1. Paula Christophersen (Room 400.G.2) christophersen.paula@gmail.com
2016 Informatics exam
Paula Christophersen
(Room 400.G.2)

2. Key assessment principles
Vital ingredients
Overall performance
Question analysis
Preparing potential questions

3. Curriculum and assessment
Process of gathering evidence, and analysing and reflecting on evidence in order to describe achievement
curriculum
assessment
Defined and mandated set of knowledge and skills to teach and assess
Process whereby judgements are made by one person about the qualities, knowledge or skills of another

4. SAC – Demonstrate outcome
What is assessed – outcome (encompassing all KK and KS)
Note restrictions
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Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj
What is taught – all KK and KS
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sd
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asd
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf

5. Exam – Sampling of KK & KS
What is assessed – sampling of KK and KS
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Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj
What is taught – all KK and KS
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asd
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf
Asdfljk asdl;fj asdfl;jk asdfl;kj asdfljk sadlfj asdl;fj sdlf

6. Vital ingredients 2017 date 13 November, 11.45 to 2.00

7. Graded assessment 1: SAT (30%)
Median score: B

8. Graded assessment 2: SAC (20%)
Median score: B

9. Graded assessment 3: Exam (50%)
Median score: C+

10. Comparison of GAs
GA 1: SAT
GA 2: SAC
GA 3: Exam

11. 2016 Well handled Design Information m’ment strategies Data types
SB 5b. 83% scored 2 and above out of 4
Information m’ment strategies
SB Q6a. 82% scored 1 or 2 out of 2
Data types
SC Q11 86% scored 1 or 2 out of 2

12. 2016 Poorly handled Ideation techniques Writing a hypothesis
SC 3a. 71% scored 0 out of 2
Writing a hypothesis
SA Q6 53% got this wrong
Project management
SC Q1 45% scored 2 or less out of 6

13. Section A: 2016 89% correctly selected C 35% correctly selected A
U4O1 characteristics of information for educating world-wide audiences, including gender and culture inclusiveness, commonality of language, age appropriateness

14. Section B: 2016 81% scored 1 or 2 out of 2
Accepted responses included:
If the server and backup tapes were destroyed, there would be no data to recover
Stolen tapes would result in a breach of privacy, loss of trust, reputation or goodwill
Missing tapes means no backup if something happened to the data on the servers

15. Section B: 2016 78% scored 0 or 2 out of 3 on Q3b.
A criterion is a standard by which something is judged. It must link to the problem being solved – it is a measure that indicates the success of part of the solution. Students had to link their criterion to the purpose of the webpage, being to inform a targeted audience about a play.
Possible criterion include:
Are the dates of the performances clearly identified?
Is the style of appeal to families (attractive)?
Are the prices clearly stated?
Could the audience easily navigate the site?

16. KK: techniques for generating design ideas
Ideation question
U4O1
KK: techniques for generating design ideas
12% 2 out of 2
17% 1 out of 2
71% 0 out of 2
Source:

17. Ideation question
One design idea is to aim the solution at school children and use lots of colour and pictures. Another idea is to make parents the audience so you would have a lot more writing – you would be trying to persuade them.
Layout diagram – this just shows positions of key items but has little detail.
Mock-ups – they show lots of detail including colours and pictures
Source:

18. Ideation techniques

19. Ideation techniques

20. Progressions in ideation
Play-it-safe
(modification)
Analogies
(converging / rearranging)
Provocation
(force moves / unpredictable)

21. Ideation techniques
prototyping
researching
brainstorm
SCAMPER

22. Ideation activity Rearrange Solution that educates Associate Associate
PROBLEM
noun
verb
Solution that educates
Associate
Rearrange
Associate

23. Section C: 2016 82% scored 2 or 3 out of 3 on Q9a.
Students mainly wrote on drop-down menus and radio buttons. Justification involves supporting an argument – could be a comparison or positives.
Radio buttons are clearly visible on a screen at all times and errors are reduced. Textboxes take more time to provide input and it is easier to make mistakes.

24. Section C: 2016 56% scored 0 out of 2. Key points:
1 mark for identifying repeating data in field
1 mark for stating that one the field cannot contain separate data

25. Question generation techniques – driving questions
Unit 4, Outcome 1
Design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of the project plan in managing progress.
General driving key questions, for example
List three criteria that could measure the effectiveness of a plan
What element is missing from the following hypothesis?
Suggest two design tools for representing the functionality of a MMOS
Describe two tests that could be applied to determine if a MMOS meets a particular need.

26. Question generation techniques – modifying
functionality
Alignment
Repetition
Robustness
Balance
Privacy and Data Protection Act

27. Question demands Approx. % Level of cognition 20 per cent
Low cognitive demand (state, list, outline etc)
60 per cent
Medium cognitive demand (describe, explain, illustrate, suggest etc)
High cognitive demand (predict, justify, evaluate, substantiate etc)

28. Achieving discrimination
Vary levels
Low to high
Taxonomy
Range of types
Inquiry/critical/creative
Types of thinking
Simple to complex scenarios
Double-barrelling
complexity

29. General advice Know ideation techniques
Know the elements of a hypothesis (prediction and variables)
Know the project management concepts and processes
Use study-specific terminology
Practise writing and interpreting user flow diagrams
Understand ideation techniques

30. In conclusion
Make sure all aspects of the study design are addressed, including the Glossary and PSM
Collect case studies throughout the year
Draw on the SAT experience
Clearly identify elements of every question