VCE Computing: Informatics Administrative information for Schoolbased Assessment in 2018
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VCE Computing: Informatics Administrative information for School- based Assessment in 2018 School-assessed Task The School-assessed Task (SAT) contributes 30 per cent to the study score. Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score against each criterion that represents an assessment of the student’s level of performance for Unit 3 Outcome 2 and Unit 4 Outcome 1. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criteria on pages 6–13. This assessment is subject to the VCAA’s statistical moderation process. The 2018 VCE Computing: Informatics assessment sheet on page 16 is to be used by teachers to record the SAT score. The completed assessment sheet for each student’s SAT must be available on request by the VCAA. Student scores for each outcome will be submitted separately via VASS. The score for Unit 3 Outcome 2 must be submitted no later than 15 June. The score for Unit 4 Outcome 1 must be submitted no later than 7 November. The performance descriptors for the assessment criteria are published annually on the Computing: Informatics study page of the VCAA website. Details of authentication requirements and administrative arrangements for School-assessed Tasks are published in the VCE and VCAL Administrative Handbook 2018. The School-assessed Task has six components. They relate to: Unit 3 Outcome 2 (three components) Unit 4 Outcome 1 (three components). © VCAA
VCE Computing: Informatics Administrative information for School-based Assessment in 2018
Unit 3
Data analytics: drawing conclusions
Outcome 2
On completion of this unit the student should be able to use a range of appropriate
techniques and processes to acquire, prepare, manipulate and interpret complex data to
confirm or refute a hypothesis, and formulate a project plan to manage progress.
Nature of task
a short report that sets out a statement of a student-generated hypothesis, the
conclusion that has been drawn and an outline of the findings supporting the conclusion
a collection of data sets, and information derived from them, that allows a conclusion to
be drawn about the hypothesis and evidence of:
- the specifications for creating the information
- acknowledgment of intellectual property
- the validation and manipulation processes and techniques used
- the methods used to secure stored and communicated data and information
a project plan (Gantt charts) indicating times, resources and tasks.
Scope of task
A short report
Students must present a short report that provides a hypothesis statement, and the
constraints and scope of the hypothesis, together with the key findings and the conclusion as
to whether the hypothesis has been substantiated or refuted. There is no specified format for
the report so it could be presented as a written, visual or oral report.
Students must generate their own hypothesis – this must not be teacher provided. The
hypothesis must be accompanied by an outline of specific constraints and a scope
statement. Students must include the key findings after they have manipulated and
interpreted their data set, and from these findings it is expected that a logical a conclusion is
drawn as to whether the hypothesis is substantiated or refuted. The evidence from this task
is assessed through criterion 1.
A collection of data sets
Students must collect a set of data that will enable the hypothesis to be tested in order to
determine if it is confirmed or refuted. The complexity of data is affected by factors including
the size of the data set, sources of data, types of data (text, number, sound, image) and the
nature of the data (qualitative or quantitative; digital or non-digital).
To score highly students should be identifying and acquiring data from primary and
secondary sources, using a range of appropriate collection methods. Students should
acquire at least two different types of data and to score highly students need to add value to
© VCAA Page 2VCE Computing: Informatics Administrative information for School-based Assessment in 2018 the data. For example, if they collect non digital data, it needs to be digitised before manipulation; if they collect qualitative data it needs to be coded before manipulation. All intellectual property must be acknowledged using one of the four listed methods. Students must also provide evidence (either in writing or through annotations) of how the acquired data is assessed for its integrity. Students should also provide evidence of how their files are managed – this could be presented, for example, as a folder map; a listing of files and how these files are secured and meet any legal requirements. Students should provide evidence of how they have organised the data in readiness for manipulation. They should provide evidence of the information generated from their data, manipulated using software appropriate to the types of data. The evidence from this task is assessed through criteria 3 and 4. Project plan Students prepare a project plan, in the form of a Gantt chart, for the full implementation of the problem-solving methodology (analysis, design, development and evaluation) hence the plan incorporates the requirements of Unit 4 Outcome 1. Students should only be assessed on their ability to document the key concepts and processes relevant to their project; they must not be assessed on their software skills. Students should take account of any assessment dates and other deadlines provided by the teacher; however all other scheduling must be determined by the students. As the project progresses in Unit 3, students should be recording any adjustments to their original plan. The evidence from this task is assessed through criterion 2. Note: as this project plan incorporates all stages of the problem-solving methodology it should be created close to the commencement of the project. © VCAA Page 3
VCE Computing: Informatics Administrative information for School-based Assessment in 2018
Unit 4
Data analytics: presenting the findings
Outcome 1
On completion of this unit the student should be able to design, develop and evaluate a
multimodal online solution that confirms or refutes a hypothesis, and assess the
effectiveness of the project plan in managing progress.
