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<p>Hi VCE Product Design and Technology teachers,</p>
<p>I have been following the discussion on this list and can sense
the passion and concern you are all expressing. I can only hope,
along with you, that there will be a resolution to the issues you
have raised within this group and to Leanne.</p>
<p>There is one thing that I'd like to raise with you that is of
real concern to me. Much of the discussion so far has centered
around the SAT and how it will be assessed. I'd just like to say
how important that discussion is as I know you want your students
to achieve the best scored assessment for your students; and also
you want the perceived inequities to be addressed. <br>
</p>
<p>However, I'd like to address what Peter has mentioned in his
email below. <br>
</p>
<div class="moz-cite-prefix"><i>On 20/08/2020 10:56 am, Peter Murphy
wrote:</i><i><br>
</i></div>
<blockquote type="cite"
cite="mid:CAAFGqwbt+=0uujncK3L1KW3zTFPqPPWOqaxLzr48cEyJfqHPWw@mail.gmail.com">
<div><i>My students will only be completing detailed CAD models
(of every component) of their products that they will use in a
detailed storyboard of how the product would be assembled if
possible. These could potentially be 3D printed at some stage
but I am not concerned about whether we achieve that or not as
I suspect we will be in lockdown longer than anticipated. The
focus is now on SACs and exam prep and criteria 1-5. I agree
with others that Criteria 6-9 should be removed or at least
made optional.</i></div>
</blockquote>
<p>Front and centre of what is taught should be the study design.
Assessment is included in the study design, but other assessment
materials are also published annually by the VCAA, such as the
detailed description of the task and assessment criteria. This
year, the study design for Unit 4 was modified slightly, however,
there were NO changes made to the outcomes in the study design
that relate to the SAT (Unit 4, Outcomes 2 and 3). I see this as a
key issue. All teachers must assess their students in terms of
whether they have demonstrated achievement of the outcomes. Not
all students studying VCE Product Design and Technology do a
scored program. What does that mean if a student has not completed
a product and evaluated it, as prescribed in the study design,
because they have not had access to tools, machines, equipment and
materials? <br>
</p>
<p>So what Peter has outlined above and what others have proposed in
relation to removing Criteria 6 - 9 is only part of the problem.
The wording in the study design outcomes must also be changed,
otherwise many students will get an 'N' because they have not
produced work that demonstrates achievement of the set of outcomes
in Unit 4. <br>
</p>
<p>Yesterday, I sent an email (see below) to Leanne raising this
issue and a few others with her. I await her reply. <br>
</p>
<p><br>
</p>
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<p class="MsoNormal"><b><span
style="font-size:12.0pt;line-height:107%">Concerns
about VCE assessment for the 2020 modified study design</span></b></p>
<p class="MsoNormal"><b><span
style="font-size:12.0pt;line-height:107%">VCE
Product Design and Technology Study Design 2020</span></b></p>
<p class="MsoNormal"><span
style="font-size:12.0pt;line-height:107%">Note: quotes
are from the 2020 study designs and assessment material on the
VCAA website.</span></p>
<p class="MsoNormal">Unit 4, Outcome 2</p>
<p class="MsoNormal">'On completion of this unit the student
should be able to
apply a range of production skills and processes safely to make
the product
designed in Unit 3, and manage time and resources effectively
and efficiently.'</p>
<p class="MsoListParagraphCxSpFirst"
style="text-indent:-18.0pt;mso-list:l1 level1 lfo1"><span
style="mso-bidi-font-family:Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore">1.<span style="font:7.0pt
"Times New Roman""> <i>
</i></span></span></span><i>How can students demonstrate
satisfactory
completion of this outcome (i.e. to get a S for this outcome)
if they have not
had access to workshops (including resources such as
materials, tools,
equipment) for the majority of Terms 2 and 3? Note the
reference in this
outcome to the </i><i><span style="color:red">product </span></i><i>they
have designed in
