<div dir="ltr"><div class="gmail_default" style="font-family:verdana,sans-serif;font-size:small">Did you break the criteria down so that they were looking for specifics in order for the students to know where they were at, or did you just use the generic sections of Assessment Criteria 5 and 6?</div><div class="gmail_default" style="font-family:verdana,sans-serif;font-size:small"><br></div><div class="gmail_default" style="font-family:verdana,sans-serif;font-size:small">Thanks in advance</div></div><div class="gmail_extra"><br><div class="gmail_quote">On 28 July 2016 at 10:02, Philip Feain <span dir="ltr"><<a href="mailto:feainp@stkevins.vic.edu.au" target="_blank">feainp@stkevins.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"><div dir="ltr"><div>Dear All</div><div><br></div><div>Last term I was concerned about the lack of attention to detail that students gave to meeting the criteria for the SAT. It just seemed that students got into a train of practice with their work and did not evaluate against the criteria before submission.</div><div><br></div><div>Yesterday I did the formal observation for Criteria 5 and 6 and most students were on the way to being able to submit their solution next Wednesday. </div><div><br></div><div>So I thought I would get them to evaluate where they were at today. I got them to produce hard copies of Criteria 5 and 6 and then tick off where they thought they were achieving each descriptor for each level across the seven sets of descriptors. I also told them to be harsh in their judgement. </div><div><br></div><div>When I went around the room to look at what they had ticked it was great to have that quick conversation about what they needed to be focusing on. Some students were a little bit stunned at what they were seeing.</div><div><br></div><div>This didn't take long for the students to complete and they went back to working on their task while I walked around the room chatting to students.</div><div><br></div><div>I have asked students to keep this in front of them when working on their solution and to update as they progress. Hopefully this will ensure better attention to detail.</div><div><br></div><div>On another note, it was interesting to see that many students are doing little on internal documentation and validation now while concentrating on the more complex tasks. These are two areas students can do very well in regardless of all the other complexities. It does worry me that these will be the areas that get rushed or neglected towards meeting the deadline for submission. It might be worthwhile seeing how your students are going here.</div><div><br></div><div>Regards</div><div><br></div><div>Phil.<span class="HOEnZb"><font color="#888888"><br clear="all"><br>-- <br></font></span></div><span class="HOEnZb"><font color="#888888"><div data-smartmail="gmail_signature"><div dir="ltr"><div><font color="#0000ff" style="background-color:rgb(255,255,255)">Phil Feain</font></div><div><font color="#0000ff"><br></font></div><div><i><font color="#0000ff" style="background-color:rgb(255,255,255)">Head of eLearning</font></i></div><div><i><font color="#0000ff" style="background-color:rgb(255,255,255)">Head of Information Technology</font></i></div><div><font color="#0000ff" style="background-color:rgb(255,255,255)"><b>St. Kevin's College</b></font></div></div></div>
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