<div dir="ltr">I know this isn't going to get anywhere but one last comment...<div><div><br></div><div><div>Here's the rub for me - we are required to ensure student projects are feasible based on information outlined in only 4 criteria. VCAA demands that assessment tasks allows students the opportunity to demonstrate the highest level of performance. </div><div><br></div><div>I, personally, find this difficult to do with the SAT if I only have access to 4 out of 8 criteria.</div><div><br></div><div>If we or the students get it wrong - then there is no possibility of revising plans/designs etc for ASSESSMENT, since scores need to be submitted by June 15. And if your school is like mine - then internal school deadline would be a week before. </div><div><br></div></div></div><div>Brand new style of assessment for me - no samples to guide me - need to be cautious in the feedback I give so that it is not undue assistance. Hence my anxiety. I would feel better about approaching this SAT if all assessment was due in SIAR 3.</div><div><br></div><div>Over and out.</div><div><br></div></div><div class="gmail_extra"><br><div class="gmail_quote">On Wed, Feb 17, 2016 at 11:40 AM, Vella, James <span dir="ltr"><<a href="mailto:jvella@mackillop.vic.edu.au" target="_blank">jvella@mackillop.vic.edu.au</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">My understanding of what is being put forward is not actually what happens in other SAT subjects. In other subjects, they provide general feedback as the students progress through the task with the students not being marked until SIAR 3.<br>
<br>
If we follow the assessment guidelines, we can provide generalised feedback that may assist the student in revising their planned submission as they are working through the task.<br>
<br>
Once we mark a piece of work or submission, the mark is final. The feedback that goes with that piece of work can then be framed in such a way so as not to disadvantage students later on in the process.<br>
<br>
We cannot provide direct and descriptive feedback as that generally falls under the category of undue assistance.<br>
<br>
I'm not sure how we don't follow a similar process to other tech subjects as from what I can tell we analyse, design, develop (make & test) and evaluate (project & project plan).<br>
<br>
Again just my 2 cents...<br>
<br>
Sent from my iPhone<br>
<br>
<br>
James Vella<br>
Digital Technologies Learning Area Leader eLearning Leader<br>
MacKillop College<br>
Russell Street Werribee VIC 3030<br>
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T: <a href="tel:%2B61387345200" value="+61387345200">+61387345200</a><br>
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<br>
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<br>
Please consider the environment before printing.> On 17 Feb 2016, at 09:36, "<a href="mailto:sofdev-request@edulists.com.au">sofdev-request@edulists.com.au</a>" <<a href="mailto:sofdev-request@edulists.com.au">sofdev-request@edulists.com.au</a>> wrote:<br>
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> 1. Re: SAT training day (Ramu Gupta)<br>
> 2. Re: SAT training day (David Dawson)<br>
><br>
><br>
> ----------------------------------------------------------------------<br>
><br>
> Message: 1<br>
> Date: Wed, 17 Feb 2016 08:36:59 +1100<br>
> From: Ramu Gupta <<a href="mailto:ramu.guru@gmail.com">ramu.guru@gmail.com</a>><br>
<span class="">> Subject: Re: [Year 12 SofDev] SAT training day<br>
</span><span class="">> To: "Year 12 Software Development Teachers' Mailing List"<br>
> <<a href="mailto:sofdev@edulists.com.au">sofdev@edulists.com.au</a>><br>
</span>> Message-ID:<br>
> <CAAyGX9sVf2Ea7_LoqUgRYrYzj+H=+_<a href="mailto:qXEgj41sCZZ3SOGFLbKQ@mail.gmail.com">qXEgj41sCZZ3SOGFLbKQ@mail.gmail.com</a>><br>
> Content-Type: text/plain; charset="utf-8"<br>
<span class="">><br>
> While I don't share your enthusiasm - it was good networking with other<br>
> teachers - some thing which Phil mentioned a few times and needs to be more<br>
