Hi Paula. I hope you can clear up some questions I have.<br><br>1. Yes, I thought that "s" that you mentioned would come up. Yes, I did see it. I foolishly ignored it. Why should I assume it had biblical implications? I've already <a href="http://www.vcaa.vic.edu.au/Pages/correspondence/bulletins/2010/July/vce_study.aspx">one</a> or <a href="http://www.vcaa.vic.edu.au/Pages/correspondence/bulletins/2011/July/vce_study.aspx">two</a> significant errors in the study design that needed errata to be published. Why would this "s" not be an extra insignificant slip?<br>
<br>It is certainly <b>not</b> a clear indicator of a "significant" requirement of the outcome. If <b>one unexplained letter</b> in the study design can be claimed to be a "significant change" and now cause teachers to be accused of creating invalid outcomes, I give up. I really do.<br>
<br>2. The other obvious problem is that the only <b>clear</b> statement about the need for 2 or more organisations is contained in the "Sample approaches to School-assessed Coursework" section of the <a href="http://www.vcaa.vic.edu.au/Documents/vce/infotech/infotechhb-2011-2014.doc">assessment handbook</a>. <br>
<br>As far as I know, the '<b>Advice</b> to Teachers' and '<b>Sample</b> approaches...' are <b>not mandated</b> requirements: they are only suggestions. Why would teachers expect <b>mandated information</b> to appear in a section called "Sample approaches"?<br>
<br>3. And I still need to know why the detailed example in the <a href="http://www.vcaa.vic.edu.au/vcaa/vce/studies/infotech/infotechsd2011-2014.pdf">study design</a> (which we all refer to as a guide for creating good outcomes) does <b>not</b> comply with this new "significant" requirement of ITA U4O2. If <b>it</b> doesn't include this significant change, how can <b>we</b> notice the change and implement it? <br>
<br>4. My next logical step was to check <b>Software Development U4O2 </b>in case I'd missed a similar significant change<b>. </b>It says, "Recommend and justify strategies for evaluating the effectiveness and efficiency of <b>solutionS</b> that operate in a networked environment." <br>
<br>Surely this means we need to have a case study that contains <b>more than one solution</b>. By the logic of the "Significant S" in ITA U4O2 it must do... or is the "s" in SD not significant, whereas it was for ITA?<br>
<br>5. To make sure, I checked SD U4O2 in the <a href="http://www.vcaa.vic.edu.au/vcaa/vce/studies/infotech/infotechsd2011-2014.pdf">assessment handbook</a>'s "Sample approaches to school-assessed coursework" section. <br>
What does it say? <b>Nothing.</b> SD U4O2 is not mentioned at all in the "Sample Approaches" section. <br><br>So I checked the <a href="http://www.vcaa.vic.edu.au/Documents/vce/technology/2011ITSoftwareDevelopSAC.pdf">2011 SD SAC report</a> and it does <b>not</b> mention the need for two solutions. <br>
<br>6. So I'm confused. Do we need to write more than one solution into SD U4O2 to be consistent with the "Significant S" in ITA U4O2? <br>If not, why not? If that "s" in SD U4O2 is insignificant why should an equivalent "s" in ITA U4O2 have earth-shaking implications? <br>
<br>Regards<br>Mark<br><br>FOR THOSE OF YOUNGER PERSUASION, I HEREBY OFFER MY MEMES...<br><br>Hitchhiker's Guide to the Galaxy, by Douglas Adams, p.12<br><br>"But Mr. Dent, the plans have been available in the local planning office
for the last nine months."<br>
"Oh yes, well, as soon as I heard I went straight round to see them,
yesterday afternoon. You hadn't exactly gone out of your way to call attention
to them, had you? I mean, like actually telling anybody or anything." <br>
"But the plans were on display..." <br>
"On display? I eventually had to go down to the cellar to find them." <br>
"That's the display department." <br>
"With a flashlight." <br>
