VCE Computing: Informatics
Administrative information for Schoolbased Assessment in 2017
School-assessed Task
The School-assessed Task (SAT) contributes 30 per cent to the study score.
Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score
against each criterion that represents an assessment of the student’s level of performance
for Unit 3 Outcome 2 and Unit 4 Outcome 1. The recorded scores must be based on the
teacher’s assessment of the student’s performance according to the criteria on pages 7-14.
This assessment is subject to the VCAA’s statistical moderation process.
The 2017 VCE Computing: Informatics assessment sheet on page 17 is to be used by
teachers to record the SAT score. The completed assessment sheet for each student’s SAT
must be available on request by the VCAA. Student scores for each outcome will be
submitted separately via VASS. The score for Unit 3 Outcome 2 must be submitted no later
than 14 June. The score for Unit 4 Outcome 1 must be submitted no later than 16 October.
The performance descriptors for the assessment criteria are published annually on the
Computing: Informatics study page of the VCAA website. Details of authentication
requirements and administrative arrangements for School-assessed Tasks are published in
the VCE and VCAL Administrative Handbook 2017.
The School-assessed Task has six components. They relate to:
• Unit 3 Outcome 2 (three components)
• Unit 4 Outcome 1 (three components).
© VCAA
VCE Computing: Informatics Administrative information for School-based Assessment in 2017
Unit 3
Data analytics: drawing conclusions
Outcome 2
Use a range of appropriate techniques and processes to acquire, prepare, manipulate and
interpret complex data to confirm or refute a hypothesis, and formulate a project plan to
manage progress.
Nature of task
•
A short report that sets out a statement of a student-generated hypothesis, the
conclusion that has been drawn and an outline of the findings supporting the conclusion
•
A collection of data sets, and information derived from them, that allows a conclusion to
be drawn about the hypothesis and evidence of:
•
o
the specifications for creating the information
o
acknowledgment of intellectual property
o
the validation and manipulation processes and techniques used
o
the methods used to secure stored and communicated data and information
A project plan (Gantt charts) indicating times, resources and tasks.
Scope of task
A short report
Students must present a short report that provides a hypothesis statement, the constraints
and scope of the hypothesis, together with the key findings and the conclusion as to whether
the hypothesis has been substantiated or refuted. There is no specified format for the report
so it could be presented as a written, visual or oral report.
Students must generate their own hypothesis – this must not be teacher provided. The
hypothesis must be accompanied by an outline of specific constraints and a scope
statement. Students must include the key findings after they have manipulated and
interpreted their data set, and from these findings it is expected that a logical a conclusion is
drawn as to whether the hypothesis is substantiated or refuted. The evidence from this task
is assessed through criterion 1.
A collection of data sets
Students must collect a set of data that will enable the hypothesis to be tested in order to
determine if it is confirmed or refuted. The complexity of data is affected by factors including
the size of the data set, sources of data, types of data (text, number, sound, image) and the
nature of the data (qualitative or quantitative; digital or non digital).
To score highly students should be identifying and acquiring data from primary and
secondary sources, using a range of appropriate collection methods. Students should
acquire at least two different types of data and to score highly students need to add value to
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
the data. For example, if they collect non digital data, it needs to be digitised before
manipulation; if they collect qualitative data it needs to be coded before manipulation.
All intellectual property must be acknowledged using one of the four listed methods.
Students must also provide evidence (either in writing or through annotations) of how the
acquired data is assessed for its integrity. Students should also provide evidence of how
their files are managed – this could be presented for example, as a folder map; a listing of
files and how these files are secured and meet any legal requirements.
Students should provide evidence of how they have organised the data in readiness for
manipulation. They should provide evidence of the information generated from their data,
manipulated using software appropriate to the types of data.
The evidence from this task is assessed through criteria 3 and 4.
