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<DIV><FONT size=2 face=Arial>Thanks Paula for your clear statement re assessment
tasks</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>BUT</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>This statement was not complete and
</FONT><FONT size=2 face=Arial> something got missed out</FONT></DIV>
<DIV><FONT size=2 face=Arial>
<P style="TEXT-INDENT: -18pt; MARGIN-LEFT: 18pt; mso-list: l0 level1 lfo1"
class=MsoListParagraph><SPAN style="FONT-FAMILY: Symbol"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN>School assessment is used to determine if a student has
satisfactorily completed a unit, and to provide graded assessment for each
outcome at units 3 and 4 levels. If the assessment tasks are used to fulfil both
of these purposes, then they must afford students the opportunity to demonstrate
the outcomes. Note: for S/N decisions further evidence can be used to make the
decision (extent is a school d (??? what went here?)</P></FONT></DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=christophersen.paula.p@edumail.vic.gov.au
href="mailto:christophersen.paula.p@edumail.vic.gov.au">Christophersen, Paula
P</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=sofdev@edulists.com.au
href="mailto:sofdev@edulists.com.au)">Year 12 Software Development Teachers'
Mailing List(sofdev@edulists.com.au)</A> ; <A title=itapps@edulists.com.au
href="mailto:itapps@edulists.com.au)">Year 12 IT Applications Teachers'
Mailing List (itapps@edulists.com.au)</A> ; <A title=yr11it@edulists.com.au
href="mailto:yr11it@edulists.com.au)">Year 11 Information Technology Teachers'
Mailing List(yr11it@edulists.com.au)</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Friday, August 05, 2011 6:16
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Year 12 IT Apps] curriculum and
assessment</DIV>
<DIV><BR></DIV>
<DIV class=WordSection1>
<P class=MsoNormal>Dear colleagues<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>Over the past week there has been some discussion about the
extent to which an assessment task should cover the key knowledge and key
skills associated with each area of study. I would like to add to this
conversation.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>I will start by stating the obvious. School-assessed
coursework and examinations have different summative assessment purposes. In a
nutshell:<o:p></o:p></P>
<P style="TEXT-INDENT: -18pt; MARGIN-LEFT: 18pt; mso-list: l0 level1 lfo1"
class=MsoListParagraph><![if !supportLists]><SPAN
style="FONT-FAMILY: Symbol"><SPAN style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]>School assessment is used to determine if a
student has satisfactorily completed a unit, and to provide graded assessment
for each outcome at units 3 and 4 levels. If the assessment tasks are used to
fulfil both of these purposes, then they must afford students the opportunity
to demonstrate the outcomes. Note: for S/N decisions further evidence can be
used to make the decision (extent is a school d<o:p></o:p></P>
<P style="TEXT-INDENT: -18pt; MARGIN-LEFT: 18pt; mso-list: l0 level1 lfo1"
class=MsoListParagraph><![if !supportLists]><SPAN
style="FONT-FAMILY: Symbol"><SPAN style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]>External assessment is primarily used to
provide a common ground to enable comparisons within a total cohort. A
student’s performance on an examination does not contribute to satisfactorily
completing a unit.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal><B>School-assessed coursework</B><o:p></o:p></P>
<P class=MsoNormal>Each outcome statement succinctly identifies what a student
is expected to know and is able to do within an area of study. This succinct
statement is elaborated through the key knowledge and key skills. Each set of
key knowledge identifies the content essential to the outcome, and each key
knowledge point defines the scope of teaching. Each key skill identifies what
is expected to be done with the key knowledge in order to demonstrate the
outcome.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>If we work on the assumption that a task performs the dual
functions as stated above, then the following applies: when designing an
assessment task students should have to draw on their knowledge of the content
stated in the key knowledge. This does not mean that a separate question has
to be asked on each KK nor does it mean that you individually assess each KK
as a separate task. But what it does mean is that you cannot design a task
that does not require students to <I>draw</I> on the body of knowledge deemed
essential for the outcome. For example, SofDev, Unit 3, area of study 1 – if
you did not include in the assessment task any requirements to demonstrate
knowledge of networks (there are several KK related to networks), then the
students could not demonstrate the outcome because it states ‘that operates in
a networked environment’. . Sometimes a ‘nested’ approach to content needs to
be taken, where the sum of several KK is required to demonstrate one aspect of
an outcome.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>The key skills state what needs to be done with the content
in order to demonstrate the outcome. Again, if you do not require all of the
skills to be demonstrated in a task, then the outcome cannot be demonstrated.
For example, for the same outcome, if you do not require the writing of ‘an
SRS to document …’ (final KS) then the outcome cannot be
demonstrated.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal><B>However,</B> there will always be a difference between
the scope of what is taught and the scope of what is assessed. And herein lies
the cause of some confusion. Assessment tasks should require students to draw
of their knowledge of all KK, but within each key knowledge, its scope can be
reduced. For example, while learning should focus on ‘functions, technical
underpinnings and sources of worms, Trojans and spyware, (page 41), the
assessment task might just require an understanding of functions and technical
underpinnings of worms and spyware – not the lot. Conversely, the task would
be non-compliant from an audit perspective, if students were not asked to
…’determine the solution requirements, constraints <I>including vulnerability
to security threats</I>, and scope …’<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal><B>Examinations</B><o:p></o:p></P>
<P class=MsoNormal>This is an entirely different situation, because it is not
premised on the fact that judgments are made about satisfactory completion
(hence demonstration of outcomes). This means that KK and KS can be randomly
selected from any area of study as the basis for questions. It is quite
feasible that in any one examination that only 40% of the KK and KS is
assessed.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal><B>In conclusion</B> (this feels like a chapter in a
book!)<o:p></o:p></P>
<P class=MsoNormal>In every study design there is a statement about assessing
of KK and KS (for example, page 28). It states that KK and KS should not be
assessed separately, because it is the outcome that is being assessed, not
just the capacity to demonstrate isolated knowledge and skills. For school
assessment, tasks should require students to draw on the knowledge of the area
of study, and demonstrate the key skills, but within the KK, the scope can be
reduced.<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>Enjoy the weekend!<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal>Regards<o:p></o:p></P>
<P class=MsoNormal>Paula<o:p></o:p></P>
<P class=MsoNormal><o:p> </o:p></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt; mso-fareast-language: EN-AU">Paula
Christophersen<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt; mso-fareast-language: EN-AU">ICT
Curriculum Manager<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt; mso-fareast-language: EN-AU">Victorian
Curriculum and Assessment<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt; mso-fareast-language: EN-AU">Authority<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt; mso-fareast-language: EN-AU">(03)
9651 4378<o:p></o:p></SPAN></P>
<P class=MsoNormal><o:p> </o:p></P></DIV>
<P></P>
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