"Ah, well, the lights had probably gone." <br>
"So had the stairs." <br>
"But look, you found the notice, didn't you?" <br>
"Yes," said Arthur, "yes I did. It was on display on the bottom
of a locked filing cabinet stuck in a disused lavatory with a sign on the door
saying 'Beware of the Leopard.'"<br><br>AND, OF COURSE, FROM THE BOOK OF PYTHON...<br>'Monty Python's Flying Circus' TV Show - Episode
6<br><p><b>Milton:</b> We use choicest juicy chunks of fresh Cornish ram's
bladder, emptied, steamed, flavoured with sesame seeds whipped into
a fondue and garnished with lark's vomit. </p>
<p><b>Praline (Hygiene Squad):</b> Lark's vomit? </p>
<p><b>Milton:</b> Correct. </p>
<p><b>Praline:</b> Well it don't say nothing about that here. </p>
<p><b>Milton:</b> Oh yes it does, on the bottom of the box, after monosodium
glutamate. </p>
<p><b>Praline:</b> <i>(looking)</i> Well I hardly think this is good
enough. I think it would be more appropriate if the box bore a large
red label warning lark's vomit. </p>--- <br><br>On 31 August 2012 11:03, Christophersen, Paula P <<a href="mailto:christophersen.paula.p@edumail.vic.gov.au">christophersen.paula.p@edumail.vic.gov.au</a>> wrote:<br>
> Dear colleagues<br>><br>> The outcome statement says '...evaluate the effectiveness of strategies used by organisationS ..' The first key skill states '... used by organisations ...' Both of these are in contrast to the previous study design outcome statement that stated ' used by an organisation ...'<br>
><br>> It is not necessary to include two discrete case studies - as suggested in my previous email, if the task type is a report, the case study should include some details about the practices of another organisation. If it's a test you can just have a series of discrete questions that cover the practices of two or more organisations in addition to having just standalone questions focussing on information management strategies. There is no requirement to compare the practices - I stated that 'there may be ... ' - I was only providing suggestions as to how the task could address multiple organisations.<br>
><br>><br>> Regards<br>> Paula<br>><br>> Paula Christophersen<br>> ICT Curriculum Manager<br>> Victorian Curriculum and Assessment<br>> Authority<br>> (03) 9651 4378<br>><br>><br>> -----Original Message-----<br>
> From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a> [mailto:<a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a>] On Behalf Of Mark KELLY<br>> Sent: Friday, 31 August 2012 10:05 AM<br>
> To: Year 12 IT Applications Teachers' Mailing List<br>> Subject: Re: [Year 12 IT Apps] Unit 4 Outcome 2 case studies<br>><br>> Hi Paula. After half an hour, I've finally found the requirement: it's buried at the bottom of page 25 of the assessment handbook. But I can find this information nowhere else.<br>
><br>> - It's not in the study design's 'Area of Study description' or the 'outcome description' (p.37).<br>><br>> - The detailed example on p.74 of the design mentions only one organisation and the accompanying questions never mention any comparison with other organisations.<br>
><br>> - The assessment handbook's rubric (p.20) does not mention the comparison of 2 or more organisations, and the info on designing the assessment task (p.19) does not specify it either.<br>><br>> It does not surprise me that "most schools did not incorporate this change in the task" if, like the notice to demolish Arthur Dent's house in The Hitchhiker's Guide To the Galaxy, the key information is buried underground in a room with no lightbulb, and defended by a panther.<br>
><br>> If it's a major change to the study design, surely the change should be made more explicit than Monty Python did with the inclusion of Lark's Vomit in the Whizzio Chocolate Assortment by mentioning it on the label at the bottom of the box after 'Monosodium Glutamate.'<br>