Project plan
Students prepare a project plan, in the form of a Gantt chart, for the full implementation of
the problem-solving methodology (analysis, design, development and evaluation) hence the
plan incorporates the requirements of Unit 4 Outcome 1. Students should only be assessed
on their ability to document the key concepts and processes relevant to their project; they
must not be assessed on their software skills. Students should take account of any
assessment dates and other deadlines provided by the teacher; however all other
scheduling must be determined by the students. As the project progresses in Unit 3,
students should be recording any adjustments to their original plan.
The evidence from this task is assessed through criterion 2. Note: as this project plan
incorporates all stages of the problem-solving methodology it should be created close to the
commencement of the project.
Unit 4
Data analytics: presenting the findings
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.
Nature of task
•
A folio of two or three alternative design ideas and the detailed design specifications of
the preferred design
•
A multimodal online solution that communicates the confirmation or refutation of a
hypothesis as detailed in Unit 3
•
An evaluation of the effectiveness of the solution, and
•
An assessment of the effectiveness of the project plan (Gantt chart) in monitoring project
progress
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
In one of the following:
o
A written report
o
An annotated visual plan.
Scope of task
Folio
The folio will comprise design ideas, student-generated evaluation criteria and the detailed
specifications of the preferred design.
When developing their folio students should generate two or three alternative design ideas
for their multimodal online solution. They should take a design-thinking approach when
generating different ideas for further development (see Study Design Glossary, page 11).
These ideas do not have to be detailed – they represent broad ideas of key appearance
features and functions of possible solutions. Students apply their criteria to select the design
idea that will be developed into a detailed design for the solution, using a set of tools,
methods and techniques. The design should be able to meet the needs of educating a worldwide audience about the key findings arising from the manipulation and interpretation of
complex data. The evidence from this task is assessed through criterion 5.
Multimodal online solution
Students use the detailed design as the basis for developing the multimodal online solution.
Students should apply a suite of functions within their multimodal authoring software in order
to execute requirements identified in the VCAA Bulletin and also published on the
Computing: Informatics study page.
The multimodal online solution must contain sufficient content to illustrate the connections
between the acquired data, the findings and the conclusion with respect to the hypothesis.
The solution should include two or more different types of data or information to fulfil the
characteristic of multimodality. This would typically lead to the inclusion of some different
formats such as tables, charts, prose, timelines, video clips, animations and sound grabs.
The evidence from this task is assessed through criteria 6 and 7.
Evaluation of solution and assessment of project plan
Students must prepare a report in one of two modes that has two key components – an
evaluation of the multimodal solution, including strategies for evaluation and an assessment
of the project plan in monitoring the progress of the project.
In accordance with the problem-solving methodology (Study Design, page 14), evaluation
typically takes place after the solution has been implemented but this is not possible for this
task. However, students are required to propose an evaluation strategy assuming
implementation of their solution, as well as evaluating their own solution. This comprises the
report activity of the evaluation stage of the problem-solving methodology.
When evaluating their solution, students must apply their criteria developed in Unit 3 to
determine the extent to which their multimodal solution coherently and effectively
communicates findings and conclusions. The evaluation report should cover how each
criterion is addressed in the solution, using study-specific language. This can be achieved
through annotations or in writing.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
Students are also required to explain how their plan assisted in monitoring the progress of
the project. Students can use a variety of ways of showing adjustments on their plan. In
addition to acknowledging adjustments, students must explain the usefulness of the plan in
monitoring their progress through the stages of the problem-solving methodology. The
evidence from this task is assessed through criterion 8.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
This following rubric is used to assess student achievement on Unit 3 Outcome 2 and Unit 4
Outcome 1. It should be noted that each piece of evidence in each criterion is not equally
weighted.
The criteria identify specific characteristics that are used to judge levels of performance
against the outcomes. Performance descriptors describe typical evidence associated with
five different levels of performance for a criterion (five levels; 10 marks).
Criteria 1 to 4 relate to Unit 3 Outcome 2.
