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<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>I don't think it is THAT
non-sensical....</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>Assuming that you have trusted measurement instrume=
nts that
can distinguish fine changes in student performance from semester to semeste=
r
related to objective standards...... THEN a student that reaches a standard=
6
months "late" or "early" is above or below expected. </FONT></SPAN></D=
IV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The problem lies not in theory, but in the
practice....</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>We don't have and are not likely to be given ANY tr=
usted
measurement instruments - we are expected to BE the measurement instruments=
-
entirely objective and consistent across the state .... HO
HO</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>We don't have and are unlikely to be given any obje=
ctive
standards... the vague eduspeak of the "standards" allows a truck to be driv=
en
through it. ICT is one of the most tortuous and
vacuous.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>Therefore, what we will get will be a huge deluge o=
f
normative GIGO (Garbage In garbage OUT) as teachers choose the safety of the=
doubly wide C ground over the need to defend an B or a D without any real
objective armour.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D082562302-07062007><FONT face=3Dta=
homa
size=3D2>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D<BR>Stephen Digby,
Learning Technology Manager<BR>mailto: <A
href=3D"mailto:admin@cheltsec.vic.edu.au">admin@cheltsec.vic.edu.au</A>
<BR>Cheltenham Secondary College <A
href=3D"http://www.cheltsec.vic.edu.au/">www.cheltsec.vic.edu.au</A><BR>Ph:=
613
955 55 955 Fx: 9555 8617 Mb:
0431-701-028<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D<BR>I wear
my heart on my sleeve. I wear my liver on my pant leg. NOT a Steven Wright j=
oke
(a Rod Schmidt look alike) <BR></FONT></SPAN></DIV><BR>
<DIV class=3DOutlookMessageHeader lang=3Den-us dir=3Dltr align=3Dleft>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> reporting-bounces@edulists.com.au=
[mailto:reporting-bounces@edulists.com.au] <B>On Behalf Of </B>Lesley
Humphries<BR><B>Sent:</B> Thursday, 7 June 2007 10:55 AM<BR><B>To:</B> Repor=
ting
Mailing List<BR><B>Subject:</B> Re: [Reporting] Fwd: VELS and semester repor=
ting
- please advise<BR></FONT><BR></DIV>
<DIV></DIV>Hi Kevork,<BR><BR>Re Progression Points & semester
subjects<BR><BR>When we thought we had to do ICT progression points (we have=
recently found out that Catholic schools don't until next year -
<EM>phew...)</EM> we had set up our marking schemes so that the percentage
mark that led to to progression point in Sem 1 had to be different for=
Sem
2 to make them the same. Because you're right - you are teaching the same st=
uff,
so why should a kid doing it in Semester 2 get a lower progression point tha=
n a
kid who did exactly the same work in Semester 1? Just because they're possib=
ly
six months older?<BR><BR>It's really nonsensical, but it was the only way we=
could make it work for us. We just keep hoping all this silly A-E reporting=
stuff will soon disappear...<BR><BR>> <BR>> Hi Folks,<BR>> <BR>>=
I
hate to do this, but I haven't heard from the reporting list so I am<BR>>=
cross posting this for your advice please.<BR>> <BR>> <BR>>
>>> Kevork! Krozian 6/06/2007 10:29 am >>><BR>> Hi
Folks,<BR>> <BR>> Consider this dilemma ,<BR>> <BR>> Students do=
a
compulsory elective of ICT in 1 semester of Year 9 ( or<BR>> Yr 10 for th=
at
matter ). All students will do this elective, either in<BR>> Sem 1 or Sem=
2.
It is the same work for both semesters. Student X does<BR>> Sem 1, studen=
t Y
does Sem 2. They are twins.<BR>> <BR>> Both attain a progression point=
of
5.5 . However, student X gets a<BR>> grade of B and student Y gets a grad=
e of
C for the same work. So , how<BR>> do we explain this to parents ? They a=
re
both achieving the same , yet<BR>> score different grades by the randomne=
ss
of elective selection and<BR>> different stages ( or ages ) of assessment=
.<BR>> <BR>> How do we reconcile this ?<BR>> <BR>> Look forward=
to
your replies<BR>> <BR>> <BR>> <BR>> Kevork Krozian<BR>> IT
Manager , Forest Hill College<BR>> k.krozian@fhc.vic.edu.au <BR>&g! t=
;
http://www.fhc.vic.edu.au <BR>> Mobile: 0419 356 034<BR>> ___
____________________________________________<BR>> http://www.edulists.com=
.au
- FAQ, resources, subscribe, unsubscribe<BR>> Reporting Mailing List
<BR><BR><BR>___________________________________________________________<BR>M=
s
Lesley Humphries<BR>IT Faculty Co-ordinator<BR>Santa Maria College<BR>50
Separation Street<BR>Northcote 3070<BR>Ph: 9489
7644<BR>___________________________________________________________<BR>This=
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