Mark is right, there is considerable PD value in offering to work as an assessor for the VCAA. For some of us who may now find that we no longer have the class numbers to offer a VCE IT subject or have slipped into retirement, this could be a dignified way to continue working in the area whilst keeping in touch with any changes. Just a thought and suggestion.<br>
<br>Regarsd Roland<br><br><div class="gmail_quote">On 14 November 2011 08:35, Mark KELLY <span dir="ltr"><<a href="mailto:kel@mckinnonsc.vic.edu.au">kel@mckinnonsc.vic.edu.au</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex;">
The feedback I've received about exam marking philosophy is extremely interesting, and it reinforces for me the PD value of marking VCAA papers. <br><br>I've always assumed (because VCAA has never said otherwise) that if asked for 'n' points, markers would read the first 'n' answers given and ignore any more. Apparently this is not the case. <br>
<br>Several people have suggested that the following guidelines may be useful for those of us marking our kids' answers in outcomes and practice exams...<br><br>Mind you, these are not official, permanent, carved-in-stone VCAA rules. They are only offered as guidelines gleaned from markers' experiences, and may change from year to year...<br>
<br>----<br><br>* Marking 'toughness' can fluctuate from year to year depending on the difficulty of the paper.<br><br>* If 'n' points are asked for and the student gives more points, markers will read all the points given and award marks if 'n' good points were given: in other words, the marker tries to find marks for kids. So if a kid is asked for 2 points, and the kid's first point was wrong, but then gives 2 good points, the kid gets two marks.<br>
<br>* Markers are not asked to stop reading answers after the requested number of points has been given, so kids could write a load of rubbish and still get full marks if they somehow get to the correct stuff by the end.<br>
<br>* If a 2-mark question asks for a "List and Describe", it will be marked 1+1=2 marks.<br><br>* If asked for 2 points and you give 2...<br> - 2 marks generally means 2 points need to be made, or a good point with a good reason for it.<br>
- 2 marks for a "discuss..." question can also indicate you have to give a point from each side of the discussion (and if you gave 2 points from the same side of the discussion, you only get 1 mark)<br><br>
* If asked for 2 points and you give 3...<br> - if is blatantly wrong, or contradicts of of the two other good points, you cannot get full marks<br> - if one is wrong, but does not contradict the other two, you can get full marks<br>
- if one is weak due to obvious cluelessness you cannot get full marks<br><br>* Because the question is blind double-marked, if one marker gives 2 and the other gives 1, you get an effective average of 1.5.<br>* However if it goes to a third marker, you're less likely to get the 2 marks because the third marking is more conservative.<br>
* Sometimes, two marks is taken to mean 3 points are required if the points are really obvious.<br><br>So, as I said, all of this is only for guidance. I know that in future I'll keep reading even after the student gives their 'n' points and I'll look to give marks if they eventually get to the nub of the questions! It certainly will affect the way I mark the Q&A parts of outcomes!<br>
<br>If there are other little birds out there with more useful insights into the marking process, I'm happy to hear more.<br><br>Regards<span class="HOEnZb"><font color="#888888"><br>Mark</font></span><div class="HOEnZb">
<div class="h5"><br><br><br><br><br><div class="gmail_quote">On 13 November 2011 11:20, Mark KELLY <span dir="ltr"><<a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">I'm not even sure that 2 marks means you have to make 2 points.<br>
That's never been mentioned officially anywhere. Perhaps an anonymous<br>
marker could whisper in my ear offlist?<br>
<br>
<a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a><br>
<br>
Cheers<br>
<div><div><br>
On 13 November 2011 09:58, Mark Scott <<a href="mailto:msc@luther.vic.edu.au" target="_blank">msc@luther.vic.edu.au</a>> wrote:<br>
> I would imagine the rule does not apply.<br>
><br>
><br>
><br>
> If the question asks for two examples (and is worth two marks) then only the<br>
> first two examples would be marked. But if asked to explain or discuss then<br>
> the whole response would be considered.<br>
><br>
><br>
><br>
> But I’m sure wiser heads than mine out there can offer a more informed<br>
> opinion.<br>
><br>
><br>
><br>
> Mark Scott<br>
><br>
> Luther College<br>
> "The busier you get, the slower you walk" anon<br>
><br>
><br>
> From: <a href="mailto:itapps-bounces@edulists.com.au" target="_blank">itapps-bounces@edulists.com.au</a> [mailto:<a href="mailto:itapps-bounces@edulists.com.au" target="_blank">itapps-bounces@edulists.com.au</a>]<br>
> On Behalf Of Garnsworthy, John W<br>
> Sent: Sunday, 13 November 2011 9:36 AM<br>
> To: <a href="mailto:itapps@edulists.com.au" target="_blank">itapps@edulists.com.au</a><br>
> Subject: [Year 12 IT Apps] An ITA Exam query<br>
><br>
><br>
><br>
> Hi all,<br>
> As we fast approach the day of reckoning, my best student has posed this<br>
> question of me.<br>
><br>
> "Hello, just a question I've been mulling over.<br>
><br>
> If a question is worth say 2 marks and says explain/give points/discuss but<br>
> does not indicate that it specifically requires two points or discussions<br>
> does the rule of only taking the first two pieces of information still<br>
> apply?<br>
> So if I respond with three pieces of response will only the first two be<br>
> counted or will all three be taken into account? If all three are then what<br>
> happens if two are correct but one is wrong? Will I still get the two marks<br>
> because I have stated two correct points?"<br>
><br>
> Would anyone like to help me out with their spin on it?<br>
><br>
> Cheers<br>
><br>
> Jock Garnsworthy<br>
> Wiliamstown High School<br></div></div></blockquote></div><br></div></div><div class="HOEnZb"><div class="h5">-- <br>Mark Kelly<br>Manager of ICT, Reporting, IT Learning Area<br>McKinnon Secondary College<br>McKinnon Rd McKinnon 3204, Victoria, Australia<br>
Direct line / Voicemail: <a href="tel:%2B613%208520%209085" value="+61385209085" target="_blank">+613 8520 9085</a>, Fax <a href="tel:%2B613%209578%209253" value="+61395789253" target="_blank">+613 9578 9253</a><br>
<a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a><br>VCE IT Lecture Notes: <a href="http://vceit.com" target="_blank">http://vceit.com</a><br>Moderator: <a href="http://www.edulists.com.au/" target="_blank">IT Applications Edulist</a><br>
<br><font>Want a good time? Call 0112358. Ask for Mr </font>Fibonacci.<br>
</div></div><br>_______________________________________________<br>
<a href="http://www.edulists.com.au" target="_blank">http://www.edulists.com.au</a> - FAQ, resources, subscribe, unsubscribe<br>
IT Applications Mailing List kindly supported by<br>
<a href="http://www.vcaa.vic.edu.au/vce/studies/infotech/itapplications3-4.html" target="_blank">http://www.vcaa.vic.edu.au/vce/studies/infotech/itapplications3-4.html</a> - Victorian Curriculum and Assessment Authority and<br>
<a href="http://www.vitta.org.au" target="_blank">http://www.vitta.org.au</a> - VITTA Victorian Information Technology Teachers Association Inc<br></blockquote></div><br><br clear="all"><br>-- <br>--<br>Roland Gesthuizen - eLearning Coordinator - Keysborough Secondary College<br>
<br>"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<br>