VCE Computing: Informatics Administrative information for Schoolbased Assessment in 2016

Transcription

1 VCE Computing: Informatics Administrative information for Schoolbased Assessment in 2016 School-assessed Task The School-assessed Task (SAT) for 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 6-9. This assessment is subject to the VCAA s statistical moderation process. The 2016 VCE Computing: Informatics assessment sheet on page 12 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 (SIAR 1). The score for Unit 4 Outcome 1 must be submitted no later than 10 October (SIAR 3). The performance descriptors for the assessment criteria are published annually on the Computing: Informatics study page of the VCAA website. The performance descriptors for the assessment criteria 1 to 4 (Unit 3 Outcome 2) are included in this document; the performance descriptors for the assessment criteria 5 to 8 (Unit 4 Outcome 1) will be published on the Computing: Informatics study page in May. Details of authentication requirements and administrative arrangements for School-assessed Tasks are published in the VCE and VCAL Administrative Handbook The School-assessed Task has six components. They relate to: Unit 3 Outcome 2 (three components) Unit 4 Outcome 1 (three components). VCAA

2 Unit 3 Data analytics: drawing conclusions Outcome 2 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 processes. 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: o o o o 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 chart) indicating times, resources and tasks. Scope of task A short report Students must present a short report that provides a hypothesis statement, 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 also include the key findings after they have manipulated and interpreted their data set, and from these findings a conclusion must be drawn. 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. Students should be identifying and acquiring data from primary and secondary sources, using a range of appropriate collection methods. If nondigital data is acquired it needs to be digitised. If qualitative data is collected, there must be evidence of how it is codified. Students should acquire at least two different types of data. 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 VCAA Page 2

3 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. Students 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 2 and 3. 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 4. Unit 4 Data analytics: presenting the findings Outcome 1 Design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of the project plan in managing process. 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 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. VCAA Page 3

4 Scope of task Folio The folio will comprise design ideas, student-generated evaluation criteria and the detailed specifications of the preferred design. Students should generate two or three alternative design ideas for their multimodal online solution. 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. The multimodal online solution must consist of multiple pages that illustrate the connections between the acquired data, the findings and the conclusion with respect to the hypothesis. The content should include two or more different types of data and information (text, sound, numbers, images still and moving). 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 and an assessment of the project plan in monitoring the progress of the project. Students must apply their criteria to evaluate the extent to which the multimodal solution coherently and effectively communicates findings and conclusions. The 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 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. VCAA Page 4

5 This following rubric is used to assess student achievement on Unit 3 Outcome 2. Teachers assess evidence produced from three tasks against the criteria and performance descriptors to grade achievements on criteria 1 to 4. The rubric for Unit 4 Outcome 1 will be published in May All criteria are published on the assessment sheet on page X. 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

6 Assessment Criteria 1. Depth of understanding of formation of a hypothesis and coherence of a conclusion VCE Informatics: School-assessed Task 2016 Levels of Performance Not shown 1 2 (low) (medium) (high) States a hypothesis as an Attempts to frame a hypothesis Frames a hypothesis that assertion identifying an effect that identifies a prediction and a identifies a prediction and but no cause. variable. variables. Identifies broadly aspects of the scope or constraints of the hypothesis. Identifies some constraints on the hypothesis and states its scope in terms of what will and will not be covered. Describes some relevant and specific constraints on the hypothesis and describes some aspects of the scope in terms of what will and will not be covered. Frames a hypothesis that identifies a prediction, reasonable variables and is testable. Explains most relevant specific constraints on the hypothesis and describes in detail most aspects of the scope in terms of what will and will not be covered. Frames a well-informed hypothesis that identifies a specific prediction, logical variables and is testable. Explains all relevant and key specific constraints on the hypothesis and explains thoroughly all aspects of the scope in terms of what will and will not be covered. Identifies limited findings derived from the manipulated dataset. Limited interpretation of the manipulated data. Identifies some patterns and relationships in the manipulated dataset and formulates some findings. Some interpretation of the manipulated data. Identifies patterns and relationships in the manipulated dataset to formulate a range of findings. Generally accurate interpretation resulting in useful findings. Identifies accurately a set of findings derived from locating key relationships and patterns in the manipulated dataset. Identifies insightful and accurate findings based on a rigorous interpretation of the manipulated dataset. Makes some observations about the findings and draws a conclusion to the hypothesis. There is little coherence between the findings and the conclusion. Draws a conclusion to the hypothesis based on the interpretation of the findings. There are limited connections between the findings and the conclusion. Interprets findings to identify some valid connections. Draws a conclusion to the hypothesis, based on this interpretation, however, it cannot be fully substantiated. Interprets findings to identify key connections and draws from these a valid conclusion to the hypothesis. Draws a valid conclusion to the hypothesis that is fully substantiated. VCAA Page 6

