[Year 12 SofDev] SAT Data Collection queries and issues

[Cope, Michael S]

Thanks Paula

From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au] On Behalf Of Christophersen, Paula P
Sent: Monday, 25 April 2016 8:37 AM
To: Year 12 Software Development Teachers' Mailing List <sofdev at edulists.com.au>
Subject: Re: [Year 12 SofDev] SAT Data Collection queries and issues

Hello Michael and colleagues

It is appropriate for students to be solving problems for school employees (teachers/administrators etc), but not you as their teacher. These people may have associations with sporting and community clubs or they may have contacts with farmers or small business owners. The data collection does not have to be onerous - students need sufficient data to be able to complete the analysis tools in order to formulate their SRS.

Regards
Paula
________________________________
From: sofdev-bounces at edulists.com.au<mailto:sofdev-bounces at edulists.com.au> [sofdev-bounces at edulists.com.au] on behalf of Cope, Michael S [cope.michael.s at edumail.vic.gov.au]
Sent: Sunday, 24 April 2016 9:17 AM
To: sofdev at edulists.com.au<mailto:sofdev at edulists.com.au>
Subject: [Year 12 SofDev] SAT Data Collection queries and issues
Hello,
I have a small group of SD students located in a (relatively) county area of Kooweerup. Whilst most of the students have valid ideas for their SAT, they are really struggling with the concept of gathering meaningful data from a real life situation. Most live in isolated areas and do not regularly interact with people who they can form a professional(?) relationship with. I have read with interest the notes from Lisa Keretes (thank you Lisa) posted after her holiday meeting and will go back to my students with these suggestions, but I feel that this part of the SAT is placing a lot of unnecessary stress on my students. I understand that the first part of the SAT can be marked/corrected prior to moving towards the second part, with corrections/suggestions by the teacher given out so as not to unduly penalise students for a poor start, but how can a teacher make up for poor data collection without making it up?
How are other teachers coping with this situation?
Thanks
Mike Cope
Kooweerup Secondary College


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