[Design and Technology] Further concern about VCE Product Design and Technology assessment

Thu Aug 20 03:41:23 UTC 2020

Hello dear fantastic D&T teachers
My questions are ... how to score students on the VASS sheet for AC 6-9? Do
we put 0/10 for those unable to access any workshop equipment, materials
etc. in other words zero workshop time OR do we put NA OR do we
calculate/predict a score for AC 6-9?
If we put zero on the score sheet, how do we compensate the students later?
With more paperwork?
Do we put 0/10 or NA for those who didn't get started, but put a score for
those who have almost finished (sewing at home) and are all in the same
class?
Or should we aim to score all of our class with a mix of actual and
'predictive' scores?
What is the best approach?
Jacinta

On Thu, Aug 20, 2020 at 1:07 PM Elizabeth Keep <ekeep at pgs.vic.edu.au> wrote:

> Dear Lorraine and Peter,
>
> Your letters are so very well written and concise and level headed. My
> fury is so much more evident, but I don’t apologise for that. I am
> furious!! Thanks you for championing us and the students we teach. As you
> say, as the current criteria sits how can students be assessed as achieving
> an S with the current format? Things must change. My students are asking
> questions, but there are no logical answers to give. We need this rectified
> quickly so we can all have some peace.
>
> Thanks again.
>
>
>
>
>
>
>
> *Elizabeth Keep*
> Teacher
>
> 20 Wooralla Drive, Mt. Eliza, Vic, 3930
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> *From:* destech <destech-bounces at edulists.com.au> *On Behalf Of *Lorraine
> Tran
> *Sent:* Thursday, 20 August 2020 12:26 PM
> *To:* destech at edulists.com.au
> *Subject:* [Design and Technology] Further concern about VCE Product
> Design and Technology assessment
>
>
>
> Hi VCE Product Design and Technology teachers,
>
> I have been following the discussion on this list and can sense the
> passion and concern you are all expressing. I can only hope, along with
> you, that there will be a resolution to the issues you have raised within
> this group and to Leanne.
>
> There is one thing that I'd like to raise with you that is of real concern
> to me. Much of the discussion so far has centered around the SAT and how it
> will be assessed. I'd just like to say how important that discussion is as
> I know you want your students to achieve the best scored assessment for
> your students; and also you want the perceived inequities to be addressed.
>
> However, I'd like to address what Peter has mentioned in his email below.
>
> *On 20/08/2020 10:56 am, Peter Murphy wrote:*
>
> *My students will only be completing detailed CAD models (of every
> component) of their products that they will use in a detailed storyboard of
> how the product would be assembled if possible. These could potentially be
> 3D printed at some stage but I am not concerned about whether we
> achieve that or not as I suspect we will be in lockdown longer than
> anticipated. The focus is now on SACs and exam prep and criteria 1-5. I
> agree with others that Criteria 6-9 should be removed or at least made
> optional.*
>
> Front and centre of what is taught should be the study design. Assessment
> is included in the study design, but other assessment materials are also
> published annually by the VCAA, such as the detailed description of the
> task and assessment criteria. This year, the study design for Unit 4 was
> modified slightly, however, there were NO changes made to the outcomes in
> the study design that relate to the SAT (Unit 4, Outcomes 2 and 3). I see
> this as a key issue. All teachers must assess their students in terms of
> whether they have demonstrated achievement of the outcomes. Not all
> students studying VCE Product Design and Technology do a scored program.
> What does that mean if a student has not completed a product and evaluated
> it, as prescribed in the study design, because they have not had access to
> tools, machines, equipment and materials?
>
> So what Peter has outlined above and what others have proposed in relation
> to removing Criteria 6 - 9 is only part of the problem. The wording in the
> study design outcomes must also be changed, otherwise many students will
> get an 'N' because they have not produced work that demonstrates
> achievement of the set of outcomes in Unit 4.
>
> Yesterday, I sent an email (see below) to Leanne raising this issue and a
> few others with her. I await her reply.
>
>
>
> *Concerns about VCE assessment for the 2020 modified study design*
>
> *VCE Product Design and Technology Study Design 2020*
>
> Note: quotes are from the 2020 study designs and assessment material on
> the VCAA website.
>
> Unit 4, Outcome 2
>
> 'On completion of this unit the student should be able to apply a range of
> production skills and processes safely to make the product designed in Unit
> 3, and manage time and resources effectively and efficiently.'
>
> 1.       *How can students demonstrate satisfactory completion of this
