Hi Andrew <br><br>I have just finished a draft of an SRS for the Mexican Cantina example. I have renamed it EL SOMBRERO 'cos I found a nice logo.<br><br>I've been flipping and flopping over whether to include the transmission software as an external entity or not. I tried it with and without, and while the "with" version is (to my way of thinking) incorrect, it gives a better idea of how the software programs actually interact. I could make neither version really acceptable. Feel free to disagree.<br>
<br>My UCD is also pretty basic (no includes or extends) but I didn't want to make things unnecessarily difficult.<br><br>I did, however, add a degree of difficulty to bolster the programming skills and make task 2 more chewy: I said that credit card information would be stored in the text file. <br>
This let me introduce basic (weak) encryption to the kids, using ROT13. They are at this moment trying to work out the ROT13 algorithm and produce a ROT13 encoder/decoder program.<br>It was also a sneaky way to introduce the ASCII character set, the CHR and ASC functions, and MID( ) to extract each letter of a string in a loop. I love it when a plan comes together.<br>
<br>In task 2 I'll use the weakness of the ROT13 encryption method as an ethical/legal issue. <br><br>I have not yet worked out a criteria sheet - that will come when the SRS is bedded down.<br><br>Also, taking advantage of the mobile device's screen resolution constraint (I'm forcing them to use 480x320 pixels), I told them to investigate the usefulness of VB tabbed controls and horiz/vertical scrollbars.<br>
<br>As for the weighting of coding, I also consider it the main contributor to u3o2 and u4o1. The subject's called 'software development' after all! (I'm still a little disappointed that only half the outcomes actually involve coding, but that's an issue for another time.)<br>
<br>As always, feedback is welcomed.<br><br>Cheers<br>Mark<br><br><div class="gmail_quote">On 29 July 2011 09:50, Andrew Shortell <span dir="ltr"><<a href="mailto:shortell@get2me.net">shortell@get2me.net</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex;">
<div>
<font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size:11pt">Hi Mark (as I crouch behind the crenellations of my “ivory tower” )<br>
<br>
Did you just offer to create the required doc?<br>
<br>
<br>
Also with regard to weighting the ass criteria I reluctantly weight them fairly equally as coding is not on the exam. I would prefer to give a much bigger weighting to the actual coding because that is why I do the subject and most of my students.<br>
<br>
However most coding is now done in xxx (insert India, Philippines or Indonesia as you wish) so like we do with the mechanics who work on our cars – we understand what they do (sort of) but would not do it ourselves because of time etc.<br>
<br>
Andrew (as I run for the safety of the stairs in the tower)<div><div></div><div class="h5"><br>
<br>
<br>
On 29/07/11 8:37 AM, "Mark KELLY" <<a href="http://kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a>> wrote:<br>
<br>
</div></div></span></font><blockquote><div><div></div><div class="h5"><font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size:11pt">Hi all. I have believed that for SD U4O1 students should be provided with an SRS, based on the same study design text on p.82 quoted by Maggie: "Students must be provided with a design brief that includes an analysis of an information problem, couched in terms of an SRS."<br>
<br>
Also in the assessment handbook, p.34: "An accurate interpretation of the provided software requirements specifications is evident in the design of a feasible solution. "<br>
<br>
Also, regarding:<br>
"2. There has been a lot of discussion about needing to include either 2D arrays, stacks, queues, sorting and searching (or combinations). There is nothing in the Key Skills that states this. "<br>
The AssHandBook (as I like to call it) says on p.43 (admittedly in the "Sample approaches" section (which probably can be interpreted as a suggestion rather than a decree) that "The design brief should...include at least one type of data structure."<br>
<br>
[Mounts soapbox]<br>
<br>
I must say that as I try to craft an outcome for U4O1 that it is increasing frustrating trying to stitch together all the mandates spread across different parts of the study design, asshandbook, FAQs, errata, and VCAA bulletins. In the end I go through all the sources copying dictates and pasting them all together in one place to aggregrate them and make sense of them, and I suspect I still miss bits. <br>
<br>
It's quite a messy process, and it's no wonder that people can miss key information that they didn't see sprinkled here or there.<br>
<br>
I don't suppose VCAA would consider creating an easy-to-use web-based amalgamated resource that merged information from all of those sources?<br>
<br>
[Dismounts]<br>
<br>
Cheers<br>
Mark<br>
<br>
On 28 July 2011 15:14, Matheson, Heath A <<a href="http://Matheson.Heath.A@edumail.vic.gov.au" target="_blank">Matheson.Heath.A@edumail.vic.gov.au</a>> wrote:<br>
</span></font></div></div><blockquote><font face="Calibri, Verdana, Helvetica, Arial"><div><div></div><div class="h5"><span style="font-size:11pt"><font color="#1F497D">Good Afternoon, <br>
<br>
My Zimbabwean dollars worth,<br>
I tend to use the assessment handbook in creating the SACs and assessment criteria. For this outcome the handbook is a little contradictory / inconsistent / unclear / all of the above? (Eg the mobile phone oversight Paula cleared up for us). The “designing the assessment task” section pretty much restates the key skills from the study design so I agree with Adrian that we are assessing key skills. In order to be able to address the key skills you need the key knowledge and make sure you choose the most effective and efficient processes to create the solution. In U3 O2 each of my five students used a different method to solve the problem and they all worked. There is nothing to state that queues, stacks, 2D arrays all must be used. However, the performance descriptors do emphasise and require validation. <br>
