<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<meta content="text/html;charset=ISO-8859-1" http-equiv="Content-Type">
<title></title>
</head>
<body bgcolor="#ffffff" text="#000000">
Good and timely debate. Did you know that QLD doesn't have any
state-wide examinations for senior students? Their system of eduction
is still able to select and qualify students for tertiary studies.
They have passionate equivalents to Keith and Kevork that make a
splendid use of technology to engage Info Tech teachers. <br>
<br>
In Victoria, we a reasonable hybrid mix of internal and external
assessment and I can be honest about the failings of each and the
deeper struggle with my subject that seems to struggle to keep up with
change, defining and refocusing its goals. Given their resourcing, VCAA
is made up of professionals like us and do a great job of gathering
ideas, views. developing resources and assessment tools.<br>
<br>
Better measuring? Perhaps the scientist in me says that they should sit
at least three tests so we have an average and standard deviation.
Trouble is that if we have more than one test then we will have to face
a deeper reality and admit a degree of uncertainty in any assessment
tool. We are talking about measuring people with all their moods,
blended emotions and environmental distractions.<br>
<br>
Over the years I have watched and seen -<br>
bleary eyed student arrive late after another evening family flight<br>
students with no home computer who we sneak after hours into the
teachers computer room<br>
a homeless student who studied under the light of a car battery<br>
<br>
During the examination process I have seen -<br>
competent ESL students struggle with the glossary then stumble
badly over words like 'robust' in the examination<br>
a frustrated student with who gave up and ran out of the
examination after only 10 min<br>
a student who didn't turn up, instead going to work because his
boss said 'school is a *&^%$* waste of time'<br>
students entering the room upset and visibly distracted when a
fellow student was killed<br>
students hungry and thirsty over the afternoon examination during a
religious fast<br>
<br>
We cannot demand greater rigor in the examination process when we are
dealing with the vague elements that are the essence of our humanity.
My students have stood up against the odds, some have held their
ground, some
have fallen. I celebrate their victories and console their losses. <br>
<br>
Regards Roland<br>
<br>
Murray O. wrote:
<blockquote cite="midF4656B823CCED3118B9900E018C2DAC906D78D9F@GATEWAY"
type="cite">
<pre wrap="">Mark, thanks for putting up the annual whinge ... it's my turn now.
As I was comparing answers it struck me as odd that if any 2 IPM teachers
sat the exam they would answer a few questions differently yet they could
justify their answers (ie teach it).
This vagueness is a constant theme with IPM and it is not acceptable.
The VCAA should be held accountable?
The current method of creating the study design is lacking and the exam
setting process is flawed.
As teachers of IPM we need the VCAA to set clear guidelines.
Let's use technology to make this subject better.
At the end of each year get a consultant (experienced IPM teacher, industry
specialist etc) to define an area of the course and provide some resources,
examples and teaching aids eg the analysis stage of the problem solving
methodology consists of the following steps.
If there is disagreement it can be redefined the next year.
BTW I think IPM has the potential to be an extremely rewarding subject to
teach or study and each year get a call from at least 1 past students who
wants a copy of some of the notes or other assistance.
Regards,
Oliver Murray
Web Developer
Westbourne Grammar School
<a class="moz-txt-link-abbreviated" href="http://www.westbournegrammar.com">www.westbournegrammar.com</a>
</pre>
<blockquote type="cite">
<pre wrap="">-----Original Message-----
From: <a class="moz-txt-link-abbreviated" href="mailto:ipm-bounces@edulists.com.au">ipm-bounces@edulists.com.au</a> [<a class="moz-txt-link-freetext" href="mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.au</a>]
On Behalf Of Mark Kelly
Sent: Thursday, 10 November 2005 12:52
To: Year 12 Information Technology Processing and Management
Teachers'Mailing List
Subject: [Year 12 IPM] Exam Post Mortem now online
My annual whinge is now online at
<a class="moz-txt-link-freetext" href="http://www.mckinnonsc.vic.edu.au/la/it/ipmnotes/exam/2005exam/index.htm">http://www.mckinnonsc.vic.edu.au/la/it/ipmnotes/exam/2005exam/index.htm</a>
Feel free to carp, bicker and protest.
</pre>
</blockquote>
<pre wrap=""><!---->
</pre>
</blockquote>
<br>
<pre class="moz-signature" cols="72">--
Roland Gesthuizen - eLearning Coordinator - Westall Secondary College
<a class="moz-txt-link-freetext" href="http://www.westallsc.vic.edu.au">http://www.westallsc.vic.edu.au</a></pre>
</body>
</html>