Nature of task
a folio of two or three alternative design ideas and the detailed design specifications of
the preferred design
a multimodal online solution that communicates the confirmation or refutation of a
hypothesis as detailed in Unit 3
an evaluation of the effectiveness of the solution, and
an assessment of the effectiveness of the project plan (Gantt chart) in monitoring project
progress
In one of the following:
a written report
an annotated visual plan.
Scope of task
Folio
The folio will comprise design ideas, student-generated evaluation criteria and the detailed
specifications of the preferred design.
When developing their folio students should generate two or three alternative design ideas
for their multimodal online solution. They should take a design-thinking approach when
generating different ideas for further development (see study design Glossary, page 11).
These ideas do not have to be detailed – they represent broad ideas of key appearance
features and functions of possible solutions. Students apply their criteria to select the design
idea that will be developed into a detailed design for the solution, using a set of tools,
methods and techniques. The design should be able to meet the needs of educating a world-
wide audience about the key findings arising from the manipulation and interpretation of
complex data. The evidence from this task is assessed through criterion 5.
Multimodal online solution
Students use the detailed design as the basis for developing the multimodal online solution.
Students should apply a suite of functions within their multimodal authoring software in order
to execute requirements identified in the VCAA Bulletin and also published on the
Computing: Informatics study page as the document labelled Software tools and functions.
© VCAA Page 4VCE Computing: Informatics Administrative information for School-based Assessment in 2018 The multimodal online solution must contain sufficient content to illustrate the connections between the acquired data, the findings and the conclusion with respect to the hypothesis. The solution should include two or more different types of data or information to fulfil the characteristic of multimodality. This would typically lead to the inclusion of some different formats such as tables, charts, prose, timelines, video clips, animations and sound grabs. The evidence from this task is assessed through criteria 6 and 7. Evaluation of solution and assessment of project plan Students must prepare a report in one of two modes that has two key components – an evaluation of the multimodal solution, including strategies for evaluation and an assessment of the project plan in monitoring the progress of the project. In accordance with the problem-solving methodology (see study design, page 14), evaluation typically takes place after the solution has been implemented but this is not possible for this task. However, students are required to propose an evaluation strategy assuming implementation of their solution, as well as evaluating their own solution. This comprises the report activity of the evaluation stage of the problem-solving methodology. When evaluating their solution, students must apply their criteria developed in Unit 3 to determine the extent to which their multimodal solution coherently and effectively communicates findings and conclusions. The evaluation report should cover how each criterion is addressed in the solution, using study-specific language. This can be achieved through annotations or in writing. Students are also required to explain how their plan assisted in monitoring the progress of the project. Students can use a variety of ways of showing adjustments on their plan. In addition to acknowledging adjustments, students must explain the usefulness of the plan in monitoring their progress through the stages of the problem-solving methodology. The evidence from this task is assessed through criterion 8. This following rubric is used to assess student achievement on Unit 3 Outcome 2 and Unit 4 Outcome 1. It should be noted that each piece of evidence in each criterion is not equally weighted. The criteria identify specific characteristics that are used to judge levels of performance against the outcomes. Performance descriptors describe typical evidence associated with five different levels of performance for a criterion (five levels; 10 marks). Criteria 1 to 4 relate to Unit 3 Outcome 2. Criteria 5 to 8 relate to Unit 4 Outcome 1. © VCAA Page 5
VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
States a hypothesis as an Attempts to frame a hypothesis Frames a hypothesis that Frames a hypothesis that Frames a well-informed
assertion identifying an effect that identifies a prediction and identifies a prediction and identifies a prediction, hypothesis that identifies a
but no cause. a variable. variables. reasonable variables and is specific prediction, logical
testable. variables and is testable.