7 2. Skills in acquiring, validating and referencing data Acquires a dataset that is from a secondary data source. VCE Informatics: School-assessed Task Acquires a limited number of datasets from secondary data sources that includes different types of data. Limited data acquisition methods used. Acquires a range of complex datasets that includes different types of data and comprises both qualitative and quantitative data. Acquires some data from primary data sources. Some different data acquisition methods used.. Acquires multiple complex data sets that includes different types of data and states (fully digitised or physical) and includes both qualitative and quantitative data. Both primary and secondary data sources are used. Some appropriate data acquisition methods are used. Acquires multiple complex data sets of different types of data, qualities and structures from both primary and secondary data sources. Uses appropriate methods to acquire data from both types of sources. Limited reference of acquired data using a non-standard method. Referencing conventions applied inconsistently. Uses a standard referencing system, however, some omissions or inconsistencies reduce the ability to efficiently locate the sources. Uses a standard referencing system and applies generally accepted conventions. Some errors exist but data sources can be located. Uses a standard referencing system and applies conventions appropriate to the data source and acquisition method. Some minor errors exist in the referencing. Uses a standard referencing system and applies conventions consistently and appropriately to each data source and acquisition method. Correctly acknowledges all intellectual property. Selects and applies limited electronic or manual validation techniques to determine the integrity of some aspects of the acquired data. Selects and applies some electronic and manual techniques to specifically determine the integrity of some acquired data. Errors affect the suitability of the data for manipulation and interpretation purposes. Selects and applies a range of electronic and manual validation techniques to discriminate acquired data on the basis of some specific criteria (timeliness, authenticity, relevance and accuracy). Some invalid data exists but it does not reduce the overall usefulness for manipulation and interpretation purposes. Selects and applies a range of electronic and manual validation techniques to discriminate acquired data on the basis of all relevant criteria (timeliness, authenticity, relevance and accuracy). Most invalid data is identified and actioned. Selects and applies a complete set of validation techniques that result in a dataset that has full integrity. VCAA Page 7

8 3. Skills in organising, manipulating and securing data and information Attempts to structure some data in readiness for manipulation. VCE Informatics: School-assessed Task 2016 Prepares some of the selected data for manipulation including correct data types and structures. Prepares the acquired data for manipulation so that correct data types and structures are evident. Attempts to codify qualitative data usingsome physical techniques or software tools. Prepares the data for manipulation including correct data types and structures. Codifies most qualitative data using appropriate physical techniques or software tools. Thoroughly and systematically prepares the data for manipulation by selected software tools including codifying all qualitative data using appropriate physical techniques or software tools. Applies limited manipulation processes and techniques to the selected data to produce information for interpretation. Uses some functions and techniques to manipulate the selected data to produce some information for interpretation. Uses a range of software functions and techniques to manipulate the selected data to produce information for interpretation. Uses a range of appropriate digital system components, software functions and techniques, formats and conventions to manipulate the selected data to produce accurate information for interpretation. Uses an extensive range of digital system components, software functions, techniques, formats and conventions to manipulate the selected data to produce insightful information suitable for interpretation. Applies a limited file management plan. Develops and partially applies a file management plan. Documents and applies a logical file management plan that includes folders and file naming conventions Documents and applies a detailed file management plan that includes hierarchical folders. Documents and applies a comprehensive file management plan. Uses limited physical or software security controls to protect some data and information. Meets limited legal requirements. Uses some software and physical security controls to protect the storage or communication of some data and information. Meets some legal requirements. Selects and applies physical and software security controls to protect the storage and communication of most data and information. Meets most legal requirements. Selects and applies appropriate physical and software security controls to ensure that all stored and communicated data and information is protected. Meets key legal requirements. Selects and applies a comprehensive range of physical and software security controls to protect all stored and communicated data and information. Meets all legal requirements.. VCAA Page 8