><br>> Regards<br>> Mark<br>><br>><br>> On 31 August 2012 09:20, Christophersen, Paula P <<a href="mailto:christophersen.paula.p@edumail.vic.gov.au">christophersen.paula.p@edumail.vic.gov.au</a>> wrote:<br>
>><br>>> Colleagues<br>>><br>>><br>>><br>>> This statement does not mean that you have to have two discrete case studies; it does mean, however, that more than one organisation's practices need to be considered. If students are doing a test there may be one or two questions requiring a comparison between the practices of one and another; it might be a suggestion from one organisation to the other about suggested strategies, that warrants an evaluation, just like the case studies often do in the examination. There is nothing in the Bulletin statement or in the study design that states that equal emphasis needs to be given to each organisation, nor does it state that there must be two case studies. If the task type is a report (written or annotated visual), then the stimulus material must include information relating to more than one organisation.<br>
>><br>>><br>>><br>>> Regards<br>>><br>>> Paula<br>>> Paula Christophersen<br>>><br>>> ICT Curriculum Manager<br>>> Victorian Curriculum and Assessment<br>>> Authority<br>
>><br>>> (03) 9651 4378<br>>><br>>><br>>><br>>> From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a><br>>> [mailto:<a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a>] On Behalf Of Smallacombe, Kate<br>
>> B<br>>> Sent: Friday, 31 August 2012 8:52 AM<br>>> To: Year 12 IT Applications Teachers' Mailing List<br>>> Subject: Re: [Year 12 IT Apps] Unit 4 Outcome 2 case studies<br>>><br>>><br>
>><br>>> Hi Mark,<br>>><br>>><br>>><br>>> I found it in the VCAA bulletin.<br>>> <a href="http://www.vcaa.vic.edu.au/Documents/vce/technology/2011ITApplications">http://www.vcaa.vic.edu.au/Documents/vce/technology/2011ITApplications</a><br>
>> SAC.pdf<br>>><br>>><br>>><br>>> "The new study design also requires more than one organisation to be<br>>> included in the<br>>><br>>> assessment task. This is a significant change from the previous study<br>
>> design but most schools<br>>><br>>> did not incorporate this change in the task." Page 8<br>>><br>>><br>>><br>>> Cheers,<br>>><br>>><br>>><br>>> Kate Smallacombe<br>
>><br>>> Brighton Secondary College<br>>><br>>> 120 Marriage Road<br>>><br>>> Brighton East 3187<br>>><br>>> <a href="mailto:smallacombe.kate.b@edumail.vic.gov.au">smallacombe.kate.b@edumail.vic.gov.au</a><br>
>><br>>><br>>><br>>> From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a><br>>> [mailto:<a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a>] On Behalf Of Mark KELLY<br>
>> Sent: Thursday, 30 August 2012 4:55 PM<br>>> To: Year 12 IT Applications Teachers' Mailing List<br>>> Subject: Re: [Year 12 IT Apps] Unit 4 Outcome 2 case studies<br>>><br>>><br>>><br>
>> Where did you read that?<br>>><br>>> On 30 August 2012 14:28, Smallacombe, Kate B <<a href="mailto:smallacombe.kate.b@edumail.vic.gov.au">smallacombe.kate.b@edumail.vic.gov.au</a>> wrote:<br>>><br>
>> Hi,<br>>><br>>><br>>><br>>> I just read that Unit 4 Outcome 2 should have 2 case studies. I'm wondering how people have incorporated that. Do you have one set of questions for the first case study and then another set for the other case study? Or all questions could refer to either?<br>
>><br>>> Thanks for your help.<br>>> Kate Smallacombe<br><br><br>-- <br>Mark Kelly - <a href="mailto:kel@mckinnonsc.vic.edu.au">kel@mckinnonsc.vic.edu.au</a><br>Manager of ICT, Reporting, IT Learning Area<br>
McKinnon Secondary College<br>McKinnon Rd McKinnon 3204, Victoria, Australia<br>Phone: +613 8520 9085, Fax +613 9578 9253<br>VCE IT Lecture Notes: <a href="http://vceit.com">http://vceit.com</a><br>Moderator: IT Applications Edulist<br>
--<br>bVisit Diigo links for ITA and SD<br><br><br>