Unit 3 (not a model or prototype of it, see Unit 4, Outcome
3).</i></p>
<i>
</i>
<p class="MsoListParagraphCxSpLast"
style="text-indent:-18.0pt;mso-list:l1 level1 lfo1"><i><span
style="mso-bidi-font-family:Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore">2.<span style="font-variant:
normal; font-weight: normal; font-stretch: normal;
font-size: 7pt; line-height: normal; font-family:
"Times New Roman"; font-size-adjust: none;
font-kerning: auto; font-optical-sizing: auto;
font-language-override: normal; font-feature-settings:
normal; font-variation-settings: normal;">
</span></span></span></i><i>How can students show that
they have been able
to manage time and resources effectively in relation to this
outcome when they
have not had access to the resources needed to make the
product nor the time normally
available to make the product?</i></p>
<p class="MsoNormal">Unit 4 Outcome 3</p>
<p class="MsoNormal">'On completion of this unit the student
should be able to
evaluate the finished product through testing and feedback
against criteria,
create end-user/s’ instructions or care labels and recommend
improvements to
future products.'</p>
<p class="MsoListParagraph" style="text-indent:-18.0pt;mso-list:l1
level1 lfo1"><a name="_Hlk48147690"><span
style="mso-bidi-font-family:
Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore"><span style="font:7.0pt
"Times New Roman""></span></span></span><i>How
can students test and evaluate the </i><i><span
style="color:#C00000">finished product
</span></i><i>when students have not had access to tools,
equipment and materials
needed to make the finished product? How can students
demonstrate satisfactory
completion (i.e. to get a S for this outcome) of this
outcome when they have
not had access to school equipment during most of Term 3? </i></a></p>
<span style="mso-bookmark:_Hlk48147690"></span>
<p class="MsoNormal">The VCE Product Design and Technology:
Administrative
information for School-based Assessment in 2020, page 4 and 5
states:<span style="mso-spacerun:yes"> </span></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>‘Production
work to realise a
quality, three-dimensional product that includes appropriate
production
processes, including some that are complex. The product should
be the
realisation of the preferred option (including modifications
approved by the
end user/s) that meets the accepted standards and expected
quality. While
making the product, students should refer to their scheduled
production plan
and demonstrate the safe application and management of
processes and safe use
of tools, equipment and machines. </i></p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>‘A record of
production
progress using images and/or video and text making reference
to decisions made
and to end user/s feedback, including documenting any
outsourcing or support
used.<span style="mso-spacerun:yes"> </span></i></p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>‘A justified
explanation of
modifications to the design and scheduled production plan
indicating how these
have been negotiated and communicated to the end user/s. </i></p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>‘An evaluation
report
documenting:<span style="mso-spacerun:yes"> </span></i></p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>-checking,
testing and
evaluation of the finished product using evaluation criteria
for the finished
product, and how well it meets the needs and requirements of
the end
user/s<span style="mso-spacerun:yes"> </span></i></p>
<p class="MsoNormal" style="margin-left:14.2pt"><i>-identification
of, and
recommendations for, areas for improvement in the finished
product.’</i></p>
<span style="mso-tab-count:1"></span><i>How can students perform
these activities
when they have not had access to workshops, materials, tools and
equipment
during the majority of terms 2 and 3, 2020? </i>
<p class="MsoListParagraphCxSpFirst"
style="margin-left:0cm;mso-add-space:auto"> </p>
<p class="MsoListParagraphCxSpMiddle"
style="text-indent:-18.0pt;mso-list:l2 level1 lfo2"><span
style="mso-bidi-font-family:Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore">5.<span style="font:7.0pt
"Times New Roman""> <i>
</i></span></span></span><i>How can teachers assess
criteria 6, 7, 8 and 9