Identifies broadly aspects of the Identifies some constraints on Describes some relevant and Explains most relevant specific Explains all relevant and key
scope or constraints of the the hypothesis and states its specific constraints on the constraints on the hypothesis specific constraints on the
hypothesis. scope in terms of what will and hypothesis and describes some and describes in detail most hypothesis and explains
will not be covered. aspects of the scope in terms aspects of the scope in terms thoroughly all aspects of the
of what will and will not be of what will and will not be scope in terms of what will and
covered. covered. will not be covered.
1. Understanding of
formation of a Identifies limited findings Identifies some patterns and Identifies patterns and Identifies accurately a set of Identifies insightful and
hypothesis and derived from the manipulated relationships in the manipulated relationships in the manipulated findings derived from locating accurate findings based on a
coherence of a dataset. Limited interpretation dataset and formulates some dataset to formulate a range of key relationships and patterns rigorous interpretation of the
conclusion of the manipulated data. findings. Some interpretation findings. Generally accurate in the manipulated dataset. manipulated dataset.
of the manipulated data. interpretation resulting in useful
findings.
Makes some observations Draws a conclusion to the Interprets findings to identify Interprets findings to identify Draws a valid conclusion to the
about the findings and draws a hypothesis based on the some valid connections. Draws key connections and draws hypothesis that is fully
conclusion to the hypothesis. interpretation of the findings. a conclusion to the hypothesis from these a valid conclusion to substantiated.
There is little coherence There are limited connections based on this interpretation, the hypothesis.
between the findings and the between the findings and the however, it cannot be fully
conclusion. conclusion. substantiated.
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VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Prepares a Gantt chart Prepares a Gantt chart that Prepares a Gantt chart that Prepares a Gantt chart that Prepares a Gantt chart that
that includes some includes most stages of the includes all stages and some documents all stages and documents all stages and
stages of the problem- problem-solving activities of the problem- most activities of the problem- activities of the problem-solving
solving methodology methodology and identifies solving methodology for both solving methodology for both methodology for both parts of
and identifies limited some activities. parts of the project. parts of the project. the project.
activities.
Constructs a limited Prepares a Gantt chart Prepares a Gantt chart using Prepares a Gantt chart using Prepares a coherent and
project plan using using software that software that identifies some of software that identifies most accurate Gantt chart using
2. Understanding software that identifies identifies some student- the relevant student- of the relevant student- software that identifies all
of project limited milestones determined milestones, few determined milestones and key determined milestones, key required project management
management (concepts), and tasks dependencies (concepts) dependencies (concepts), and dependencies (concepts), and milestones key dependencies
concepts and and associated time and a range of tasks and some of the key tasks, key tasks, sequencing, (concepts), and key tasks,
processes allocations (processes). time allocations sequencing of tasks and time resources and time sequencing, resources and
(processes). allocations (processes). allocations (processes). time allocations (processes).
Omissions, errors and Some omissions and errors Generally effective chart with Mainly accurate and coherent Accuracy, completeness and
brevity reduce the reduce the effectiveness of minimal errors to monitor chart contributes to a project coherence of the chart
effectiveness of the the chart to adequately progress. management plan to monitor contributes to an effective
chart to adequately monitor progress. progress. project management plan to
monitor progress. monitor progress.
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VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Acquires a data set that is from Acquires a limited number of Acquires a range of data sets Acquires multiple data sets that Acquires multiple data sets of
a secondary data source. data sets from secondary data that includes different types of includes different types of data different types of data, qualities
sources that includes different data and comprises both and states (fully digitised or and structures from both
types of data. Limited data qualitative and quantitative physical) and includes both primary and secondary data
acquisition methods used. data. Acquires some data from qualitative and quantitative sources. Uses appropriate
primary data sources. Some data. Both primary and methods to acquire data from
different data acquisition secondary data sources are both types of sources.
methods used. used. Some appropriate data
acquisition methods are used.
