Assessment

Task
Outcome 3a: Project timeline
Learning outcomes/
achievement
standards

Applications of information systems in a range of settings

Key principles of information architecture

Use digital systems to document and monitor project plans when creating
team solutions

Select and use digital system components appropriate to a teams needs

Select appropriate design tools and represent the appearance and

functionality of solutions, taking into account user interactions

Sourced from VCAA Computing 2016-2019 Study design
http://www.vcaa.vic.edu.au/Documents/vce/computing/ComputingSD2016.pdf

Assessment strategy

Summative
This assessment piece is submitted at the conclusion of the project
management topic, and will be marked against a rubric. The marks from this
task could provide teachers with information regarding students
understanding of this topic, and could be used to improve the teaching of this
topic in the future. The feedback provided from this assessment piece will also
guide students for the rest of the unit, as they may need to make crucial
alterations to their project timeline.

To ensure that the needs of diverse learners are being met, the summative
assessment could be provided in conjunction with formative assessment (one
on one conversation). The rubric used for the summative assessment could
also be modified to ensure that it is better suited for certain students needs.

Rationale

Outcome 3a requires students to draw from their learnings in the area of

project management, which will take place in week 1. They will need to
produce a project timeline, such as a Gantt chart, which will outline their work
plan for 9 weeks leading up to the final submission.

Producing the timeline will require students to engage with a number of tasks
which will require them to utilize higher order thinking, creativity and
innovation.
- Higher order thinking: Students will need to evaluate and organise a large
number of tasks they are required to complete, and use them to create a
timeline which will successfully allow them to complete everything before the
submission date.
- Creativity and innovation: Students will have the ability to produce and
design their timeline how they would like, giving them the opportunity to do
more than the basic requirement, and experiment with different tools,
formats, layouts etc.

Strategies

A marking rubric will be used for each stage of Outcome 3, to ensure that the
teacher is able to make consistent and comparable judgements about
students work. Utilising a rubric allows for the inclusion of marking guidelines
and criteria, and also facilitates moderation as it allows another teacher to
easily cross mark from a constant set of criteria, and compare results.

Data

The results from this section of work (Interaction and impact: Project
management) will allow teachers to identify students strengths and
weaknesses and level and depth of understanding of the concept.

By highlighting these areas, modification can be made for the future, to ensure
that every aspect of a section of work is successfully communicated and
understood by all students.

The main foreseeable area for modification, and data collection, is centred on
the competence and ability of students in the use of software to produce a
project timeline (eg. Excel). The instruction provided to students, and their

understanding of how to use the various elements within the program, will
greatly effect their ability to produce a satisfactory timeline.
Feedback

The feedback will be provided in a timely matter

Summative feedback, can be paired with formative feedback to ensure that

students understand the information they have received and can confidently
make necessary alterations

All feedback will be made with the individual student in mind, meaning that
the comments given will be suitable and beneficial.

General capabilities

Numeracy: Complex graphs and numerical information will be utilised

Task

See Appendix B

Assessment Task
Outcome 3b: Project proposal
Learning outcomes/
achievement
standards

A detailed study in a particular field (entertainment, agriculture, finance,

sport, health)

Ways in which end-users can express opinions on websites

Sources of, and methods and techniques for, acquiring and referencing
primary data and secondary data and information

Formats and conventions suitable for websites

Synthesise viewpoints to formulate a teams point of view

Use digital systems to document and monitor project plans when creating
team solutions

Sourced from VCAA Computing 2016-2019 Study design
http://www.vcaa.vic.edu.au/Documents/vce/computing/ComputingSD2016.pdf

Assessment strategy

Formative
At the submission of this task, teachers are able to provide feedback regarding
the students project proposal, which they can use moving forward. This
feedback can draw attention to areas that need improvement, as well as areas
that the students have done well, and could shape their future work.

Formative feedback is well suited for this assessment task as the successful
production of a project plan is vital for all students moving forward with the
project, as it works as a guide.

The feedback for this assessment talk will take the form of a corrected plan,
and a one on one discussion between teacher and student. This will allow the
teacher to tailor their feedback and comments, and the way they
communicate these, to ensure that diverse learners receive what they need.

Rationale

Outcome 3b requires students to produce a project proposal for their main

assessment piece (Outcome 3: Final). The plan will outline the students chosen
contemporary issue, how they plan to collect and utilize different types of
data, and the considerations they will take when producing a website.

Producing the proposal will require students to utilize higher order thinking,
creativity and innovation.
- Higher order thinking: Students will need to analyse and evaluate large
amounts of information and data regarding their contemporary issue and then
apply this information to the creation of their websites.
- Creativity and Innovation: Creating a website provides students with endless
opportunities for creativity and innovation in regards to design, content and

production
Strategies

A marking rubric will be used for each stage of Outcome 3, to ensure that the
teacher is able to make consistent and comparable judgements about
students work. Utilising a rubric allows for the inclusion of marking guidelines
and criteria, and also facilitates moderation as it allows another teacher to
easily cross mark from a constant set of criteria, and compare results.

