowing educators to gauge students' learning processes beyond final outputs. This study may offer other teachers insights into utilizing structured frameworks like PRIMM to enhance both student autonomy and formative assessment practices in their own classrooms. The research encourages integration of such methodologies into broader curriculum planning, promoting increased student engagement in coding.
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Keywords
computing education, PRIMM framework, assessment, coding, learner engagement