<br><div class="gmail_extra">Hi Heath. My responses are inline, below...<br><br><div class="gmail_quote">On 19 November 2012 22:11, Matheson, Heath A <span dir="ltr"><<a href="mailto:Matheson.Heath.A@edumail.vic.gov.au" target="_blank">Matheson.Heath.A@edumail.vic.gov.au</a>></span> wrote:<br>
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Thanks once again for the post mortem Mark, my first way of viewing this year’s SD exam.
<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u> </span><span style="color:rgb(31,73,125);font-family:Calibri,sans-serif;font-size:11pt">I have a few thoughts :</span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u> </span><span style="color:rgb(31,73,125);font-family:Calibri,sans-serif;font-size:11pt">MultiChoice Q4 – the ethical one. What if I said “Miss Programmer, I want you to make me a program that will give me all e-mails of my employees containing
the word snowie or sickie.”? Using the ‘What would the VCAA want me to say?’ strategy I’d go with D.</span></p></div></div></blockquote><div><br></div><div>I read the "what a program will do" as a functional requirement decision, not an ethical "is it right to make a program do this?" issue. But I can see your point. </div>
<div><br></div><div>I thought with pay and conditions, a code of ethics the issue could be the management (legally) abusing work contracts to overwork programmers etc.</div><div><br></div><div>Looking at the question more deeply, it does not provide enough information about what "an issue" could be. We have both come up with issues that satisfy options C and D. So logically they should both be acceptable to the markers... Hmmm.</div>
<div><br></div><div>I'm very tempted to write to the chief examiner about this one.</div><div> </div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-color:rgb(204,204,204);border-left-style:solid;padding-left:1ex">
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">I didn’t like B Q3: I like the prototype answer although I think using the word “completeness” rather than “quality” in the question would have been better
if this is the case. Rapid Action Development pops into my head, which I guess is repeated prototyping, but I thought that was long gone. I would answer ‘when the client doesn’t really know what the finished product should look like and the solution requirements
are likely to change along the way’ but that’s certainly not something I would teach.</span></p></div></div></blockquote><div><br></div><div>Yes. B3 was an oddity. I still can't work out what key knowledge was being examined, unless it was SD U3O2 Key skill #3... "design prototype solutions that take into account the needs of users." ??</div>
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">I like the pseudocode questions.</span><span style="color:rgb(31,73,125);font-family:Calibri,sans-serif;font-size:11pt"> </span></p></div>
</blockquote><div>A breath of fresh air, I thought... and about time, too. </div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-color:rgb(204,204,204);border-left-style:solid;padding-left:1ex">
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">I think CS Q1 should have asked for a functional requirement that a phone alone cannot provide first then asked for an additional important functional requirement<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">In CS Q3b I think 1 could also be record symptom data and 2 is collate asthma episode data which includes the phone id (shown in the DFD).</span></p>
</div></div></blockquote><div>Yes, it could be. The DFD does not exactly state where the phone ID is fetched, so one might have to assume it is during the collation process (since it is not sent to the collation process in any other data flow.) I'm now leaning towards your interpretation, Heath.<br>
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">CS Q7 I think using the term “queue” would be what they are looking for with justification being FIFO meaning it would always contain the last 24 hours of readings.</span></p>
</div></div></blockquote><div>This has got me thinking again.</div><div><br></div><div>Data structures in the study design are:</div><div><div><br></div><div>- U3O2 KK03 - types of data structures, including one-dimensional arrays, <b>records</b> and <b>files</b></div>
<div>- U4O1 KK10 - forms and uses of data structures to organise and manipulate data, including two-dimensional arrays, stacks and <b>queues</b></div></div><div><br></div><div>So, it could be a file or record. But a queue... ?</div>
<div><br></div><div>The DFD shows that pollutant data are stored in the 'accumulated air quality data' store <b>with the time+date</b>.<br></div><div>This means the samples would not have to be queued to keep them in chronological order: they could be sorted and processed later using the attached timecode. </div>
<div><br></div><div>So a record including the 4 pollutant data readings, the time and date would suffice.</div><div>The queue would work, but would not be necessary.<br></div><div><br></div><div>So, I think the markers should accept file, record or queue as long as there was a relevant justification.</div>
<div>Thanks the the food for thought, Heath. You're thinking along the same lines as Kevork on these points!</div><div> <br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-color:rgb(204,204,204);border-left-style:solid;padding-left:1ex">
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Regarding Acceptance Testing, the term acceptance is only used adjacent to user in the study design which adds a bit of weight to the “asthmatics” answer.</span></p>
</div></div></blockquote><div>Yes, I see your point, but "acceptance testing" (AT) and "user acceptance testing" (UAT) are different things (which is why they have different names) and if the exam did mean to refer to UAT it should have said so, even if the study design's only reference to AT did tar it with the user brush (so to speak).</div>
<div><br></div><div>That sentence just committed suicide. I apologise.</div><div><br></div><div>So, the study design's mention of "acceptance testing" is actually "acceptance testing by users." But if they meant to refer to UAT in the exam, they should have said that. But they didn't. They referred to "acceptance testing".</div>
<div><br></div><div>Quoting the first couple of Google hits for "acceptance testing", I found:</div><div><br></div><div><div><a href="http://www.wisegeek.com/what-is-acceptance-testing.htm" target="_blank">http://www.wisegeek.com/what-is-acceptance-testing.htm</a></div>