9 4. Depth of understanding of project management concepts and processes Constructs a limited project plan using software that identifies limited milestones (concepts), and tasks and associated time allocations (processes). VCE Informatics: School-assessed Task 2016 Prepares a Gantt chart using software that identifies some student-determined milestones, few dependencies (concepts) and a range of tasks and time allocations (processes). Prepares a Gantt chart using software that identifies some of the relevant student-determined milestones and key dependencies (concepts), and some of the key tasks, sequencing of tasks and time allocations (processes). Prepares a Gantt chart using software that identifies most of the relevant student-determined milestones, key dependencies (concepts), and key tasks, sequencing, resources and time allocations (processes). Prepares a coherent and accurate Gantt chart using software that identifies all required project management concepts and processes. Includes some stages of the problem-solving methodology in the project plan and identifies limited activities. Includes most stages of the problem-solving methodology in the project plan and identifies some activities. Includes all stages of the problem-solving methodology in the Gantt chart. Documents all stages of the problem-solving methodology in the Gantt chart and identifies most activities required for both parts of the project. Documents all stages of the problem-solving methodology in the Gantt chart, identifying conclusively all activities required for both parts of the project. Omissions, errors and brevity reduce the effectiveness of the chart to adequately monitor progress. Some omissions and errors reduce the effectiveness of the chart to adequately monitor progress... Generally effective chart with minimal error to monitor progress. Mainly accurate and coherent chart contributes to a project management plan to monitor progress. Accuracy, completeness and coherence of the chart contributes to an effective project management plan to monitor progress. VCAA Page 9

10 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 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 1 and Unit 4 Outcome 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 10

11 Authentication Record Form VCE Computing: Informatics SAT 2016 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 Schoolbased Assessment audit. Student name.. Student No School.. Teacher:... Component of School-assessed Task Date observed/ submitted Authentication comments Teacher s initials Student s initials Observation No. 1: Unit 3 Outcome 2 Identification of a hypothesis Student has formulated a hypothesis that is reasonable and testable Observation No. 2: Preparation of project plan Student has prepared a Gantt chart for the entire project Observation No. 3: Identification of data sources, collection methods and types of data Student has documented details of their dataset Observation No. 4: Progressive manipulation of data for interpretation Student submits evidence of manipulated data Observation No. 5: Report Student has assembled the hypothesis information, findings and conclusion. Observation No. 6: Unit 4 Outcome 1 Folio Student has developed the folio of design ideas, criteria and detailed preferred design Observation No. 7: Progressive development of solution Student has continued to develop the multimodal online solution. Observation No. 8: 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 11

12 2016 Victorian Certificate of Education Computing: Informatics Assessment Sheet School-assessed Task student name Teachers need to make judgments on the student s performance for each assessment 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. student number assessing school number Assessment criteria The extent to which the student demonstrates: If a student does not submit the School-assessed Task at all, N/A should be entered here. Not Shown (0) Low (1 2) (3 4) Med (5 6) (7 8) 1 understanding of formation of a hypothesis, and coherence of a conclusion 2 skills in acquiring, validating and referencing data 3 skills in organising, manipulating and securing data and information 4 understanding of project management concepts and processes 5 skills in generating design ideas and designing preferred solutions 6 skills in communicating information to educate a world-wide audience through a multimodal online solution 7 skills in technically developing a multimodal online solution that confirms or refutes a hypothesis 8 understanding of strategies for evaluating the effectiveness of a multimodal solution and assessing the effectiveness of the project plan in monitoring progress High (9 10) Levels of Performance: Teacher s Comments You may wish to comment on aspects of the student s work that led to your assessment of High, Medium, Low or Not Shown for specific criteria. Page 13