Selects and applies limited Selects and applies some Selects and applies a range of Selects and applies a range of Selects and applies a complete
electronic or manual validation electronic and manual appropriate electronic and electronic and manual set of validation techniques that
techniques to determine the techniques to specifically manual validation techniques to validation techniques to result in a dataset that has full
integrity of some aspects of the determine the integrity of some discriminate acquired data on discriminate acquired data on integrity.
3. Skills in acquiring, acquired data. acquired data. Errors affect the the basis of some specific the basis of all relevant criteria
validating and suitability of the data for criteria (timeliness, authenticity, (timeliness, authenticity,
manipulation and interpretation relevance and accuracy). Some relevance and accuracy). Most
referencing data
purposes. invalid data exists but it does invalid data is identified and
not reduce the overall actioned.
usefulness for manipulation and
interpretation purposes.
Limited reference of acquired Uses a standard referencing Uses a standard referencing Uses a standard referencing Uses a standard referencing
data using a non-standard system, however, some system and applies generally system and applies system and applies
method. Referencing omissions or inconsistencies accepted conventions. Some conventions appropriate to the conventions consistently and
conventions applied reduce the ability to efficiently errors exist but data sources data source and acquisition appropriately to each data
inconsistently. locate the sources. can be located. method. Some minor errors source and acquisition method.
exist in the referencing. Correctly acknowledges all
intellectual property.
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© VCAA Page 8VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Attempts to structure some Prepares some of the selected Prepares the acquired data for Prepares the data for Thoroughly and systematically
data in readiness for data for manipulation including manipulation so that correct manipulation including correct prepares the data for
manipulation. correct data types and data types and structures are data types and structures. manipulation by selected
structures. evident. Attempts to codify Codifies most qualitative data software tools including
qualitative data using some using appropriate physical codifying all qualitative data
physical techniques or software techniques or software tools. using appropriate physical
tools. techniques or software tools.
Applies limited manipulation Uses some functions and Uses a range of software Uses a range of appropriate Uses an extensive range of
processes and techniques to techniques to manipulate the functions and techniques to software, software functions software, software functions,
the selected data to produce selected data to produce some manipulate the selected data to and techniques, formats and techniques, formats and
information for interpretation. information for interpretation. produce information for conventions to manipulate the conventions to manipulate the
interpretation. Some selected data to produce selected data to produce
4. Skills in organising, information is irrelevant or not accurate information for insightful information suitable
manipulating and suitable for interpretation. interpretation. for interpretation.
securing data and
information Uses limited physical or Uses some software and Selects and applies physical Selects and applies appropriate Selects and applies a
software security controls to physical security controls to and software security controls physical and software security comprehensive range of
protect some data and protect the storage or to protect the storage and controls to ensure that all physical and software security
information. Meets limited legal communication of some data communication of most data stored and communicated data controls to protect all stored
requirements. and information. Meets some and information. Meets most and information is protected. and communicated data and
legal requirements legal requirements. Meets key legal requirements. information. Meets all legal
requirements.
Applies a limited file Develops and partially applies Documents and applies a Documents and applies a Documents and applies a
management plan. a file management plan. logical file management plan detailed file management plan comprehensive file
that includes folders and file that includes hierarchical management plan.
naming conventions. folders.
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© VCAA Page 9VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Lists narrow sets of relevant States some general and relevant States some specific and relevant Specifies a complete set of Specifies a coherent and
criteria for selecting the criteria for selecting the preferred criteria for selecting the preferred relevant criteria for selecting the comprehensive set of criteria for
preferred design idea and design idea and evaluating the design idea and evaluating the preferred design idea and selecting the preferred design idea
evaluating the multimodal multimodal online solution. effectiveness of the multimodal evaluating the effectiveness of and evaluating the effectiveness of
online solution. online solution. the multimodal online solution. the multimodal online solution.
Generates two design ideas Generates two or three designs Generates two or three design Generates two or three design Generates two or three distinctive
that have minor differences in ideas that are slight modifications ideas that represent some ideas that are clearly feasible in design ideas that are clearly
their representation of the of each other in their feasible alternatives to the their representations of the feasible in their representations of
solution’s appearance or representation of the solution’s solution’s functionality and solution’s functionality and the solution’s functionality and
functionality. appearance and functionality. appearance. appearance. appearance.