Data

The results from this area of work will allow teachers to see how students plan
to take on the main assessment task, and how well they understand all of the
content they are required to engage with.
After reading these plans, teachers will be provided with a very good idea on
how the students understand the unit, and what they plan to do. This is the
perfect opportunity for modification, as the teacher can highlight any evident
gaps in the omission of certain topics or content, and then these areas can be
revisited.

Feedback

General capabilities

Task

Feedback will be provided to students in a timely manner to ensure that they

are able to make alterations to their work before continuing

In addition to teacher feedback, students could also provide each other with
feedback. This would give students different points of view on their plans

Literacy: students will need to adopt an essay/ report style of writing

Aboriginal and Torres Strait Islander history and culture: Students may
consider to explore their contemporary issue from the perspective of
Aboriginal or Torres Strait Islander people (ethics, cultural sensitivity/
appropriateness)

See Appendix B

Assessment Task
Outcome 3c: Progress check (individual and group conferences)
Learning outcomes/
achievement
standards

All learning outcomes and key knowledge points

Sourced from VCAA Computing 2016-2019 Study design
http://www.vcaa.vic.edu.au/Documents/vce/computing/ComputingSD2016.pdf

Assessment strategy

Formative
Students will present their folios of work, as works in progress, and receive
instantaneous feedback from the teacher, focusing on identifying strengths
and weaknesses and highlighting areas for improvement.

On the spot feedback from teachers, will allow students to make alterations to
their work, and re-focus their attention for the remaining weeks until final
submission. Having a discussion with a teacher will also allow students to
speak about their own work, which often helps them self correct, and identify
areas that need improvement.

A one on one conference style discussion can also be conducted as well as
group conferences if required for an individual student, which allows the
teacher to cater for diverse learners needs.

Rationale

The inclusion of a midpoint progress check was for the benefit of both the
student and the teacher. It ensures the students will have a certain amount of
work done, which will prevent them from falling behind. It will also give them
the opportunity to discuss their work and receive feedback, before finalising
and completing their work. From a teachers perspective the progress check
allows them to ensure that all students are up to date, and that they are able
to give each student individual attention that is best suited for their progress.

The progress check supports the development of higher order thinking as the
teacher can conduct the conversation in such a way that encourages the
student to think critically about their work, and look at it from a variety of
different perspectives, such as using de Bonos thinking hat system.

Strategies

A marking rubric will be used for each stage of Outcome 3, to ensure that the
teacher is able to make consistent and comparable judgements about
students work. Utilising a rubric allows for the inclusion of marking guidelines
and criteria, and also facilitates moderation as it allows another teacher to
easily cross mark from a constant set of criteria, and compare results.

Data

After conducting the progress checks with each student/group the teacher will
have a very good idea of each students understanding and application of the
key knowledge areas covered thus far. This will allow the teacher to identify
the areas in which students are lacking the depth of understanding that they
should have, and the teacher has the opportunity to go over these areas,
possibly adopting a different teaching strategy, to ensure that all students are
at a satisfactory level or above.

Feedback

Identify the areas in which students/ groups are doing well, followed by
highlighting an aspect of their work in which they could improve. The teacher
should also provide them with concrete ideas or suggestions about how they
could go about fixing these issues.

Ensure that the student is engaging with the conversation, and asking
questions, and discussing the feedback they have received. This will reinforce
their understanding and makes them apart of the learning process.

General capabilities

Literacy: In-depth group and individual conversation will be held

Task

See Appendix B

Learning outcomes/
achievement
standards

All learning outcomes and key knowledge points

Sourced from VCAA Computing 2016-2019 Study design
http://www.vcaa.vic.edu.au/Documents/vce/computing/ComputingSD2016.pdf

Assessment strategy

Summative
Outcome 3: Final, will be assessed using a marking rubric, which will allow
both students and teachers to refer to a set of standards or a benchmark.
Through using a rubric both the teacher and student can clearly identify
strengths and weaknesses, and identify whether the given mark sits above or
below the standard.

In regards to diverse learners, the marking rubric can be differentiated if
required to ensure that the needs of these students are met.

Rationale

Outcome 3: Final, is a compilation of 10 weeks of tasks, and will be the main

body of work, which will be used to evaluate students learning.

To produce this large body of work students will be required to constantly
engage in higher order thinking, utilise their creativity and produce innovative
ideas and outcomes.

Strategies

A marking rubric will be used for each stage of Outcome 3, to ensure that the
teacher is able to make consistent and comparable judgements about
students work. Utilising a rubric allows for the inclusion of marking guidelines
and criteria, and also facilitates moderation as it allows another teacher to
easily cross mark from a constant set of criteria, and compare results.

Assessment Task
Outcome 3: Final

See Appendix C

The results from the submission of the final outcome will provide the teacher
with a very clear overview of how the students did in the Outcome 3 as a
whole, and may give an idea as to whether it was successful or not in terms of
student understanding and performance. Modifications to teaching practices
from this point can be considered if required.

See Appendix D

Feedback

Feedback will be in the form of the return of the assessment rubric, which will
have a numeral mark, and some comments. The teacher can however couple
this summative feedback with formative feedback and sit down with any
student that would like to discuss their work or their mark.

Task

See Appendix B

Data