Criteria 5 to 8 relate to Unit 4 Outcome 1.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
1. Understanding of
formation of a
hypothesis and
coherence of a
conclusion
© VCAA
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Levels of Performance
1–2 (low)
States a hypothesis as an
assertion identifying an effect
but no cause.
3–4
Attempts to frame a hypothesis
that identifies a prediction and a
variable.
5–6 (medium)
Frames a hypothesis that
identifies a prediction and
variables.
7–8
Frames a hypothesis that
identifies a prediction,
reasonable variables and is
testable.
9–10 (high)
Frames a well-informed
hypothesis that identifies a
specific prediction, logical
variables and is testable.
Identifies broadly aspects of
the scope or constraints of the
hypothesis.
Identifies some constraints on
the hypothesis and states its
scope in terms of what will and
will not be covered.
Describes some relevant and
specific constraints on the
hypothesis and describes some
aspects of the scope in terms of
what will and will not be covered.
Explains most relevant specific
constraints on the hypothesis
and describes in detail most
aspects of the scope in terms of
what will and will not be covered.
Explains all relevant and key
specific constraints on the
hypothesis and explains
thoroughly all aspects of the
scope in terms of what will and
will not be covered.
Identifies limited findings
derived from the manipulated
dataset. Limited interpretation
of the manipulated data.
Identifies some patterns and
relationships in the manipulated
dataset and formulates some
findings. Some interpretation of
the manipulated data.
Identifies patterns and
relationships in the manipulated
dataset to formulate a range of
findings. Generally accurate
interpretation resulting in useful
findings.
Identifies accurately a set of
findings derived from locating
key relationships and patterns in
the manipulated dataset.
Identifies insightful and accurate
findings based on a rigorous
interpretation of the manipulated
dataset.
Makes some observations
about the findings and draws a
conclusion to the hypothesis.
There is little coherence
between the findings and the
conclusion.
Draws a conclusion to the
hypothesis based on the
interpretation of the findings.
There are limited connections
between the findings and the
conclusion.
Interprets findings to identify
some valid connections. Draws a
conclusion to the hypothesis,
based on this interpretation,
however, it cannot be fully
substantiated.
Interprets findings to identify key
connections and draws from
these a valid conclusion to the
hypothesis.
Draws a valid conclusion to the
hypothesis that is fully
substantiated.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
2. Understanding of
project
management
concepts and
processes
© VCAA
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Levels of Performance
1–2 (low)
Prepares a Gantt chart that
includes some stages of the
problem-solving methodology
and identifies limited activities
3–4
Prepares a Gantt chart that
includes most stages of the
problem-solving methodology
and identifies some activities
5–6 (medium)
Prepares a Gantt chart that
includes all stages and some
activities of the problem-solving
methodology for both parts of the
project.
7–8
Prepares a Gantt chart that
documents all stages and most
activities of the problem-solving
methodology for both parts of the
project.
9–10 (high)
Prepares a Gantt chart that
documents all stages and
activities of the problem-solving
methodology for both parts of the
project.
Constructs a limited project
plan using software that
identifies limited milestones
(concepts), and tasks and
associated time allocations
(processes).
Prepares a Gantt chart using
software that identifies some
student-determined milestones,
few dependencies (concepts)
and a range of tasks and time
allocations (processes).
Prepares a Gantt chart using
software that identifies some of
the relevant student-determined
milestones and key
dependencies (concepts), and
some of the key tasks,
sequencing of tasks and time
allocations (processes).
Prepares a Gantt chart using
software that identifies most of
the relevant student-determined
milestones, key dependencies
(concepts), and key tasks,
sequencing, resources and time
allocations (processes).
Prepares a coherent and
accurate Gantt chart using
software that identifies all
required project management
milestones key dependencies
(concepts), and key tasks,
sequencing, resources and time
allocations (processes).
Omissions, errors and brevity
reduce the effectiveness of the
chart to adequately monitor
progress.
Some omissions and errors
reduce the effectiveness of the
chart to adequately monitor
progress.