Apart from the use of “mobile phone” instead of “device”, the description states to create a “solution in response to a design brief” suggesting an SRS is not essential but the performance descriptors state “</font>An accurate interpretation of the provided software requirements specifications is evident in the design of a feasible solution”<font color="#4F81BD"> </font><font color="#1F497D">suggesting an SRS is essential. My gut says that the VCAA intends us to provide an SRS again. <br>
<br>
I wonder whether it is worth weighting each statement in the performance descriptors equally. The coding will take the most time but does that mean it is more important in creating a solution than say an comprehensive testing table? This is where I would like some opinions.<br>
<br>
So my interpretation of what we are assessing (equally?):<br>
1. interpret the SRS and create a feasible design including all specifications.<br>
</font><br>
<font color="#1F497D">2. Create a design that takes into account mobile devise constraints and is clear and accurate. <br>
</font><br>
<font color="#1F497D">3. Clear and logical algorithm .<br>
</font><br>
<font color="#1F497D">4. The coding and internal documentation is awesome.<br>
</font><br>
<font color="#1F497D">5. Data validation and “techniques and procedures” (I take this as data structures, sequence, selection and iteration procedures) are effectively applied. <br>
</font><br>
<font color="#1F497D">6. Testing Table<br>
</font><br>
<font color="#1F497D">7. The solution covering all the SRS. <br>
</font><br>
<font color="#1F497D"> <br>
By now my Zimbabwean dollars worth is nearly zero so I’ll sign off!<br>
<br>
Cheers,<br>
<br>
Heath<br>
<br>
<br>
</font><br>
<b>From:</b> <a href="http://sofdev-bounces@edulists.com.au" target="_blank">sofdev-bounces@edulists.com.au</a> [<a href="mailto:sofdev-bounces@edulists.com.au" target="_blank">mailto:sofdev-bounces@edulists.com.au</a>] <b>On Behalf Of </b>Margaret King Iaquinto<br>
<b>Sent:</b> Thursday, 28 July 2011 2:25 PM<br>
<b>To:</b> 'Year 12 Software Development Teachers' Mailing List'<br>
<b>Subject:</b> Re: [Year 12 SofDev] Devil's advocate == me?<br>
<br>
<br>
</span><span style="font-size:12pt">Adrian, what kinds of responses are you looking for (depth, breadth, list?) in your first assessment criterion? Samples you would expect...?<br>
</span><span style="font-size:11pt"><br>
Because I will couch my task in an SRS, the factors are pretty much listed there in functional and non-functional requirements.<br>
<br>
I need help here.<br>
<br>
Maggie<br>
VK3CFI <br>
<br>
<b>On Thu Jul 28 11:47 , 'Adrian Janson' sent:<br>
</b>Hi everyone,<br>
<br>
OK. I have been reading a lot of the posts about U4O1 – and have written my own which I will post to the lists very shortly. There has been a lot of talk about the SAC and what needs to be included – but I have some issues / questions for the community. <br>
<br>
<br>
<b>The follow is my opinion only!!!! (disclaimer!)<br>
</b> <br>
Now my understanding of Key Knowledge vs Key Skills is this: the key knowledge describes the content of the Area of Study and is full examinable (as is everything in the study design proper). The Key Skills describe what needs to be addressed via the assessment of the area of study (the SAC). Not all points within the Key Knowledge need to be assessed via the SAC.<br>
<br>
1. A lot of people are writing SACs in which the student needs to work from / interpret an SRS. This is not a requirement of the SAC. The Key Skill states: ‘interpret solution requirements in order to ....’. Now the ‘solution requirements’ could be framed in an SRS (and for consistency I have done it this way), but it doesn’t need to be. The Key Skill in U3O2 stated: ‘interpret software requirements specifications by ...’. The Key Skills are different.<br>
<br>
2. There has been a lot of discussion about needing to include either 2D arrays, stacks, queues, sorting and searching (or combinations). There is nothing in the Key Skills that states this. I have chosen to write a task that lends itself to a queue – and have included requirements that are need sorting / searching routines – but this is not necessary. I feel that it is in students best interest to include some of these things so that U4O1 is set apart from U3O2 and there is a progression in skills. Also as these things are going to appear on the exam it is in the best interest of students. However, a task need not have these things – the Key Skills says ‘write solutions and internal documentation’ and ‘interpret solution requirements in order to design and develop solutions’ (only). Yes – the Key Knowledge states ‘forms and uses of data structures to organise and manipulate data, including two-dimensional arrays, stacks and queues’ and it would be hard to write a solution without using a data structure at all – but all the task asks is that students ‘write solutions’.<br>
<br>
3. User interface and validation. I am putting a fair emphasis on the design of the user interface and the validation as I feel that there needs to be as this is ‘a solution’. The Key Skills do not mention user interface or validation at all (they are mentioned in detail in the Key Knowledge). We want students to produce a complete solution – therefore there needs to be an emphasis on these things. They will also have a significant effect on the testing table.<br>
<br>
<br>
Again – all my opinion – and not intended to cause confusion – just to promote an understanding of the task amongst all of us.<br>
<br>
(so flame away!!!)<br>
<font color="#1F497D"> <br>
Cheers,<br>
Adrian<br>
<br>
</font></span><font size="5"><span style="font-size:18pt"><b>Adrian Janson </b></span></font><b><font size="1"><span style="font-size:7pt">B.Sc, Dip.Ed, M.Ed<br>
</span></font><font size="4"><span style="font-size:14pt">Director of ICT<br>
</span></font></b></div></div><span style="font-size:12pt"><div><div></div><div class="h5">Melbourne High School, Forrest Hill, South Yarra, Victoria 3141 Australia.<br>
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