<div dir="ltr"><div class="gmail_default" style="font-family:verdana,sans-serif;font-size:small">Thanks so much for this Phil, very informative. Mine have handed in so good timing!</div></div><div class="gmail_extra"><br><div class="gmail_quote">On 2 August 2016 at 08:38, Philip Feain <span dir="ltr"><<a href="mailto:feainp@stkevins.vic.edu.au" target="_blank">feainp@stkevins.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"><div dir="ltr"><div>Dear All</div><div><br></div><div>I am at the point where my Criteria 5 and 6 will be submitted tomorrow morning and thinking about how I will assess it. I am currently working on the criteria checklists which should be ready by Thursday.</div><div><br></div><div>I was thinking about how to ensure students submit their work to me and make each component obvious to me and how to mark students when they don't get everything working. I have a few students that will have some issues.</div><div><br></div><div>The obvious question that some teachers are asking is can they mark the code first without running the software solution? It would be a good idea to run the program and then look at the code to mark. That way if something doesn't work then you can look at the source of the problem. This will help you when looking at efficiency and effectiveness.</div><div><br></div><div>I am asking my students to print off their code and to annotate their printouts showing where each section meets the relevant descriptors. This will assist in marking and gives them an opportunity to be clear in their understanding of where and how they meet the criteria.</div><div><br></div><div>I am also asking them to write a set of basic instructions explaining how to use their solution to aid me in using it when marking it. It isn't user documentation as such, but just a set of simple steps for me to follow so I don't miss anything. This is because in the previous Study Design we gave them the problem and we pretty much knew how it should work. They also completed user doc in the old SAC tasks as well. This is not a formal thing, but just a practicality thing for me. </div><div><br></div><div><br></div><div>Criterion 5</div><div><br></div><div>Descriptor 1 - Even if there are issues with the program running you can still mark data structures. Even for one or two marks students need to have a few data structures. I would say at least 2 here.</div><div>Descriptor 2 - This one has to work to even meet 1 or 2 marks - "Organises and manipulates files in a way to allow quick access to data". So if students can't get files working then this will be an issue for them.</div><div>Descriptor 3 - Procedures and techniques here will involve code and a report. You are focusing on KK1 and KK3. With KK3 you need to look at security, archiving, backing up and disposing of files.</div><div><br></div><div><br></div><div>Criterion 6</div><div><br></div><div>Descriptor 1 - Applying processing features as in the KK. Can mark without solution totally working.</div><div>Descriptor 2 - Internal documentation. Even if the software solution is not fully completed or working students can still get full marks if the internal documentation is comprehensive and well formatted.</div><div>Descriptor 3 - Data validation. Can mark even if not everything is working. Even some of my struggling students have been able to start off by validating the login screen and then continuing on.</div><div>Descriptor 4 - Documents a sorting algorithm. Limited evidence of a sorting algorithm would include the addition of a simple sorting algorithm. It needs to have level of complexity.</div><div><br></div><div><br></div><div>Marking the criteria</div><div><br></div><div>Last term I found that one way I satisfied myself that I was marking accurately was to do the following:</div><div>- I initially marked Criterion 4 to start off with</div><div>- Then I marked Criterion 1 when that came in. After I had done this I went back to look at my Criterion 4 again and then made some adjustments.</div><div>- The same thing when Criterion 2 came in. I marked it and than went back to look at Criterion 4 and 1 again and make some adjustments.</div><div>- Finally when Criterion 3 came in I went through the same process. Marked Criterion 3 and then went and looked back at Criteria 4, 1 and 2.</div><div><br></div><div>I found this to be a very worthwhile process, particularly reflecting on each of the other criteria after marking the current one. It meant that by the time I had to hand in my marks for the SAT Part 1 I was happy that my marking was consistent. It is also not very time consuming. Just a couple of minutes to look at each rubric and thinking about it.</div><div><br></div><div>I hope this helps you in the process of getting through Criteria 5 and 6 over the next week or so.</div><div><br></div><div>Regards</div><div><br></div><div>Phil.<span class="HOEnZb"><font color="#888888"><br clear="all"><br>-- <br></font></span></div><span class="HOEnZb"><font color="#888888"><div data-smartmail="gmail_signature"><div dir="ltr"><div><font color="#0000ff" style="background-color:rgb(255,255,255)">Phil Feain</font></div><div><font color="#0000ff"><br></font></div><div><i><font color="#0000ff" style="background-color:rgb(255,255,255)">Head of eLearning</font></i></div><div><i><font color="#0000ff" style="background-color:rgb(255,255,255)">Head of Information Technology</font></i></div><div><font color="#0000ff" style="background-color:rgb(255,255,255)"><b>St. Kevin's College</b></font></div></div></div>
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