> of it.<br>
><br>
> Just wondering why both this SAT is not being reported like other<br>
> Technology subjects which follow the design, make, test and evaluate<br>
> process?<br>
><br>
> At least when they report - only in SIAR3 - students have had a chance to<br>
> modify their plans, ideas, design and be rewarded for it but in Software<br>
> Development - students can't receive a higher score for revising their<br>
> designs.<br>
><br>
> I don't understand the reasoning behind it....<br>
><br>
> On Mon, Feb 15, 2016 at 10:05 PM, Paragreen, Chris J <<br>
> <a href="mailto:paragreen.chris.j@edumail.vic.gov.au">paragreen.chris.j@edumail.vic.gov.au</a>> wrote:<br>
><br>
>> Thanks to everyone who contributed today. A fantastic opportunity to gain<br>
>> some clarity.<br>
>><br>
>><br>
>><br>
>> In my discussions with people, a few requested a copy of my Yearly<br>
</span>>> planner. This is attached in case anybody may find it useful. I?ve hastily<br>
>> added some dates for SAT milestone targets and included them in *blue*.<br>
>> U3O1 I have broken into 5 parts, these are shown in *red*. (I think I?m<br>
>> going to spend my entire life assessing student work for soft dev ? but<br>
>> hopefully each assessment chunk can be done relatively quickly.) I?ve also<br>
>> attached a (very) rough outline of what I?ll be assessing in each part of<br>
>> U3O1.<br>
>><br>
>><br>
>><br>
>> Finally, for forward planning (ie 2017) ? if you update the starting date<br>
<span class="">>> for each term, the rest of the weeks get updated automatically.<br>
>><br>
>><br>
>><br>
>> Regards,<br>
>><br>
>><br>
>><br>
>> Chris<br>
>><br>
>><br>
>><br>
</span>>> *From:* <a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a> [mailto:<br>
>> <a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>] *On Behalf Of *Andrew Shortell<br>
>> *Sent:* Monday, 15 February 2016 7:30 PM<br>
>> *To:* Year 12 Software Development Teachers' Mailing List <<br>
>> <a href="mailto:sofdev@edulists.com.au">sofdev@edulists.com.au</a>><br>
>> *Subject:* [Year 12 SofDev] SAT training day<br>
<span class="">>><br>
>><br>
>><br>
>> Hi All<br>
>><br>
>> especially the eighty or so at the SAT training day today<br>
>><br>
>><br>
>><br>
>> I have come away from the day really pleased that I attended<br>
>><br>
>> A big thanks to Paula, Phil Feain, James Vella and Chris Bedford<br>
>><br>
>><br>
>><br>
>> Over the next few days I am going to change around how I intend to deliver<br>
>> Unit 3 so that my students can meet the authentication guidelines within<br>
>> the timeline imposed by the SIAR 1 deadlines for entering criteria 1-4<br>
>><br>
>><br>
>><br>
</span>>> During the day our "group think? came up with a few possible scenarios:<br>
>><br>
>><br>
>><br>
>> ?Weekly food list to create a shopping list - the cupboard and fridge<br>
>> ?talk? to the shopping list (audience the elderly & so might include<br>
<span class="">>> liaising with meals on wheels ) - might involve perhaps four tables in a<br>
>> database<br>
>><br>
</span>>> ?Which Pills to take (elderly again) Audience might involve the<br>
<span class="">>> neighbourhood grandmas (Blended families can produce up to eight grannies<br>
>> in one family) and can<br>
>><br>
>> be extended to the nursing home where you have to look after<br>
>> your own grannies (minimum three tables)<br>
>><br>
</span>>> ?How to handle detentions incl: causes, results, feedback (at least four<br>
>> tables)<br>
>><br>
>> ?group exercise tracker - younger people? (three tables at least)<br>
>><br>
>> ?Contacts data - (minimum three tables) - does not involve any<br>
<span class="">>> calculations in teh code but lots of sorting, searching and relating<br>
>><br>
>><br>
>><br>
>><br>
>><br>
>> and all of these would have a login which might just need a user class<br>
>> which just might contain a method or two and data of different types<br>
>><br>
>><br>
>><br>
</span>>> and you might say - But Wait - there?s more ?> so post and contribute ?<br>