Selects a preferred design idea Selects a preferred design idea Selects a preferred design idea Selects a preferred design idea Selects a preferred design idea for
for further development based for further development based on for further development based on for further development based on further development based on a
5. Skills in generating on very limited limited criteria relevant to the criteria relevant to some of the criteria relevant to most solution complete set of criteria relevant to
design ideas and acknowledgement of the solution requirements. solution requirements. requirements. all the solution requirements.
designing preferred criteria.
solutions
Expresses the design of the Selects and applies some design Selects and applies design tools Selects and applies a set of Selects and applies a set of relevant
solution using few relevant tools to document some of the to document most of the solution. relevant design tools to document and complementary design tools
tools. solution. key requirements of the solution. appropriate to documenting all the
solution requirements.
Applies limited design Applies some relevant design Applies relevant design principles Applies relevant design principles Applies consistently and
principles to enhance principles to enhance to enhance appearance with to enhance appearance. Minor appropriately all relevant design
appearance. Expresses limited appearance with some minimal errors. Identifies key functionality errors do not reduce principles. Designs are detailed and
functionality features of the inconsistencies. Identifies some functionality requirements of the the capacity of the key solution fully demonstrate the required
solution and errors reduce the functionality requirements. Some solution. Few errors or omissions requirements to be met. functionality and appearance of the
capacity of the solution errors exist. exist. solution. All solution requirements
requirements to be met. . are expressed in the designs.
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© VCAA Page 10VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Manipulates some data to Applies some software Selects and applies a range of Correctly selects and applies a Correctly selects and skillfully
develop a partial solution using functions and techniques to software functions and techniques to wide range of software applies an extensive range of
limited software functions and manipulate data to develop a efficiently manipulate some data to functions and techniques to software functions and
techniques. multimodal online solution. develop a multimodal online efficiently manipulate data to techniques to efficiently
solution. develop an effective manipulate a range of types of
multimodal online solution. data to develop an effective
multimodal online solution.
6. Skills in technically Conducts a limited number of Applies some techniques Applies some techniques to Applies a range of testing Applies an appropriate range of
developing a tests to show parts of the that partially test the satisfactorily test the functionality techniques and documents testing techniques to ensure the
multimodal online solution operate as intended. functionality and appearance and appearance of the solution. correctly most results. Minor solution is effective and operates
solution that confirms Limited documentation of the of the solution. Documents Documents most of the results. omissions do not reduce the as intended. All results are fully
or refutes a results. Many solution errors some results and some key Omissions and errors reduce the capacity of the solution to documented and correct.
hypothesis not detected. solution errors not detected. capacity of the solution to meet all its meet its requirements.
requirements.
Uses limited techniques or Applies some techniques Applies most functions and Applies functions, techniques Consistently applies functions,
functions to manage the files. and functions to manage techniques to ensure that most files and procedures to manage the techniques and procedures to
Errors and omissions affect the files. Errors reduce the are stored and retrieved efficiently storage and retrieval of files in manage files so that correct
storage and retrieval of speed and accuracy of and effectively. Some errors exist. an efficient and effective information is efficiently and
relevant information. retrieving stored information. manner. effectively stored and retrieved.
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© VCAA Page 11VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Selects some information Uses some information that is Uses information generally Uses information that is Uses information that is
that is relevant to a understandable and appropriate to suitable for a world-wide appropriate for a world-wide relevant, coherent and clearly fit
restricted audience. The a restricted audience. Some audience. The solution has an audience and has a clearly for the purpose of educating a
purpose of the solution is information serves an educational identifiable educational identifiable educational world-wide audience.
unclear. purpose. purpose. purpose.
Uses limited conventions to Applies some conventions that Applies a range of conventions Applies consistently a set of Applies conventions
make information more acknowledge a world-wide that improve accessibility to a conventions that acknowledge consistently that acknowledge
accessible to a world-wide audience. world-wide audience. most relevant characteristics all relevant characteristics of
audience. Inconsistencies reduce the of information suitable for a information suitable for a world-
effectiveness of the solution. world-wide audience. wide audience.