<div><br></div><div><i>Acceptance testing is a final stage of testing that is performed on a system prior to the system being delivered to a live environment. Systems subjected to acceptance testing might include such deliverables as a software system or a mechanical hardware system. Acceptance tests are generally performed as "black box" tests. Black box testing means that the tester uses specified inputs into the system and verifies that the resulting outputs are correct, without knowledge of the system's internal workings.</i></div>
<div><i><br></i></div><div><i>User acceptance testing (UAT), is the term used when the acceptance tests are performed by the person or persons who will be using the live system once it is delivered. If the system is being built or developed by an external supplier, this is sometimes called customer acceptance testing (CAT). The UAT or CAT acts as a final confirmation that the system is ready for go-live. A successful acceptance test at this stage may be a contractual requirement prior to the system being signed off by the client.</i></div>
<div><br></div><div><a href="http://en.wikipedia.org/wiki/Acceptance_testing" target="_blank">http://en.wikipedia.org/wiki/Acceptance_testing</a></div><div><br></div><div><i>In engineering and its various subdisciplines, acceptance testing is a test conducted to determine if the requirements of a specification or contract are met. It may involve chemical tests, physical tests, or performance tests.</i></div>
<div><i>In systems engineering it may involve black-box testing performed on a system (for example: a piece of software, lots of manufactured mechanical parts, or batches of chemical products) prior to its delivery.[1]<br>
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<div><i>Software developers often distinguish acceptance testing by the system provider from acceptance testing by the customer (the user or client) prior to accepting transfer of ownership. In the case of software, acceptance testing performed by the customer is known as user acceptance testing (UAT), end-user testing, site (acceptance) testing, or field (acceptance) testing.</i><br>
</div><div><br></div><div>(This muddies the waters, but still equates UAT with end-user testing)</div><div><br></div>
</div><div>So, I reckon that if an exam refers to a common industry term like AT, they should abide by the common industry interpretation of the term. If they meant UAT they should have said that. <br></div><div><br></div>
<div>And I reckon that if an exam tests students' knowledge of terms, the terms must be defined in the study design's glossary to make it clear which of several possible interpretations it accepts. The IT industry often has variations of terminology.</div>
<div><br></div><div><gump>And that's all I got to say about that.</gump> </div><div><br></div>
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">This would be the second time in the case study that you can repeat an answer for parts a and b of a question (question 1)</span></p></div>
</div></blockquote><div> Except to add that in 14b it asks about "Is the mobile phone software solution easy to use?", which seems to be fishing for UAT, suggesting 14a is acceptance testing in which case there is no repetition.</div>
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">I do like this paper, something there for everyone to have a go at.</span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Please let me know folks if I’m completely wrong with these thoughts
</span><span style="font-size:11pt;font-family:Wingdings;color:rgb(31,73,125)">J</span><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u></span></p></div></blockquote><div>Thanks for the input, Heath. It was really useful!</div><div> </div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-color:rgb(204,204,204);border-left-style:solid;padding-left:1ex">
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<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Looking forward to getting back to SD next year, I prefer it to ITA.<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Happy year 11 exam marking!<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u> <u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Heath Matheson<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)">Mount Beauty<u></u><u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u> <u></u></span></p>
<p><span style="font-size:11pt;font-family:Calibri,sans-serif;color:rgb(31,73,125)"><u></u> <u></u></span></p>
<p><b><span lang="EN-US" style="font-size:10pt;font-family:Tahoma,sans-serif">From:</span></b><span lang="EN-US" style="font-size:10pt;font-family:Tahoma,sans-serif"> <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>Mark KELLY<br>
<b>Sent:</b> Monday, 19 November 2012 1:25 PM<br>
<b>To:</b> Year 12 Software Development Teachers' Mailing List<br>
<b>Subject:</b> [Year 12 SofDev] SD 2012 post mortem<u></u><u></u></span></p>
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<p>Hi all. The discussion of the SD paper has been very quiet! Does that mean everyone is pleased with it?<u></u><u></u></p>
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<p>Overall, I think it was a good paper. Well balanced, challenging and thought-provoking without being unclear.<u></u><u></u></p>
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<p><a href="http://www.vceit.com/postmortems/2012sd/SD2012exam.htm" target="_blank">http://www.vceit.com/postmortems/2012sd/SD2012exam.htm</a><br clear="all">
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<p>I'm sure there are rough edges here and there, so feedback is welcome, as usual.<u></u><u></u></p>
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<p><u></u> </p></div><div><p><u></u></p>
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<p style="margin-bottom:12pt">-- <br>
Mark Kelly - <a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a><br><br></p></div></blockquote></div><div><br></div>-- <br>Mark Kelly - <a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a><br>
Manager of ICT, Reporting, IT Learning Area<br>McKinnon Secondary College, McKinnon Rd, McKinnon 3204, Victoria, Australia<br>Phone: <a href="tel:%2B613%208520%209085" value="+61385209085" target="_blank">+613 8520 9085</a>, Fax <a href="tel:%2B613%209578%209253" value="+61395789253" target="_blank">+613 9578 9253</a><br>
VCE IT Lecture Notes: <a href="http://vceit.com" target="_blank">http://vceit.com</a><br>
Moderator: <a href="http://edulists.com.au/itapps/index.htm" target="_blank">IT Applications Edulist</a><br>Visit Diigo links for <a href="http://groups.diigo.com/group/vce-info-tech" target="_blank">ITA</a> and <a href="http://groups.diigo.com/group/vce-sd" target="_blank">SD</a><br>
--<br>My personal best for the 100 metre sprint is 11.9 metres.<br><br><br><br>
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