<span class="">>><br>
>><br>
>><br>
>> Thanks again for today<br>
>><br>
>><br>
>><br>
>> Andrew<br>
>><br>
>><br>
>><br>
>><br>
>> Andrew Shortell<br>
>><br>
>> Educator<br>
>><br>
>> CRC Melton<br>
>><br>
>><br>
>><br>
>><br>
>><br>
>> <a href="mailto:shortell@get2me.net">shortell@get2me.net</a> (This List)<br>
>><br>
>> @acsbear8 (twitter)<br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
>><br>
</span>>> *Important - *This email and any attachments may be confidential. If<br>
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> ------------------------------<br>
><br>
> Message: 2<br>
> Date: Tue, 16 Feb 2016 22:33:23 +0000<br>
> From: David Dawson <<a href="mailto:David.Dawson@wesleycollege.net">David.Dawson@wesleycollege.net</a>><br>
<span class="">> Subject: Re: [Year 12 SofDev] SAT training day<br>
</span><span class="">> To: "Year 12 Software Development Teachers' Mailing List"<br>
> <<a href="mailto:sofdev@edulists.com.au">sofdev@edulists.com.au</a>><br>
</span>> Message-ID:<br>
> <<a href="mailto:C70A003C478B884DB975FBB52A4B5F7801024BB426@SKEM02.wesleycollege.net">C70A003C478B884DB975FBB52A4B5F7801024BB426@SKEM02.wesleycollege.net</a>><br>
> Content-Type: text/plain; charset="utf-8"<br>
<span class="">><br>
> It was a very valuable day for most of us, including me. Thanks to Phil, Claudia and the team as many queries were answered effectively.<br>
><br>
</span>> Ramu actually makes a very good point though ? and I guess the reasoning is so that we can still submit unit 3 and 4 marks separately.<br>
> Nevertheless it would be unlikely that students would not improve their thinking throughout the process and alter their design/project management in some way ? so I guess they should at least NOT be penalised for doing so.<br>
> Cheers<br>
> David<br>
> [logo]<br>
<span class="">><br>
><br>
> David Dawson | Head of Learning Technologies, Head of Design and Technology<br>
> Wesley College Melbourne<br>
> Tel: <a href="tel:%2B%2061%203%208102%206340" value="+61381026340">+ 61 3 8102 6340</a> | Mob: <a href="tel:%2B%2061%20425%20718%20147" value="+61425718147">+ 61 425 718 147</a><br>
</span>> Email: <a href="mailto:david.dawson@wesleycollege.net">david.dawson@wesleycollege.net</a><mailto:<a href="mailto:david.dawson@wesleycollege.net">david.dawson@wesleycollege.net</a>><br>
<span class="">><br>
> 577 St Kilda Road, Melbourne, 3004, Victoria, Australia<br>
</span>> Visit our website www.w<<a href="http://www.wesleycollege.net" rel="noreferrer" target="_blank">www.wesleycollege.net</a>><a href="http://esleycollege.net" rel="noreferrer" target="_blank">esleycollege.net</a><<a href="http://www.wesleycollege.net" rel="noreferrer" target="_blank">www.wesleycollege.net</a>><br>
<span class="">><br>
><br>
><br>
> From: <a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a> [mailto:<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>] On Behalf Of Ramu Gupta<br>
> Sent: Wednesday, 17 February 2016 8:37 AM<br>
> To: Year 12 Software Development Teachers' Mailing List<br>
> Subject: Re: [Year 12 SofDev] SAT training day<br>
><br>
> While I don't share your enthusiasm - it was good networking with other teachers - some thing which Phil mentioned a few times and needs to be more of it.<br>
><br>
> Just wondering why both this SAT is not being reported like other Technology subjects which follow the design, make, test and evaluate process?<br>
><br>
> At least when they report - only in SIAR3 - students have had a chance to modify their plans, ideas, design and be rewarded for it but in Software Development - students can't receive a higher score for revising their designs.<br>
><br>
> I don't understand the reasoning behind it....<br>
><br>
</span><span class="">> On Mon, Feb 15, 2016 at 10:05 PM, Paragreen, Chris J <<a href="mailto:paragreen.chris.j@edumail.vic.gov.au">paragreen.chris.j@edumail.vic.gov.au</a><mailto:<a href="mailto:paragreen.chris.j@edumail.vic.gov.au">paragreen.chris.j@edumail.vic.gov.au</a>>> wrote:<br>
