Good answer Robert, it will be interesting to see how this pans out. I agree that not all secondary school teachers need to plug in an answer for all of the ICT standadrs. In fact, with the PP numerical averaging that goes on in the background with the reporting system, this could become considerable work for all teachers with minimal benefit. I believe that once a higher PP score has been set, it cannot reduce to a lower score by a later (perhaps more realistic) assessment. Staff do need to get it right the first time. Your survey is a good idea to help target the point where and who can best assess the ICT area when it isnt taught as a standalone subject.
<br><br>We touched on this again at our staff meeting tonight after I had given a talk about Internet safety. Few of my colleagues had really read the new ICT standards. Most didn't seem to realize what would be required to enable students a chance to demonstrate a good PP score. Ye olde work to use computers for Google research (insert topic) followed by a slideshow report (paste content from Internet) communicated to teacher (attached to e-mail) is no longer sufficient. The bar has certainly been raised for both staff and students.
<br> <br>Regards Roland<br><br>PS: It would be good to slip this discussion thread across from the IPM list to the year 7 to 10 list where it probably fits in better. Check your reply to line when next posting a reply (and subscribe to the year 7-10 ICT list).
<br><br><div><span class="gmail_quote">On 08/11/06, <b class="gmail_sendername">Robert Timmer-Arends</b> <<a href="mailto:timmer@melbpc.org.au">timmer@melbpc.org.au</a>> wrote:</span><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<div bgcolor="#ffffff">
<div><font face="Arial" size="2">It has been said all along that PPs are
intended as guides only. They are there to help us judge where a student is
'between standards' so to speak. We can ignore the PPs and make up our own
'intermediate standards' if we want. The point is that at the end of each
semester we have to enter into the report writing software a 4, 4.25,
4.5, 4.75 or whatever point we consider the student to be at in the range 1
to 6.75. Somewhere in the school, by 2008, every dimension has to be entered at
least once against each student's name.</font></div>
<div><font face="Arial" size="2"></font> </div>
<div><font face="Arial" size="2">In the reports to parents (the so-called New Report
Card) the school has the choice of reprting domains per subject or on a summary
page. We intend to report all interdisciplinary domains on the summary page
because we feel that this will give a fairer view of where the student is at -
fairer because for something like ICT, any given subject (except IT) may only
have one opportunity to conduct a task which contains meaningful ICT, and
therefore ICT would be reported in the subject as a once off. Also, we don't
think all dimensions can necessarily be assessed in one subject (eg ICT for vis
think lends itself well to maths, but not to ICT for creation. Interestingly, IT
as a subject does not lend itself well to ICT for vis think, if only for the
spirit in which this dimension is intended) so a summary report will take the
average of all teacher input, no matter whether it's one or all ICT
dimensions.</font></div>
<div><font face="Arial" size="2"></font> </div>
<div><font face="Arial" size="2">One key point that I have had to make at various
forums within our school is that the ICT tasks must allow students to achieve at
least to the level they are working at (eg level 5 for year 8s). If you don't
then the student will show up as a D or E on the reports. This means that
teachers must specify in the task description the kind of response that is
required; eg a PPT about population must include a design (eg storyboard),
criteria for evaluation, and the PPT (plus perhaps other stuff!) This in turn
means that teachers have to be aware of what VELS ICT is about - it is not
simply about using computers.</font></div>
<div><font face="Arial" size="2"></font> </div>
<div><font face="Arial" size="2">To address this we intend to form a VELS ICT
implementation group whose task it will be to develop a set of guidelines that
provide a simple interpretation(possibly as checklists) of each VELS level for
use by teachers when they are constructing tasks. I see this as being set up for
the main types of software that teachers are likely to have students use. The
group will also devise PD so that all teachers have a shared understanding of
this interpretation and so will consistently apply it and assess ICT dimensions.