> outcome (i.e. to get a S for this outcome) if they have not had access to
> workshops (including resources such as materials, tools, equipment) for the
> majority of Terms 2 and 3? Note the reference in this outcome to the
> product they have designed in Unit 3 (not a model or prototype of it, see
> Unit 4, Outcome 3).*
>
> *2.**       How can students show that they have been able to manage time
> and resources effectively in relation to this outcome when they have not
> had access to the resources needed to make the product nor the time
> normally available to make the product?*
>
> Unit 4 Outcome 3
>
> 'On completion of this unit the student should be able to evaluate the
> finished product through testing and feedback against criteria, create
> end-user/s’ instructions or care labels and recommend improvements to
> future products.'
>
> *How can students test and evaluate the finished product when students
> have not had access to tools, equipment and materials needed to make the
> finished product? How can students demonstrate satisfactory completion
> (i.e. to get a S for this outcome) of this outcome when they have not had
> access to school equipment during most of Term 3? *
>
> The VCE Product Design and Technology: Administrative information for
> School-based Assessment in 2020, page 4 and 5 states:
>
>
>
> *‘Production work to realise a quality, three-dimensional product that
> includes appropriate production processes, including some that are complex.
> The product should be the realisation of the preferred option (including
> modifications approved by the end user/s) that meets the accepted standards
> and expected quality. While making the product, students should refer to
> their scheduled production plan and demonstrate the safe application and
> management of processes and safe use of tools, equipment and machines. *
>
> *‘A record of production progress using images and/or video and text
> making reference to decisions made and to end user/s feedback, including
> documenting any outsourcing or support used.   *
>
> *‘A justified explanation of modifications to the design and scheduled
> production plan indicating how these have been negotiated and communicated
> to the end user/s. *
>
> *‘An evaluation report documenting:  *
>
> *-checking, testing and evaluation of the finished product using
> evaluation criteria for the finished product, and how well it meets the
> needs and requirements of the end user/s  *
>
> *-identification of, and recommendations for, areas for improvement in the
> finished product.’*
>
>               *How can students perform these activities when they have
> not had access to workshops, materials, tools and equipment during the
> majority of terms 2 and 3, 2020? *
>
>
>
> 5.       *How can teachers assess criteria 6, 7, 8 and 9 when students
> have not had access to tools, equipment and materials needed to make the
> finished product? *
>
> ·       Criterion 6 Skill in the application of appropriate processes,
> including risk management and recording progress
>
> ·       Criterion 7 Skill in project management and justifying
> modifications in realising the preferred option
>
> ·       Criterion 8 Skill in developing a quality product that is
> creative and innovative
>
> ·       Criterion 9 Skill in evaluating the finished product; user
> instructions/care labels which communicate product features, care, use
> and/or assembly
>
>
>
> 6.       In normal circumstances, when teachers assess the SAT they
> consider each criterion, and use the related indicators to make an
> on-balance judgement based on the evidence they have from each student (or
> documented observations, such as safe working practices). For 2020,
> teachers have been asked to assess students using one or more indicators
> associated with each criterion, making sure that the same indicators for
> each criterion are used for each student in their cohort.* Are they to
> apportion a certain amount of marks to each indicator, depending on its
> degree of importance or the amount of work involved? *This could result
> in a student only getting 2 marks out of 10 for a particular criterion,
> drastically reducing their overall graded assessment for the SAT. This must
> be explained to all teachers of the study design.
>
> 7.    *Is it appropriate to mark students twice for the SAT – the first
> mark reflects the evidence the student produces in relation to each
> criterion; the second mark a teacher estimation that takes into
> consideration what the student could have potentially received had
> circumstances been different (in relation to the effects of COVID-19).*
>
> *Why was the workload substantially reduced for the 2020 SAT for VCE
> Systems Engineering (students do an aspect of their system), but not for
> VCE Product Design and Technology SAT? *The workload for the Unit 4 SAC
> was reduced, however, much of the learning for this can be done via remote
> delivery.
>
> Kind regards, Lorraine Tran.
> _______________________________________________
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