[Year 12 IPM] ICT Progression Points

Thu Nov 9 01:08:38 EST 2006

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.

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.

Regards Roland

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).

On 08/11/06, Robert Timmer-Arends <timmer at melbpc.org.au> wrote:
>
>  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.
>
> 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.
>
> 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.
>
> 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.
>
> 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.
>
> Regards
> Robert T-A
> Brighton SC
>
> ----- Original Message -----
>
> *From:* Lesley Humphries <humples at santamaria.vic.edu.au>
> *To:* Year 12 Information Technology Processing and Management Teachers'
> Mailing List <ipm at edulists.com.au>
> *Sent:* Wednesday, November 08, 2006 3:17 PM
> *Subject:* Re: RE: [Year 12 IPM] ICT Progression Points
>
> Re progression points:
>
> 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 *focus on the standards*; that the progression points are
> just *examples* or illustrations of the types of things students might be
> doing at each progression point. He said that the progression points *aren't
> prescriptive* at all.
>
> 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.
>
> Hope this helps.
>
> > Hi
> > On the topic of ICT Progression Points it would really help if we were
> > given a list of appropriate software t! ools same as VCE Study.
> >
> > I am having difficulty working out what a dynamic modelling tool is in
> > relation to Level 5- Progression 5.25 " a use of nominated dynamic
> > modelling tools and manipulation and editing techniques to describe the
> > relationships between ideas"
> >
> > Kushum Rattan
> >
> > Information Technology Co-ordinator
> >
> > Gisborne Secondary College
> >
> > (03) 54 283 691
> >
> > PO Box 57 Gisborne, 3437
> >
> > rattan.kushum.l at edumail.vic.gov.au
> >
> >
> >
> >
> > -----Original Message-----
> > From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> > On Behalf Of brn at brentwood.vic.edu.au
> > Sent: Wednesday, 8 November 2006 11:43 AM
> > To: ipm at edulists.com.au
> > Subject: RE: [Year 12 IPM] ICT Progression Points
> >
> > The 'English teacher' was meant to be an example only. Sorry for any
> >! misunderstanding.
> >
> > brn at brentwood.vic.edu.au on Wed, 0 8 Nov 2006 11:35:22 +1100 wrote:
> > > Thanks for the answer Paula. But it raises another question: who
> > determines if the student has demonstrated 'the ICT standards in other
> > areas of learning' and at which levels? At our school, there is only
> > one English teacher who could do this effectively.
> > > Alda.
> > >
> > > "Christophersen, Paula P"
> > on Wed, 8 Nov 2006 09:49:19 +1100 wrote:
> > > > Hi Litsa
> > > >
> > > >
> > > >
> > > > Good questions you ask - here is a short response. If you wish to
> > > > discuss things further, please do not hesitate to give me a ring.
> > > >
> > > >
> > > >
> > > > Let's start at the beginning. Firstly, government schools do not
> > have to
> > > > report on ICT until next year (only English and Maths are required
> > this!
> > > > year). I'm not certain what stance the CEO has taken on this matter
> > > > regarding the phasing in of the VELS.
> > > >
> > > >
> > > >
> > > > Secondly, it is intended, that regardless of where students acquire
> > > > their ICT skills, they use their ICT knowledge and skills within
> > their
> > > > other areas of learning. So, even if you don't have 'dedicated IT
> > > > classes', students would still be expected to demonstrate the ICT
> > > > standards in other areas of learning. This means that individual
> > > > teachers take responsibility to providing learning programs that
> > cover
> > > > not only their discipline domain but also ICT. As you suggested,
> > this
> > > > means integrating these ICT knowledge and skills into the other
> > learning
> > > > and assessment programs.
> > > >
> &! gt; > >
> > > >
> > > > The progression poin ts assist teachers in making judgments about
> how
> > > > their students are progressing against the standards. There are only
> > a
> > > > few examples of evidence that you would typically see at each of the
> > > > progression points, so they are illustrative only - your school
> > would
> > > > need to develop their own sets of evidence to match the aspects of
> > the
> > > > standards that are being addressed in your learning program. Of
> > course,
> > > > some of the published progression points may suit your course - if
> > there
> > > > aren't any, they provide a good basis upon which you can develop
> > your
> > > > own.
> > > >
> > > >
> > > >
> > > > Hope this helps.
> > > >
> > > >
> > > >
> > > > Regards
> > > >
> > > > Paula
> > > >
> > > >> > >
> > > > Paula Christophersen
> > > >
> > > > ICT Curriculum Manager
> > > >
> > > > Victorian Curriculum and Assessment
> > > >
> > > > Authority
> > > >
> > > > 41 St Andrews Place
> > > >
> > > > EAST MELBOURNE 3002
> > > >
> > > > Phone: 03 9651 4378
> > > >
> > > > Fax: 03 9651 4324
> > > >
> > > >
> > > >
> > > > -----Original Message-----
> > > > From: ipm-bounces at edulists.com.au
> > [mailto:ipm-bounces at edulists.com.au]
> > > > On Behalf Of Litsa Tzelepis
> > > > Sent: Wednesday, 8 November 2006 9:15 AM
> > > > To: Year 12 Information Technology Processing and Management
> > > > Teachers'Mailing List
> > > > Subject: [Year 12 IPM] ICT Progression Points
> > > >
> > > >
> > >! >
> > > > Good morning Paula,
> > > >
> > > >
> > > >
> > > > If possible, can you please help me with a query?
> > > >
> > > >
> > > >
> > > > If we do not teach IT at Years 7 & 8, how do we report back on the
> > ICT
> > > > Progression Points?
> > > >
> > > >
> > > >
> > > > Do we integrate them into the other Domains that cover certain
> > points?
> > > >
> > > >
> > > >
> > > > Sorry if this has been answered somewhere before.
> > > >
> > > >
> > > >
> > > > Thank-you for your tiem, Litsa Tzelepis.
> > > >
> > > >
> > > >
> > > >
> > > >
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> > > >
> > > >
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> > Alda Brangsch
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> ___________________________________________________________
> Ms Lesley Humphries
> Learning Technologies Co-ordinator
> Santa Maria College
> 50 Separation Street
> Northcote 3070
> Ph: 9489 7644
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-- 
Roland Gesthuizen - ICT Coordinator - Westall Secondary College
http://www.westallsc.vic.edu.au

"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
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