We have come to the conclusion that consistency within the College is what is
important and as along as we come somewhere near to what VELS wants we will be
happy.</font></div>
<div><font face="Arial" size="2"></font> </div>
<div><font face="Arial" size="2">As to who and how many times ICT is assessed in the
school, that surely is up to the school. We have taken a survey of all learning
areas asking what VELS dimensions they think they can address (preferably in
tasks already devised). We intend to use this to see where the 'holes' are and
to take it from there. But at this stage we are taking the line that anybody who
thinks they can have a serious input to a dimension should give it a
go.</font></div>
<div><font face="Arial" size="2"></font> </div>
<div><font face="Arial" size="2">Regards</font></div>
<div><font face="Arial" size="2">Robert T-A</font></div>
<div><font face="Arial" size="2">Brighton SC</font></div>
<div> </div>
<div>----- Original Message ----- </div>
<blockquote style="border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left: 5px; margin-left: 5px; margin-right: 0px;"><span class="q">
<div style="background: rgb(228, 228, 228) none repeat scroll 0% 50%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">
<b>From:</b>
<a title="humples@santamaria.vic.edu.au" href="mailto:humples@santamaria.vic.edu.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">Lesley Humphries</a> </div>
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>To:</b> <a title="ipm@edulists.com.au" href="mailto:ipm@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">
Year 12 Information Technology Processing
and Management Teachers' Mailing List</a> </div></span><div><span class="e" id="q_10ec65f304a07bc4_2">
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Sent:</b> Wednesday, November 08, 2006 3:17
PM</div>
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Subject:</b> Re: RE: [Year 12 IPM] ICT
Progression Points</div>
<div><br></div>Re progression points:<br><br>When the progression points for
ICT came out, I was quite distressed about how different they were to the
standards. The points seemed to me to be very prescriptive. When I rang and
spoke to a manager at the VCAA about this, his advice was to <strong>focus on
the standards</strong>; that the progression points are just
<strong>examples</strong> or illustrations of the types of things students
might be doing at each progression point. He said that the progression points
<strong>aren't prescriptive</strong> at all.<br><br>So, my understanding from
that is to basically ignore the progression points, concentrate on the
standards, and develop your own progression points for the particular work you
are doing, and the particular software, based on the ideas given in the
progression points. <br><br>Hope this helps.<br><br>> Hi<br>> On the
topic of ICT Progression Points it would really help if we were<br>> given
a list of appropriate software t! ools same as VCE Study.<br>> <br>> I
am having difficulty working out what a dynamic modelling tool is in<br>>
relation to Level 5- Progression 5.25 " a use of nominated dynamic<br>>
modelling tools and manipulation and editing techniques to describe
the<br>> relationships between ideas"<br>> <br>> Kushum
Rattan<br>> <br>> Information Technology Co-ordinator<br>> <br>>
Gisborne Secondary College<br>> <br>> (03) 54 283 691<br>> <br>>
PO Box 57 Gisborne, 3437<br>> <br>>
<a href="mailto:rattan.kushum.l@edumail.vic.gov.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">rattan.kushum.l@edumail.vic.gov.au</a><br>> <br>> <br>> <br>> <br>>
-----Original Message-----<br>> From: <a href="mailto:ipm-bounces@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ipm-bounces@edulists.com.au</a>
[mailto:<a href="mailto:ipm-bounces@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ipm-bounces@edulists.com.au</a>]<br>> On Behalf Of
<a href="mailto:brn@brentwood.vic.edu.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">brn@brentwood.vic.edu.au</a><br>> Sent: Wednesday, 8 November 2006 11:43
AM<br>> To: <a href="mailto:ipm@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ipm@edulists.com.au</a><br>> Subject: RE: [Year 12 IPM] ICT
Progression Points<br>> <br>> The 'English teacher' was meant to be an
example only. Sorry for any<br>>! misunderstanding.<br>> <br>>
<a href="mailto:brn@brentwood.vic.edu.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">brn@brentwood.vic.edu.au</a> on Wed, 0 8 Nov 2006 11:35:22 +1100 wrote:<br>>
> Thanks for the answer Paula. But it raises another question: who<br>>
determines if the student has demonstrated 'the ICT standards in other<br>>
areas of learning' and at which levels? At our school, there is only<br>>
one English teacher who could do this effectively.<br>> > Alda.<br>>
><br>> > "Christophersen, Paula P"
<br>> on Wed, 8 Nov 2006
09:49:19 +1100 wrote:<br>> > > Hi Litsa<br>> > ><br>>
> ><br>> > ><br>> > > Good questions you ask - here is
a short response. If you wish to<br>> > > discuss things further,
please do not hesitate to give me a ring.<br>> > ><br>> >
><br>> > ><br>> > > Let's start at the beginning.