> Thanks to everyone who contributed today. A fantastic opportunity to gain some clarity.<br>
><br>
</span>> In my discussions with people, a few requested a copy of my Yearly planner. This is attached in case anybody may find it useful. I?ve hastily added some dates for SAT milestone targets and included them in blue. U3O1 I have broken into 5 parts, these are shown in red. (I think I?m going to spend my entire life assessing student work for soft dev ? but hopefully each assessment chunk can be done relatively quickly.) I?ve also attached a (very) rough outline of what I?ll be assessing in each part of U3O1.<br>
><br>
> Finally, for forward planning (ie 2017) ? if you update the starting date for each term, the rest of the weeks get updated automatically.<br>
><br>
> Regards,<br>
><br>
> Chris<br>
><br>
> From: <a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a><mailto:<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>> [mailto:<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a><mailto:<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>>] On Behalf Of Andrew Shortell<br>
<span class="">> Sent: Monday, 15 February 2016 7:30 PM<br>
</span>> To: Year 12 Software Development Teachers' Mailing List <<a href="mailto:sofdev@edulists.com.au">sofdev@edulists.com.au</a><mailto:<a href="mailto:sofdev@edulists.com.au">sofdev@edulists.com.au</a>>><br>
<span class="">> Subject: [Year 12 SofDev] SAT training day<br>
><br>
> Hi All<br>
> especially the eighty or so at the SAT training day today<br>
><br>
> I have come away from the day really pleased that I attended<br>
> A big thanks to Paula, Phil Feain, James Vella and Chris Bedford<br>
><br>
> Over the next few days I am going to change around how I intend to deliver Unit 3 so that my students can meet the authentication guidelines within the timeline imposed by the SIAR 1 deadlines for entering criteria 1-4<br>
><br>
</span>> During the day our "group think? came up with a few possible scenarios:<br>
><br>
> ?Weekly food list to create a shopping list - the cupboard and fridge ?talk? to the shopping list (audience the elderly & so might include liaising with meals on wheels ) - might involve perhaps four tables in a database<br>
> ?Which Pills to take (elderly again) Audience might involve the neighbourhood grandmas (Blended families can produce up to eight grannies in one family) and can<br>
<span class="">> be extended to the nursing home where you have to look after your own grannies (minimum three tables)<br>
</span>> ?How to handle detentions incl: causes, results, feedback (at least four tables)<br>
> ?group exercise tracker - younger people? (three tables at least)<br>
> ?Contacts data - (minimum three tables) - does not involve any calculations in teh code but lots of sorting, searching and relating<br>
<span class="">><br>
><br>
> and all of these would have a login which might just need a user class which just might contain a method or two and data of different types<br>
><br>
</span>> and you might say - But Wait - there?s more ?> so post and contribute ?<br>
<span class="">><br>
> Thanks again for today<br>
><br>
> Andrew<br>
><br>
><br>
> Andrew Shortell<br>
> Educator<br>
> CRC Melton<br>
><br>
><br>
</span>> <a href="mailto:shortell@get2me.net">shortell@get2me.net</a><mailto:<a href="mailto:shortell@get2me.net">shortell@get2me.net</a>> (This List)<br>
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<a href="http://www.vcaa.vic.edu.au/vce/studies/infotech/softwaredevel3-4.html" rel="noreferrer" target="_blank">http://www.vcaa.vic.edu.au/vce/studies/infotech/softwaredevel3-4.html</a><br>
<a href="http://www.vitta.org.au" rel="noreferrer" target="_blank">http://www.vitta.org.au</a> - VITTA Victorian Information Technology Teachers Association Inc<br>
<a href="http://www.swinburne.edu.au/ict/schools" rel="noreferrer" target="_blank">http://www.swinburne.edu.au/ict/schools</a> - Swinburne University<br>
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