7. Skills in
communicating
Displays the content of the Uses some appropriate formats to Use a range of formats that Applies consistently a range of Applies consistently a range of
information to educate a multimodal online solution enhance the appearance of the improve the appearance of the appropriate formats to appropriate formats that
world-wide audience using a limited range of multimodal online solution. multimodal online solution and enhance the effectiveness of effectively acknowledges
through a multimodal formats appropriate to the Inconsistencies reduce the assists in reflecting its purpose. the multimodal online solution differences in the types of data
online solution types of data and its effectiveness of the solution in Minor inconsistencies exist. and its educational purpose and information, and its
purpose. meeting its purpose educational purpose.
Restates data and Sorts and separates data and Combines some key ideas from Select and presents complex Selects and presents complex
information to communicate information to reduce complexity data and information to reduce data and information in a way data and information in new,
messages about the when communicating messages complexity when that communicates with clarity clear and simplified ways to
findings and conclusion. about the findings and conclusion. communicating messages the key messages about the communicate key messages
Ambiguities exist. about the findings and findings and conclusion. about the findings and
conclusion. conclusion.
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© VCAA Page 12VCE Computing: Informatics Administrative information for School-based Assessment in 2018
VCE Informatics: School-assessed Task 2018
Levels of Performance
Assessment Not
criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Lists few approaches for States some feasible strategies for Proposes some feasible Proposes feasible strategies for Proposes a coherent set of
evaluating the solution. evaluating the solution. strategies for evaluating the evaluating the effectiveness of feasible strategies for evaluating
effectiveness of the solution. the solution. the effectiveness of the solution.
States how some of the Describes how some of the solution Describes, making reference to Evaluates the effectiveness of Evaluates systemically the
solution communicates the communicates the conclusion and some features, how the solution key features of the solution in effectiveness of the solution in
conclusion and the findings, the findings, referring to some communicates effectively the communicating the conclusion communicating the conclusion
referring to limited criteria. general criteria. conclusion and the findings, and findings, using a complete and key findings, using a
referring to some specific set of criteria in an organised coherent and comprehensive
criteria. way. set of criteria.
8. Skills in evaluating Outlines generally why Describes some reasons for the Describes appropriately why Explains logically why specific Explains logically and
some data, information and inclusion of specific data, specific data, information and data, information and findings substantiates why specific data,
the effectiveness of a
findings are included in the information and findings in the findings are included in the are included in the solution to information and findings are
multimodal online
solution to support the solution to support the conclusion. solution to support the support the conclusion. Minor included in the solution to
solution and conclusion. Logic errors Some logic errors exist and conclusion. Some errors of logic errors of logic exist but do not support the conclusion.
assessing the diminish the effectiveness diminish the effectiveness of the exist but the solution is still fit affect the effectiveness of the
effectiveness of the of the solution. solution. for purpose. solution.
project plan
in monitoring Provides limited evidence of Records some adjustments to the Records the progress of the Maintains a detailed and Applies a range of appropriate
progress adjustments to the plan for initial plan during the progress of entire project against the initial complete record of the progress techniques to accurately record
some stages of the project. most stages of the project. project plan using some of the entire project through all adjustments made to the
annotations or log entries. annotations and maintaining a entire project plan.
log.
Identifies some general Describes how the plan and some Explains generally how the plan Compares and explains how Reports clearly and
improvements made to the of its adjustments assisted in and its adjustments assisted in the adjustments recorded as comprehensively the usefulness
progress of the project due monitoring and improving the monitoring the progress of the part of the project plan assisted of the initial plan and its
to the use of the project project. entire project. in monitoring the progress of modifications in monitoring the
plan. the project. progress of the entire project.
