[Year 12 SofDev] Sample Exam Questions

[Andrew Shortell]

Hi Again Y¹All

1. Remember that all of the time that yo spend on reading these lists and
pondering the questions, piecing together definitions, posting etc ALL
counts towards the PD hours that VIT will want to see.. So keep some
records.

2.  I do not have as much ICT experience as some of these lists - There are
quite a few people who have more recent and richer ICT experience and much
better quals....

Truly I am happy that the IT study design is much closer to the cutting edge
than it was in the late 90¹s. Especially as we are working with digital
natives.....

I am not confident that I am sure I know what was meant by some things in
the study design and then a few of these sample exam questions have made me
seriously reconsider what I thought I understood.
Then the debate/discussion on these lists raises another set of worries
........... about the students out there; about whether every IT teacher in
the state reads all of this; about whether if we develop a common
understanding does vcaa and the exam writers and the exam markers share that
common understanding.

And what if some teachers disagree (or the exam setters disagree) - who is
right (or correct or valid or authentic)....? Where does that leave our
students?

Given that teaching is a non-trivial profession and that we are entrusted
with delivering learning rich environments to students who trust us to do
the best for them so that they can achieve their personal bests and have the
best possible choices for themselves in their future careers  THEN  WHY ARE
WE SO UNCERTAIN about what is ³going on² ?


As ICT moves from being a creative art form into  a formalised environment
it has become beset with rules and conventions
Do you feel that you understand them all?

Many more need to contribute to that understanding  - not just teachers in
Victoria and not just teachers...

Andrew 
    ( as I leap off my soap box and return to the correction that I am
avoiding...)

Andrew Shortell

mailto:shortell at get2me.net
Heidelberg Teaching Unit
Ph 9470 3403
Fax  9470 3215



On 3/05/11 8:47 PM, "Matheson, Heath A"
<Matheson.Heath.A at edumail.vic.gov.au> wrote:

> Andrew you have made the correct presumptions regarding myself as a user of
> the lists. More than ever, this year I am relying on the discussion on the
> lists to work out what's going on, when you read on web several different
> meanings for each KK, I wait to see what those with ICT training have to say
> before I piece together a defintion I am happy with. Then I'm happy to post
> and get feedback as I know it improves my teaching.
> 
>  
> 
> Anyway.........
> 
>  
> 
> My thoughts and interpretations of Q3, (after all the reading and help from
> you guys, thanks!)
> 
> Please let me know where I might be going wrong.
> 
>  
> 
> My assumptions (after reading the postings from Mike),
> 
> The bold indicates the initial stack (and intial TOS position), before we do
> the functions in the table. The bold and normal text indicate the stack after
> the functions have been completed.
> 
> If these are the assumptions they are not very clear. :-(
> 
>  
> 
> So initially 52 is on the bottom (position 0?) and 83 is on top (position 1).
> 
>  
> 
> Then we "stack on" 23 and the top is now position 2. Then push 18, pop off 18,
> push 75 and push 92.
> 
>  
> 
> Since there is no 47 in "plain" (non-bold) text on the top of the figure given
> I presume it did not fit, so the top is still 4 and the output is "Stack
> Full".
> 
>  
> 
> I feel my assuptions are tooooooo big. Surely I should not be assuming this
> much!
> 
>  
> 
> Heath Matheson
> 
> Mt Beauty
> 
>  
> 
> 
> From: sofdev-bounces at edulists.com.au [sofdev-bounces at edulists.com.au] on
> behalf of Andrew Shortell [shortell at get2me.net]
> Sent: Sunday, 1 May 2011 7:02 PM
> To: Year 12 Software Development Teachers' Mailing List
> Subject: Re: [Year 12 SofDev] Sample Exam Questions
> 
> Hi Y'all 
> 
> I really believe this indicated the teaching (and understanding of the
> teaching) that goes on in classrooms.
> 
> At what point are we satisfied that teachers actually understand what they are
> teaching, are on the right "track", are NOT GUESSING, and really spend time to
> make sure their students understand really deep material that is referenced in
> only one (or two) KK.
> 
> I would because I like the concepts of stacks - and the difference between
> FIFO and LIFO, cells that have been previously populated with what is now GIGO
> etc etc.
> 
> But given that this is quite deep for year 12 level students (or was until
> this study design) I would have moved on in the face of incomprehension.
> 
> Now we cannot.
> 
> So how do we raise the level of knowledge of teachers so that they do NOT LET
> DOWN the trust of their students..?????
> 
> It is very obvious that we do not all have the same level of understanding...
> and hello to the 500 "readers who are too scared to post or do not feel
> confident in their opinions". One MIGHT presume that they are not posting
> because they are following the discussion in the hope of figuring out what it
> all means?
> 
> 
> even the current Cert IV in IT does not include material like this that I have
> found!  (NOTE my careful caveat!)
> 
> I am just glad I am not teaching SD this year given the level of confusion in
> what a question like this might mean...!
> 
> Andrew
> 
> ps even in VB, stacks (lists etc) start at zero but we can safely ignore that
> in a windoze environment
> 
> Andrew Shortell
> Heidelberg Teaching Unit in 2011
> 
> <snip a lot>

-- 



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