[Informatics] Informatics Performance Descriptors Question

[Garth, Lucas A]

Afternoon everyone!

I had a crack at changing the rubric into a rough as guts checklist for each of the criteria and tried to link to KK and KS for U3O2

Let me know if you find it useful, or if there are major errors that need fixing.

Cheers
Lucas

From: informatics-bounces at edulists.com.au [mailto:informatics-bounces at edulists.com.au] On Behalf Of Mark
Sent: Wednesday, 10 May 2017 2:24 PM
To: Year 12 VCE Informatics Teachers' Mailing List
Subject: Re: [Informatics] Informatics Performance Descriptors Question

Hi Alan

Perhaps:

- Primary:      Interviews, surveys, questionnaires. (These are the Big Three)

- Secondary: Searching the internet, looking up encyclopædias, searching newspaper archives, using Google Trends<https://trends.google.com.au/trends/>*. (Many others exist**)

BTW - A warning to gentlefolk out there. Don't just read the highest levels of performance in the assessment criteria rubrics.
Sometimes, important criteria appear in lower levels of performance and are not repeated in higher level descriptions.
In particular, I refer to SAT criterion 3 that Alan quoted. Please refer to the screenshot below.

Notice how the descriptor of the highest level of performance does not include any reference to the need for qualitative and quantitative data - a need that was mentioned in the two lower levels (5-6 and 7-8).  If one only read the HIGH descriptor, this requirement would not be obvious.

This, I believe, is a dangerous practice that VCAA needs to fix in its assessment criteria: any major requirement given in a lesser level of performance should be repeated in all higher performance level descriptors.

[Inline images 1]

Cheers,
Mark

* For example, the rise of cat videos over time<https://trends.google.com.au/trends/explore?date=all&q=cats%20videos>.

** I'd like to add that the usual sticky points that arises here.
If one just repeats the data in the secondary source (e.g. This article says that 19% of men in 1985 owned a..."), it's a secondary source.
However, I would argue that if the harvested secondary data were used to create new data, the new data should be considered to be primary data.
For example, if you went through many TV guides from old newspapers (secondary data) and counted up the number of Australian comedies that were shown over several years in order to create a graph of it, this new information generated by you should be considered primary data.
I'm open for a five minute argument<http://www.montypython.net/scripts/argument.php> on this.
Meet me in room 12A. Warning - don't go to room 12 by mistake !


On 10 May 2017 at 13:05, Alan Stafford <StaffordA at humegrammar.vic.edu.au<mailto:StaffordA at humegrammar.vic.edu.au>> wrote:
Hi All
I think this is a great opportunity to clarify all the highest Levels of Performance with the Assessment Criterion:
i.e.g
Can you propose what would be examples of “appropriate methods” for:

“Acquires multiple data sets of
different types of data, qualities
and structures from both primary
and secondary data sources.
Uses appropriate methods to
acquire data from both types of
sources”.

For Criterion:

3. Skills in
acquiring,
validating and
referencing data

Kind thoughts
Alan

<snip>

--

Mark Kelly

mark at vceit.com<mailto:mark at vceit.com>
http://vceit.com

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