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© VCAA Page 13VCE Computing: Informatics Administrative information for School-based Assessment in 2018 Authentication of VCE Computing: Informatics School-assessed Task (SAT) Teachers are reminded of the need to comply with the authentication requirements specified in the Assessment: School-based Assessment section of the VCE and VCAL Administrative Handbook 2018. This is important to ensure that ‘undue assistance [is] not … provided to students while undertaking assessment tasks’. Teachers must be aware of the following requirements for the authentication of VCE Computing: Informatics School-assessed Task. 1. The body of work created for the School-assessed Task (SAT) is based on work developed and completed in Unit 3 Outcome 2 and Unit 4 Outcome 1. 2. Teachers are required to fill out the Authentication Record Form and provide the student with feedback on their progress at each observation. 3. Undue assistance should not occur at any time during the development of the body of work, and teachers need to be vigilant. Students are required to demonstrate development of their thinking and working practices. Teachers are reminded that it is not appropriate to provide ‘detailed advice on, corrections to, or actual reworking of students’ work’. 4. Teachers must sight and monitor the development and documentation of the student’s thinking and working practices throughout the unit to authenticate the work as the student’s own. Students must acknowledge the source of materials and information used to support the development of their work. 5. Students should be encouraged to complete their work at school. Where students use external service providers, their documentation should demonstrate ongoing progress throughout the SAT. 6. During the generation of the software solution teachers must plan and use observations of student work in order to monitor and record each student’s progress as part of the authentication process. Teachers must ensure that all source and reference material, all use of non-school (home, outsourced) resources and any external assistance (for example, tutors) are acknowledged on the authentication form. If a student acknowledges using external resources or receiving external assistance, the teacher should record complete details as an attachment to the Authentication Form. 7. Teachers are reminded that the authentication procedures must be followed for all student work in relation to this SAT. School-based audits include the inspection of authentication records. If authentication records are not provided, the school is automatically audited the following year. © VCAA Page 14
Authentication Record Form VCE Computing: Informatics SAT 2018
This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for
authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-
based Assessment Audit.
Student name …………………………………………………………….. Student No
School …………………………………………………………………………………………………………………………….…….
Teacher: ……………………………………..…………………………………………….
Component of School-assessed Date Authentication comments Teacher’s Student’s
Task observed/ initials initials
submitted
Observation: Identification of a
hypothesis
Student has formulated a hypothesis
that is reasonable and testable
Observation: Preparation of project
plan
Student has prepared a Gantt chart for
the entire project
Observation: Identification of data
sources, collection methods and
types of data
Student has documented details of their
dataset
Observation: Progressive
manipulation of data for
interpretation
Student submits evidence of
manipulated data
Observation: Report
Student has assembled the hypothesis
information, findings and conclusion.
Observation: Folio
Student has developed the folio of
design ideas, criteria and detailed
preferred design
Observation: Progressive
development of solution
Student has continued to develop the
multimodal online solution.
Observation: Evaluation and
assessment
Student has submitted the evaluation
and assessment plan.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature …………………………………………… Date …………………………………
© VCAA Page 15VCE Computing: Informatics Administrative information for School-based Assessment in 2018
2018
Victorian Certificate of Education student name
Computing: Informatics Assessment Sheet
School-assessed Task
This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student's performance for each student number
criterion. Teachers will be required to choose one number from 0–10 to indicate how the student performed on each criterion with comments, as appropriate.
Teachers then add the subtotals to determine the total score. assessing school number
Criteria for the award of grades Performance on Criteria: Teacher’s Comments
Not Shown Very Low Low Med High Very High You may wish to comment on aspects of the student’s
(0) (1–2) (3–4) (5–6) (7–8) (9–10) work that led to your assessment.
The extent to which the student demonstrates:
1 understanding of formation of a hypothesis, and coherence of a conclusion
2 understanding of project management concepts and processes
3 skills in acquiring, validating and referencing data
4 skills in organising, manipulating and securing data and information
5 skills in generating design ideas and designing preferred solutions
6 skills in technically developing a multimodal online solution that confirms
or refutes a hypothesis
7 skills in communicating information to educate a world-wide audience
through a multimodal online solution
8 skills in evaluating the effectiveness of a multimodal online solution and
assessing the effectiveness of the project plan in monitoring progress.
If a student does not submit the School-assessed Task
at all, N/A should be entered in the total score box.
SUBTOTALS
TOTAL SCORE
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