Maybe kids interpreted it that way because they didn't give the question sufficient consideration. I bet stronger kids were thinking "WTF is <i>this</i> about?" I feel sorry for them.<br><br>But the question specifically demands an answer based on <b>effectiveness</b>, not efficiency.<br>
<br>And anyway, if all 4 tests were run (as the question says), <b>there is no difference in either efficiency either</b> - there was no mention of 'short circuiting' of later tests based on the results of earlier tests.<br>
<br>In fact the question stressed that "the program has to provide <b>as much information as possible</b> about what is wrong" which was why the four tests were demanded in the first place.<br><br>To earn marks, if kids have to rewrite key words of a question, and insert unspoken assumptions that contradict the explicit wording of the question, we're all in <i>deep</i> trouble!<br>
<br><br><div class="gmail_quote">On 17 November 2010 14:54, Laurie Savage <span dir="ltr"><<a href="mailto:savage.john.l@edumail.vic.gov.au">savage.john.l@edumail.vic.gov.au</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin: 0pt 0pt 0pt 0.8ex; border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;">
<div link="blue" vlink="purple" lang="EN-AU">
<div>
<p class="MsoNormal"><span style="color: rgb(31, 73, 125);">That’s how my students read it
and I agree.</span></p>
<p class="MsoNormal"><span style="color: rgb(31, 73, 125);"> </span></p>
<p class="MsoNormal"><span style="color: rgb(31, 73, 125);">Laurie</span></p>
<p class="MsoNormal"><span style="color: rgb(31, 73, 125);"> </span></p>
<div>
<div style="border-width: 1pt medium medium; border-style: solid none none; border-color: rgb(181, 196, 223) -moz-use-text-color -moz-use-text-color; padding: 3pt 0cm 0cm;">
<p class="MsoNormal"><b><span style="font-size: 10pt;" lang="EN-US">From:</span></b><span style="font-size: 10pt;" lang="EN-US"> <a href="mailto:sofdev-bounces@edulists.com.au" target="_blank">sofdev-bounces@edulists.com.au</a>
[mailto:<a href="mailto:sofdev-bounces@edulists.com.au" target="_blank">sofdev-bounces@edulists.com.au</a>] <b>On Behalf Of </b>Andrew Shortell<br>
<b>Sent:</b> Wednesday, 17 November 2010 1:45 PM<div class="im"><br>
<b>To:</b> Year 12 Software Development Teachers' Mailing List<br>
</div><b>Subject:</b> Re: [Year 12 SofDev] SD Exam - Question 4</span></p>
</div>
</div><div><div></div><div class="h5">
<p class="MsoNormal"> </p>
<p class="MsoNormal" style="margin-bottom: 12pt;"><span style="font-size: 11pt;">Null - if there is nothing then what
is the point in proceeding further<br>
Type – if there is other than numbers then no point in doing any other checks<br>
Length – no point in checking the database if there is incorrect number of
digits<br>
Existence – checking the database is a significant step which goes outside of
the current program to an external source<br>
<br>
I have not yet seen the exam.. It is not offered here but as a teacher of
IS/SoD for a few years and lectured to 3rd year programmers this is how I would
approach it.<br>
<br>
Effectiveness in terms of why go to the next step when it has failed a step...<br>
It would be pretty silly to put it in the reverse order would n’t it...<br>
Check against the database before you even know if anything has been entered?
Etc<br>
<br>
Andrew<br>
<br>
<br>
-- <br>
Andrew Shortell <br>
(soon to leave Wallan SC)<br>
<br>
<br>
<br>
On 17/11/10 1:10 PM, "Mark KELLY" <<a href="http://kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a>> wrote:</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;">Hi
all. I've started getting a bee in my bonnet (or a terrier in my
trousers) about Section C, Q4.<br>
<br>
<i>Percy is writing the program specification. For the section dealing with
entry of the Medicare number he writes<br>
<br>
If the user makes a mistake entering the Medicare number, the program has to
provide as much information as possible about what is wrong. Therefore include these
validation tests.<br>
Length - to make sure that the correct number of characters has been entered<br>
Existence - to make sure that the number entered exists on Medicare's database<br>
Null - to make sure something has been entered<br>
Type - to make sure that only numeric characters have been entered<br>
Note: These tests must be performed in the most effective order.<br>
<br>
a. Place these validation tests in the most effective order. 1 mark<br>
<br>
Then students have to give 3 reasons why it's the most effective way of doing
those tests. (3 marks)<br>
<br>
</i><br>
Hmm. What is "effective" about the order? It must relate to <b>how
well</b> it does the job of finding invalid numbers.<br>
<br>
But if <b>all 4 tests</b> are going to be conducted, any order of the 4 tests
will yield <b>exactly the same</b> results.<br>
<br>
It might be different if we wanted to find invalid numbers <b>soonest,</b> or
with the <b>minimum number of tests</b>, but they are <b>efficiency</b>
criteria, not effectiveness.<br>
<br>
I'm seriously starting to believe that this is a Bull Mastiff of a question...
All orders must be equally effective.<br>
<br>
I can usually work out what the examiners were <i>probably</i> trying to get
at, but this one has me completely baffled (like multichoice Q3 on the ITA
paper). <br>
I have no idea whatsoever of what knowledge the examiners are hoping I will
show.<br>
<br>
So, can anyone please tell me:<br>
<br>
1. how one order can be <i>more effective</i> than another.<br>
2. what order is most effective, and why the <i>reverse order</i> would be less
effective!<br>
<br>
Growl.<br>
<br>
Mark</span></p>
</div></div></div>
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