Firstly, government schools do not<br>> have to<br>> > > report on
ICT until next year (only English and Maths are required<br>> this!
<br>> > > year). I'm not certain what stance the CEO has taken on
this matter<br>> > > regarding the phasing in of the VELS.<br>>
> ><br>> > ><br>> > ><br>> > > Secondly, it
is intended, that regardless of where students acquire<br>> > > their
ICT skills, they use their ICT knowledge and skills within<br>>
their<br>> > > other areas of learning. So, even if you don't have
'dedicated IT<br>> > > classes', students would still be expected to
demonstrate the ICT<br>> > > standards in other areas of learning.
This means that individual<br>> > > teachers take responsibility to
providing learning programs that<br>> cover<br>> > > not only
their discipline domain but also ICT. As you suggested,<br>> this<br>>
> > means integrating these ICT knowledge and skills into the
other<br>> learning<br>> > > and assessment programs.<br>> >
><br>&! gt; > ><br>> > ><br>> > > The
progression poin ts assist teachers in making judgments about how<br>> >
> their students are progressing against the standards. There are
only<br>> a<br>> > > few examples of evidence that you would
typically see at each of the<br>> > > progression points, so they are
illustrative only - your school<br>> would<br>> > > need to
develop their own sets of evidence to match the aspects of<br>> the<br>>
> > standards that are being addressed in your learning program.
Of<br>> course,<br>> > > some of the published progression points
may suit your course - if<br>> there<br>> > > aren't any, they
provide a good basis upon which you can develop<br>> your<br>> > >
own.<br>> > ><br>> > ><br>> > ><br>> > >
Hope this helps.<br>> > ><br>> > ><br>> > ><br>>
> > Regards<br>> > ><br>> > > Paula<br>> >
><br>> > >> > ><br>> > > Paula Christophersen<br>> >
><br>> > > ICT Curriculum Manager<br>> > ><br>> >
> Victorian Curriculum and Assessment<br>> > ><br>> > >
Authority<br>> > ><br>> > > 41 St Andrews Place<br>> >
><br>> > > EAST MELBOURNE 3002<br>> > ><br>> > >
Phone: 03 9651 4378<br>> > ><br>> > > Fax: 03 9651
4324<br>> > ><br>> > ><br>> > ><br>> > >
-----Original Message-----<br>> > > From:
<a href="mailto:ipm-bounces@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ipm-bounces@edulists.com.au</a><br>>
[mailto:<a href="mailto:ipm-bounces@edulists.com.au" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ipm-bounces@edulists.com.au</a>]<br>> > > On Behalf Of Litsa
Tzelepis<br>> > > Sent: Wednesday, 8 November 2006 9:15 AM<br>>
> > To: Year 12 Information Technology Processing and Management<br>>
> > Teachers'Mailing List<br>> > > Subject: [Year 12 IPM] ICT
Progression Points<br>> > ><br>> > ><br>> >!
><br>> > > Good morning Paula,<br>> > ><br>> >
><br>> > ><br>> > > If possible, can you please help me
with a query?<br>> > ><br>> > ><br>> > ><br>>
> > If we do not teach IT at Years 7 & 8, how do we report back on
the<br>> ICT<br>> > > Progression Points?<br>> >
><br>> > ><br>> > ><br>> > > Do we integrate
them into the other Domains that cover certain<br>> points?<br>> >
><br>> > ><br>> > ><br>> > > Sorry if this has
been answered somewhere before.<br>> > ><br>> > ><br>>
> ><br>> > > Thank-you for your tiem, Litsa Tzelepis.<br>>
> ><br>> > ><br>> > ><br>> > ><br>> >
><br>> > > _______________________________________________<br>>
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Assessment<br>> > > Authority and<br>> > >
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</blockquote></div><br><br clear="all"><br>-- <br>Roland Gesthuizen - ICT Coordinator - Westall Secondary College<br><a href="http://www.westallsc.vic.edu.au">http://www.westallsc.vic.edu.au</a><br><br>"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has." --Margaret Mead