when students have not had access to tools, equipment and
materials needed to
make the finished product? </i></p>
<p class="MsoListParagraphCxSpMiddle"
style="margin-left:72.0pt;mso-add-space:
auto;text-indent:-18.0pt;mso-list:l0 level1 lfo3"><span
style="font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol"><span
style="mso-list:Ignore">·<span style="font:7.0pt "Times
New Roman"">
</span></span></span>Criterion 6 Skill in the application of
appropriate processes, including risk management and recording
progress </p>
<p class="MsoListParagraphCxSpMiddle"
style="margin-left:72.0pt;mso-add-space:
auto;text-indent:-18.0pt;mso-list:l0 level1 lfo3"><span
style="font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol"><span
style="mso-list:Ignore">·<span style="font:7.0pt "Times
New Roman"">
</span></span></span>Criterion 7 Skill in project management
and
justifying modifications in realising the preferred option</p>
<p class="MsoListParagraphCxSpMiddle"
style="margin-left:72.0pt;mso-add-space:
auto;text-indent:-18.0pt;mso-list:l0 level1 lfo3"><span
style="font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol"><span
style="mso-list:Ignore">·<span style="font:7.0pt "Times
New Roman"">
</span></span></span>Criterion 8 Skill in developing a
quality
product that is creative and innovative</p>
<p class="MsoListParagraphCxSpMiddle"
style="margin-left:72.0pt;mso-add-space:
auto;text-indent:-18.0pt;mso-list:l0 level1 lfo3"><span
style="font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol"><span
style="mso-list:Ignore">·<span style="font:7.0pt "Times
New Roman"">
</span></span></span>Criterion 9 Skill in evaluating the
finished
product; user instructions/care labels which communicate product
features,
care, use and/or assembly</p>
<p class="MsoListParagraphCxSpMiddle"
style="margin-left:72.0pt;mso-add-space:
auto"> </p>
<p class="MsoListParagraphCxSpLast"
style="margin-left:0cm;mso-add-space:auto;
text-indent:-18.0pt;mso-list:l2 level1 lfo2"><span
style="mso-bidi-font-family:Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore">6.<span style="font:7.0pt
"Times New Roman"">
</span></span></span>In normal circumstances, when teachers
assess
the SAT they consider each criterion, and use the related
indicators to make an
on-balance judgement based on the evidence they have from each
student (or
documented observations, such as safe working practices). For
2020, teachers
have been asked to assess students using one or more indicators
associated with
each criterion, making sure that the same indicators for each
criterion are
used for each student in their cohort.<i> Are they to apportion
a certain amount
of marks to each indicator, depending on its degree of
importance or the amount
of work involved? </i>This could result in a student only
getting 2 marks out of 10
for a particular criterion, drastically reducing their overall
graded
assessment for the SAT. This must be explained to all teachers
of the study
design.</p>
<p class="MsoListParagraphCxSpFirst"
style="margin-left:0cm;mso-add-space:auto;
text-indent:-18.0pt;mso-list:l2 level1 lfo2"><span
style="mso-bidi-font-family:Calibri;mso-bidi-theme-font:minor-latin"><span
style="mso-list:Ignore">7.<span style="font:7.0pt
"Times New Roman""> <i> </i></span></span></span><i>Is
it appropriate to mark students twice for the
SAT – the first mark reflects the evidence the student
produces in relation to each
criterion; the second mark a teacher estimation that takes
into consideration
what the student could have potentially received had
circumstances been
different (in relation to the effects of COVID-19).</i></p>
<font size="+3"><span
style="font-size:11.0pt;line-height:107%;font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:
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New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-AU;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA"><i>Why was the workload
substantially reduced for
the 2020 SAT for VCE Systems Engineering (students do an
aspect of their
system), but not for VCE Product Design and Technology SAT?
</i>The workload for
the Unit 4 SAC was reduced, however, much of the learning for
this can be done
via remote delivery. </span></font></p>
<p>Kind regards, Lorraine Tran. <br>
</p>
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