<div dir="ltr">Hi Claudia. Hope you're enjoying the exam marking.<div><br></div><div>re. question 5b, a short integer is defined in the question, so students do know what it can contain.</div><div class="gmail_extra"><br>
<div class="gmail_quote">On 5 October 2013 21:39, Claudia Graham <span dir="ltr"><<a href="mailto:claudia.graham@overnewton.vic.edu.au" target="_blank">claudia.graham@overnewton.vic.edu.au</a>></span> wrote:<br><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 class="">Hi all,</p>
<p class=""> </p>
<p class="">Yes madly trying to correct student practice exams that were done this week, I used the CSE/IARTV one (only because it tends to throw a few curve balls which I can then clarify with students)</p>
<p class=""> </p>
<p class="">Other than being transported back to the 90 with Star Trek references, I was a little confused by Q5b. It listed data types which are not in the SD study design (which Im generally ok with as students should know the list) however, uses
one of those as the expected answer short integer</p>
<p class=""> </p>
<p class="">Study Design lists integer, floating point number, Boolean, character, string of course ITA has a slightly different list more reflective of database terminology.</p>
<p class=""> </p>
<p class="">I know Im splitting hairs when it comes to integer and short integer but it makes it darn hard to mark having told the kids I would only accepts data types on the list has now forced them to answer incorrectly with floating point number.<b></b></p>
<p class=""> </p>
<p class="">Same issue with Q6b which accepts text as data type double checked assessors report (11) and it states only responses from SD list will be accepted.</p>
<p class=""> </p>
<p class="">Also Q5f in the paper lists 5 marks for a brief description of a sorting technique (even Wikipedia would be struggling with that one) be aware in the answers it is listed as 3 marks.</p>
<p class=""> </p>
<p class="">Also have some concerns about the last question which asks about
<i>system</i> evaluation and <i>system</i> testing it suggests checking to see if the system is achieving
<i>organisation goals</i> and testing is about <i>system goals </i>this is very reminiscent of the late 90. Would suggest answers about evaluation criteria, functional/non-functional requirements etc would be more appropriate. As this is the only question
about evaluation (or U402 I think) it does limit discussion on an area students appear to struggle in. I will be getting mine in class to write a couple of additional answers about user documentation, training, evaluation strategy and techniques.</p>
<p class=""> </p>
<p class="">We have been working through VITTA ones in class and the 2011 VCAA paper, last years paper is next weeks task only 4 classes left before they leave!</p>
<p class=""> </p>
<p class="">Regards</p>
<p class="">Claudia</p>
<p class=""><b> </b></p>
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<p class=""><span style="font-size:7.5pt;font-family:'Arial Black',sans-serif;color:maroon">Claudia Graham</span><span></span></p>
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</blockquote></div><div> <br></div><div dir="ltr">--<div>Mark Kelly</div><div>mark AT vceit DOT com</div><div><a href="http://vceit.com" target="_blank">http://vceit.com</a></div><div><br></div><div><span style="color:rgb(0,0,0);font-family:verdana,arial,helvetica,sans-serif;background-color:rgb(253,253,255)"><font size="1">Day 19, I have successfully conditioned my master to smile and write in his book every time I drool.- Pavlov's Dog</font></span><br>
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