[Year 12 IT Apps] Planning for exams etc..

Sun Aug 5 19:49:06 EST 2007

Kent, it is always a struggle to motivate my students to complete a practice
examination. Few will do these under examination conditions away from the
classroom, and a some don't even bother turning up to the last few classes.
I will admit to stalking outside the examination room with a lingering
threat to glare at anybody tho attempts to leave early.

It tears my heart out to see them mechanically slog thorough an examination
from start to finish, with no planning, wasting too much time on difficult
questions or dribble out their knowledge with brief answers. Whilst teaching
examination skills is important, this can be as engaging as relearning to
tie your shoelaces or basic breathing. I am a bit feral at this point,
jumping on desks, rap dancing, pulling markers from my socks, pulling treats
from behind ears and issuing "survivor" certificates. I learned from Keith
the value of keeping it fun.

Poor English skills and unfamiliar words will often undermine their
understanding and confidence. Words like "Robust" are interpreted as
something to do with Robots. Glossaries dont help, using the words in
context do help. I learned from Donald the value of just reading the
newspaper, asking good questions and using the "big" words in context and
mandating a Moodle forum reply to stimulate HOT (Higher Order Thinking)
replies.

It helps for me to trim the practice examinations in half so that I can run
them over a period. After a flying marking session, I will sit down asap for
an equivalent period. Students seem to only be able to learn 3 new things at
each session so I find that this helps avoiding overloading their memory. I
learned this from my own rotten memory.

Not all students have an supportive family network or even a computer at
home. One  once complained that his battery had run flat. I was gobsmacked
to find out that he was living in a old car and reading under a recharged
battery. Many have no stories so I spin yarns about those who struggled and
won. They are delighted by the "Mr Mark" who hands out the rose and dog
breakfast awards for exam questions and sigh relief at the nice people at
the VCAA who just want to see them do their best. Much is true, some I
synthesise from my own experiences.

I avoid playing the numbers game of marks, scores and averages by
emphasising that we are really only racing against our personal best. When I
visit the doctor, he usually snaps on the rubber gloves and prods a bit
before telling me that I am still healthy enough with room for improvement.
I am average but I think the average has moved (pokes at expanding stomach)

There you go Kent, .. probably not quite you were expecting from the blunt
end of the spectrum. I'll step off the soapbox and let the others have a
turn. My turn to wash up tonight :-)

Regards Roland

On 25/07/07, Kent Beveridge <kbeveridge at stbc.vic.edu.au> wrote:
>
> I am just starting to 'drip feed' my students on exam style questions so
> that when they enter the final exam the format and style is not unfamiliar
> to them so to stress them less at that point. The challenge as I see it for
> all of us is fitting in the outcomes together with providing adequate
> theoretical based preparation to ensure the best possible result for all our
> charges (well thats my aim anyway!).

I guess that is where some of the newbies among us who view this list may be
> wondering how the 'old hands' do it. Dont know that I'd call myself an 'old
> hand' but probably a suggestion would be to set out a plan in a spreadsheet
> or similar and allocate time to exam qns/theory etc vs outcome prep and
> outcome doing times. At this time of year we are likely to be starting to
> gear to the exam so if this could be a start to a new thread, that'd be good
> too.
>
> Kent Beveridge,
> I.T. co-ordinator
> St. Brigids Catholic Sec. College
> Horsham
> email.. kbeveridge at stbc.vic.edu.au
>
> Wishes and Eggs, one you make and one you break!  A bit like promises.....
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> ________________________________
>
> From: itapps-bounces at edulists.com.au on behalf of Adrian Janson
> Sent: Wed 7/25/2007 3:58 PM
> To: 'Year 12 IT Applications Teachers' Mailing List'
> Subject: RE: [Year 12 IT Apps] Exam preparation
>
>
>
> Hi Andrew and all,
>
> Yes VITTA is in the process of producing exams for all VCE units.  There
> will be 4 ITApps exam papers with full solutions and teacher notes
> available
> shortly - stay tuned!  (BTW: We are taking some time with this - but we
> want
> to make sure that they are spot on!)
>
> Cheers,
> Adrian
>
> Adrian Janson
> VITTA President
> Director of ICT
> Melbourne High School
> Forrest Hill, South Yarra
> p: (03) 9826 0711
> f: (03) 9826 8767
> e: jansona at mhs.vic.edu.au
> www.mhs.vic.edu.au
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> -----Original Message-----
> From: itapps-bounces at edulists.com.au [mailto:
> itapps-bounces at edulists.com.au]
> On Behalf Of WEIR Andrew
> Sent: Wednesday, 25 July 2007 11:34 AM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: RE: [Year 12 IT Apps] Exam preparation
>
> Also
> I know vitta was planning on sample exams do we actually have a release
> date yet??
> Andrew
>
> Andrew Weir
> VK3HFT
> Information Technology Coordinator
> Intranet Manager
> Thomas Carr College
> 35 Thomas Carr Drive
> Tarneit
> 3024
> Phone 97484 466
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> -----Original Message-----
> From: itapps-bounces at edulists.com.au
> [mailto:itapps-bounces at edulists.com.au] On Behalf Of Russell Edwards
> Sent: Wednesday, 25 July 2007 10:49 AM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: [Year 12 IT Apps] Exam preparation
>
> So, I'm looking through the study design so I can make up a checklist of
> topics, and I come across the following (p 29)
>
>     "The key knowledge and skills listed for each outcome should be used
> as a guide to course design and the development of learning activities.
> The key knowledge and skills do not constitute a checklist and such an
> approach is not necessary or desirable for determining the achievement
> of outcomes."
>
> I can see why a checklist approach is not desirable, but when the exam
> is externally set is it really avoidable?
>
> I can't see any other way to ensure that my students aren't stumped by
> questions on unexpected topics. In fact, I was planning to go further
> and produce for revision purposes an expanded list that includes the
> full definitions of terms, extracted from the glossary.
>
> I'd be very interested to hear from others on how they approach this
> issue.
>
> thanks
>
> Russell
>
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-- 
Roland Gesthuizen - ICT Coordinator - Westall Secondary College
http://www.westallsc.vic.edu.au

"Never doubt that a small group of thoughtful, committed citizens can change
the world; indeed it is the only thing that ever has." --Margaret Mead
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