[Year 12 IPM] A tip for outcome writing

[Keith Richardson]

Great advice Mark! 100%, now go quietly...
Another two requirements I try to build into it, is (a) that it has a
sense of fun/adventure etc to it, so that the kids get really involved
enjoyably in its 'life' (c.f. the scenario), and that you avoid
unnecesssary complexity, and (b) doing it (the preparation phase over,
say, 2 weeks), plus actually doing the SAC, should be a learning
experience so that you win both ways - you get the kids assessed, and
they learn a lot about the concepts thus taking the pressure off you
when it comes to teaching the stuff to them.
Hey, Mark, wait for me - I'm coming tooooooooooooo....
Keith



On Thu, 23 Nov 2006 15:26:04 +1100, "Mark Kelly"
<kel at mckinnonsc.vic.edu.au> said:
> For those newbie IT teachers out there, or those who are nervous about 
> creating your own ITA outcomes, here's a strategy I use to make sure my 
> task is going to be kosher.
> 
> I call it the 'reverse-engineered outcome technique'.  I hope it helps 
> someone out there.
> 
> 1.  Find the IT assessment handbook - pale-blue and white cover.  If you 
> don't have it, get it.  You need it.
> 
> 2.  Find your outcome in the handbook and read the descriptor for the 
> top mark range (e.g. 25-30 marks for U3O2, task 1).  Break it down into 
> its constituent parts.  The parts should neatly fall into categories 
> like Analysis, Design, Development and Evaluation.
> 
> 3.  Create analysis questions that force students to address the 
> analysis descriptors.
> 
> 4.  Create design tasks that cover the design descriptors. e.g. if a 
> descriptor says "including file handling and data protection 
> techniques", make sure your design forces students to provide design of 
> those things.
> 
> 5.  Create a task that forces students to exercise skills mentioned in 
> the Development descriptors (e.g. "Highly developed skills in the use of 
> appropriate software ... to produce a prototype site... that 
> demonstrates those components... that support collaborative 
> problem-solving and knowledge sharing."
> 
> If your task is based on that descriptor, you can't go too far wrong. 
> Note that "problem-solving" is a key point in the descriptor.
> 
> 6.  Create evaluation questions or activities that force students to 
> exercise the skills described in the Evaluation descriptors.
> 
> --
> 
> The assessment advice is pretty broad, so if you're unsure what a 
> descriptor means, refer to the key skills (and key knowledge) in the 
> study design to find out what it's actually talking about.
> 
> When finished, read your outcome again. As skills are exercised and 
> student knowledge is mined in the outcome, tick them off in the study 
> design.  If everything's there, it's bound to be a nutritious outcome 
> with 100% of recommended daily intake of IT.
> 
> 
> OK.  I'll come quietly, officer.
> 
> -- 
> Mark Kelly
> Manager - Information Systems
> McKinnon Secondary College
> McKinnon Rd McKinnon 3204, Victoria, Australia
> Direct line / Voicemail: 8520 9085
> School Phone +613 8520 9000  <<< NEW NUMBER
> School Fax +613 95789253
> 
> Webmaster - http://www.mckinnonsc.vic.edu.au
> IT Lecture notes: http://vceit.com
> Moderator: IPM Mailing List
> 
> There are 10 kinds of people in the world: those who understand binary
> and those who don't.
> 
> _______________________________________________
> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> IPM Mailing List kindly supported by
> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
> Authority and
> http://www.vitta.org.au  - VITTA Victorian Information Technology
> Teachers Association Inc
Keith Richardson
IPM List Moderator
Head of ICT, Leibler Yavneh College
Elsternwick
Ph: 03.9528.4911
k.richardson at yavneh.vic.edu.au