[Year 12 IT Apps] itapps Digest, Vol 120, Issue 26

Mon Mar 2 11:11:52 EST 2015

Thanks for clarifying that Paula.

Cheers

George

UHS Website Manager
IT/Arts/Design/Tech Domain
University High School
77 Story St
Parkville 3052
mobile: 0412 934 782
phone: 9347 2022

From: "Christophersen, Paula P" <christophersen.paula.p at edumail.vic.gov.au<mailto:christophersen.paula.p at edumail.vic.gov.au>>
Reply-To: Year 12 IT Applications Teachers' Mailing List <itapps at edulists.com.au<mailto:itapps at edulists.com.au>>
Date: Thu, 26 Feb 2015 20:21:51 +0000
To: Year 12 IT Applications Teachers' Mailing List <itapps at edulists.com.au<mailto:itapps at edulists.com.au>>
Subject: Re: [Year 12 IT Apps] itapps Digest, Vol 120, Issue 26

Hi George and colleagues

There are several sections of the Administrative Handbook (2015) that deal with conditions under which assessment is completed. The main sections are 11.1 and 11.2, and relevant information on authentication begins on page 81.

11.1 Rules for assessments under test conditions and authentication of
student work
...
Acceptable levels of assistance include:
– the incorporation of ideas or material derived from other sources (for example by reading, viewing or note
taking), but which have been transformed by the student and used in a new context
– prompting and general advice from another person or source, which leads to refinements and/or selfcorrection.

Unacceptable forms of assistance include:
– use of, or copying, another person’s work or other resources without acknowledgement
– corrections or improvements made or dictated by another person.

In addition students must observe and schools must apply the following rules for authentication of School-based
Assessment:
1. A student must ensure that all unacknowledged work submitted for assessment is genuinely their own.
2. A student must acknowledge all resources used, including:
– text, websites and source material
– the name and status of any person who provided assistance and the type of assistance provided.
3. A student must not receive undue assistance from another person in the preparation and submission of work.
4. Acceptable levels of assistance include:
– the incorporation of ideas or material derived from other sources (for example by reading, viewing or note
taking), but which have been transformed by the student and used in a new context
– prompting and general advice from another person or source, which leads to refinements and/or selfcorrection.

11.2
In considering whether a student’s work is genuinely their own, teachers should consider whether the work:
• is not typical of other work produced by the student
• is inconsistent with the teacher’s knowledge of the student’s ability
• contains unacknowledged material
• has not been sighted and monitored by the teacher during its development.

And page 81 on Authentication.

Regards
Paula
________________________________________
From: itapps-bounces at edulists.com.au<mailto:itapps-bounces at edulists.com.au> [itapps-bounces at edulists.com.au<mailto:itapps-bounces at edulists.com.au>] on behalf of Ciotti, George W [ciotti.george.w at edumail.vic.gov.au<mailto:ciotti.george.w at edumail.vic.gov.au>]
Sent: Thursday, 26 February 2015 9:57 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: Re: [Year 12 IT Apps] itapps Digest, Vol 120, Issue 26

This is an interesting discussion. I must say I was taken aback when I
found out that students who complete ITA using the online or distance ed
course are given the SAC and can complete it at home. In other words they
have access to any resource they want with no supervision at all. I was
also surprised when I found out that some schools allowed students to
access quite a few resources. I'm not sure that it has ever been fully
clarified what you can or can't do and this seems to be reinforced by the
tenor of this discussion.
But it does make sense to allow students to access a variety of resources,
except in a test, although in most cases the percentage mark of the test
is relatively minor in comparison. A student who has not participated well
in activities prior to the SAC usually finds it difficult to know which
resources to utilise in the time constrained activity. I'm not sure I
would allow students to share information in the SAC though. I would draw
a line there. They would invariably discuss the SAC out of class in any
case. So there you go, it's an open book/internet environment it would
seem. I feel relieved going ahead with this knowledge.

George

On 26/02/15 3:17 PM, "Garth, Lucas A" <garth.lucas.a at edumail.vic.gov.au<mailto:garth.lucas.a at edumail.vic.gov.au>>
wrote:

>Hi Anthony (and other readers)
>
>I agree - SACs running over multi-periods is a different "test" than
>those that exist in the English or Maths faculties, but it's probably
>sharing some features with the Technology area in that projects are
>crucial to the demonstration of understanding.
>
>IT offers a major challenge in that it's very difficult to restrict
>network accounts, and most of our projects mandate the use of software
>development tools (and require work to be saved).
>
>In such an environment, offering students the opportunity to access all
>of their resources makes sense, so long as:
>
>- They don't take additional work or notes into class from home
>(including notes added to a textbook)
>- They don't collaborate or copy other students' work
>- They don't take the question sheet out of the classroom
>
>These are all measures to ensure that the work is all completed by the
>student
>
>Where I think the key to setting a good assessment is (and this being my
>first year doing it, I think I've got a lot to learn) is a good scenario
>to ensure that the analysis (and evaluation) component is sufficiently
>difficult that no textbook will provide the students with a satisfactory
>answer. This then helps you to differentiate between the high and low
>students while still allowing lower graded students to showcase their
>skills in what can be a complex assessment.
>
>It's less about the process of using the products (Dreamweaver, etc) and
>more about their ability to apply their knowledge to the scenario. Most
>people can build a prototype website. Not everyone can create a website
>that meets the needs of a customer. And this is what we are asking for
>as part of this SAC
>
>Lucas
>
>
>
> 1. Re: SACS and BYOD (Anthony Sullivan)
>
>
>----------------------------------------------------------------------
>
>Message: 1
>Date: Wed, 25 Feb 2015 01:44:00 +0000
>From: Anthony Sullivan <asullivan at tps.vic.edu.au<mailto:asullivan at tps.vic.edu.au>>
>Subject: Re: [Year 12 IT Apps] SACS and BYOD
>To: "itapps at edulists.com.au<mailto:itapps at edulists.com.au>" <itapps at edulists.com.au<mailto:itapps at edulists.com.au>>
>Message-ID:
> <48aeb053da794957aa57211baeca133e at RIO.peninsula.vic.edu.au<mailto:48aeb053da794957aa57211baeca133e at RIO.peninsula.vic.edu.au>>
>Content-Type: text/plain; charset="utf-8"
>
>My two cents worth
>
>Having SAC's that run over multi periods is pretty unique to VCE IT
>
>The way you run and manage your VCE IT SAC's is really up to you
>
>Every school probably has a different approach
>
>Some schools allow notes, textbooks, network and internet access. Others
>run their SAC's a lot more like a test or an exam with no notes or
>assistance
>
>Remember the purpose of an assessment task is discriminate between your
>top student down to your bottom (for lack of a better word) student . In
>other words, rank your students in order of their understanding of the
>content for each outcome
>
>If you give a task that allows this discrimination or ranking to occur
>(with notes and network and internet access) then that is no problem
>
>But if you allow notes, etc. and every students gets 100% then it defeats
>the purpose of assessment task. You are not really identifying the order
>of ability in your class
>
>My approach and BYOD devices
>
>Students here use their own personal laptop for SAC's.
>
>I have network access turned off for these periods and collect the files
>from each student on USB at the end of the lesson
>
>I'm happy for them during a SAC (and I cannot really stop them) from
>accessing the files on their laptop of the practice tasks we completed
>leading up to the SAC
>
>I tell students this before the SAC to encourage them to complete all the
>practice tasks
>
>But as mentioned earlier this is my method that works for me and each
>school needs a method that works for them
>
>Anthony
>
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Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Training.

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Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Training.
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