[Year 12 SofDev] Notes from SD meet up

Tue Jan 31 11:58:53 AEDT 2017

Thanks Lisa, as usual you've been great

On 31 January 2017 at 11:42, Lisa Kerekes <Lisa.Kerekes at donvale.vic.edu.au>
wrote:

> Hi all,
>
>
>
> A few teachers have emailed me directly (especially those new to the
> subject), asking what we covered in the January meeting I held last week
> for SD teachers. I’ve tried to recall and write some possibly useful notes
> below. Take/leave/disagree with whatever you like. Sorry for the length!
>
>
>
> We chatted mostly about challenges experienced running the course for the
> first time last year, some of which are resolved due to actually having the
> SAT Assessment Criteria now. For others we shared how we’d taught
> particular sections. The use of templates to guide and speed student
> responses was noted (eg. for user evaluation strategies, solution
> evaluation, etc.)
>
>
>
> *U3O1 *
> we compared the task breakdown… the scope of each task seemed highly
> dependent upon the length of class periods at each school (75min to
> 120mins). My periods are shorter, hence I broke U3O1 into six tasks. We all
> agreed that each folio assessment should be completed within a single
> period for authentication purposes etc.
>
>
> Ensure that you provide the design tools for students (eg. IPO, data
> dictionary, pseudocode/flowchart, maybe a template for testing & trace
> tables, images/csv files/forms required for development. Bonus – this
> speeds up & focuses students on development, as well as familiarising them
> with the tools.)
>
> We all gave different weighting to diff tasks.
>
>
>
> I used a modified version of this assessment rubric from digipubs for each
> task, incorporating specific abilities they needed to demo:
> http://deecddigipubs2014.businesscatalyst.com/vcaa/vce-
> computing/vce-computing-units-3-and-4-software-dev-unit-3-performance
>
>
>
> Rough overview of the tasks I’m planning to run this year (let me know if
> I missed something!). Note that everyone was doing something a little
> different, no problem with that!
>
> 1.      IF, CASE, numeric calculations
>
> 2.      Loops, Trace table
>
> 3.      Function, CSV file read, Array
>
> 4.      CSV file write and read, display to page
>
> 5.      Linear search, trace table, loop
>
> 6.      Data sort and display, Binary search
>
> All require a testing table, quality internal documentation.
>
>
>
>
>
> *U3O2:*
> Most have already started students on finding a potential need and client.
> Would guide students away from choosing an opportunity unless they are
> excellent students, due to the difficulty of gathering real data to form
> the basis of the SRS analysis.
>
>
>
>
>
>
> *Updated SAT Criteria *If you missed Claudia’s email – the 2017 SAT
> Criteria have been released. Note particularly that Criteria 7 has been
> divided more evenly amongst Crit 7 and 8, with Crit 7 now focusing on
> Testing and Crit 8 on Evaluation. Wording changes have been made throughout
> to clarify requirements. Some criteria have been swapped in order.
> http://www.vcaa.vic.edu.au/Documents/vce/computing/SBA_
> Software_Development.pdf
>
>
>
> Apart from the criteria themselves being tweaked and updated, additional
> information and clarification to guide teachers, has been added to the
> descriptions on pages 1-5, so that’s worth reading carefully.
>
> *The Authentication Sheet*
> is required to be kept during the SAT for each student and stored
> securely. However, I believe that you can make changes to it as you see fit
> (adding Observations / reordering them) as long as you still have the
> required comments/date/signature columns and bits at the top & bottom. The
> order of Observations as it stands though is pretty logical.
>
> Last year I used authentications as checkpoints, setting dates for
> students to have achieve these by. Kept them on track. (A bit of healthy
> competition to hit all the checkpoints on time doesn’t hurt either.)
>
>
>
>
> *Student Gantt and recorded progress: *We took various approaches to
> this, but would agree that a regular journal, a printed Gantt, sticky notes
> and comments on the printed copy, are most useful. I will require my
> students to print their Gantt at school so I’ve actually sighted it, then
> they can either take it home or stick on the classroom wall to note changes.
> Some students preferred to make versions of their Gantt, however later
> comparing and assessing multiple files was a pain.
>
>
>
> *My Timeline*
>
> I’ve added my planned timeline to this email, we are all doing something
> similar. Each school’s terms may be a little different in length. While
> there is a solid week for theory in May, I’ll also scatter theory lessons
> through U4O2.
>
>
>
> The reason for splitting U3O1 is to
>
> a) get students well started on the SAT, so they can utilise Term 1
> holidays
>
> b) get the students’ heads back into coding before starting SAT part 2,
> and
>
> c) give yourself 2 weeks to mark the SAT Part 1 and return to students.
>
> Note that while students can then make changes to any glaring/major issues
> in their SRS/designs, to assist themselves in Part 2, any changes would NOT
> be remarked.
>
>
>
> *Free Poster*
>
> Also attached a poster I made on the conceptual layers of software…
> feedback on wording would be helpful. Source if you’re wondering:
> http://www.vcaa.vic.edu.au/Documents/vce/computing/
> SofDevProgrammingRequirements.docx
>
>
>
>
>
> Hope you all have a smooth and positive start to the year!
>
>
>
> Kind regards,
>
>
>
>
> *Lisa Kerekes *Secondary Teacher (Computing, Media)
> Phone: (03) 9844 2471 Ext: 266
>
>
>
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-- 

Mary Ho

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