Generally effective chart with
minimal errors to monitor
progress.
Mainly accurate and coherent
chart contributes to a project
management plan to monitor
progress.
Accuracy, completeness and
coherence of the chart
contributes to an effective project
management plan to monitor
progress.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
3. Skills in
acquiring,
validating and
referencing data
© VCAA
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Levels of Performance
1–2 (low)
3–4
.
Acquires a limited number of
data sets from secondary data
sources that includes different
types of data. Limited data
acquisition methods used.
5–6 (medium)
Selects and applies limited
electronic or manual validation
techniques to determine the
integrity of some aspects of
the acquired data.
Selects and applies some
electronic and manual
techniques to specifically
determine the integrity of some
acquired data. Errors affect the
suitability of the data for
manipulation and interpretation
purposes.
Limited reference of acquired
data using a non-standard
method. Referencing
conventions applied
inconsistently.
Uses a standard referencing
system, however, some
omissions or inconsistencies
reduce the ability to efficiently
locate the sources.
Acquires a data set that is
from a secondary data source.
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7–8
.
Acquires multiple data sets that
includes different types of data
and states (fully digitised or
physical) and includes both
qualitative and quantitative data.
Both primary and secondary data
sources are used. Some
appropriate data acquisition
methods are used.
9–10 (high)
Selects and applies a range of
appropriate electronic and
manual validation techniques to
discriminate acquired data on the
basis of some specific criteria
(timeliness, authenticity,
relevance and accuracy). Some
invalid data exists but it does not
reduce the overall usefulness for
manipulation and interpretation
purposes.
Selects and applies a range of
electronic and manual validation
techniques to discriminate
acquired data on the basis of all
relevant criteria (timeliness,
authenticity, relevance and
accuracy). Most invalid data is
identified and actioned.
Selects and applies a complete
set of validation techniques that
result in a dataset that has full
integrity.
Uses a standard referencing
system and applies generally
accepted conventions. Some
errors exist but data sources can
be located.
Uses a standard referencing
system and applies conventions
appropriate to the data source
and acquisition method. Some
minor errors exist in the
referencing.
Uses a standard referencing
system and applies conventions
consistently and appropriately to
each data source and acquisition
method. Correctly acknowledges
all intellectual property.
Acquires a range of data sets
that includes different types of
data and comprises both
qualitative and quantitative data.
Acquires some data from primary
data sources. Some different
data acquisition methods used.
Acquires multiple data sets of
different types of data, qualities
and structures from both primary
and secondary data sources.
Uses appropriate methods to
acquire data from both types of
sources.
VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
4. Skills in
organising,
manipulating and
securing data and
information
Not shown
Levels of Performance
1–2 (low)
Attempts to structure some
data in readiness for
manipulation.
3–4
Prepares some of the selected
data for manipulation including
correct data types and structures.
5–6 (medium)
Prepares the acquired data for
manipulation so that correct data
types and structures are evident.
Attempts to codify qualitative
data using some physical
techniques or software tools.
7–8
Prepares the data for
manipulation including correct
data types and structures.
Codifies most qualitative data
using appropriate physical
techniques or software tools.
9–10 (high)
Thoroughly and systematically
prepares the data for
manipulation by selected
software tools including codifying
all qualitative data using
appropriate physical techniques
or software tools.
Applies limited manipulation
processes and techniques to
the selected data to produce
information for interpretation.
Uses some functions and
techniques to manipulate the
selected data to produce some
information for interpretation.
Uses a range of software
functions and techniques to
manipulate the selected data to
produce information for
interpretation. Some information
is irrelevant or not suitable for
interpretation.
Uses a range of appropriate
software, software functions and
techniques, formats and
conventions to manipulate the
selected data to produce
accurate information for
interpretation.
Uses an extensive range of
software, software functions,
techniques, formats and
conventions to manipulate the
selected data to produce
insightful information suitable for
interpretation.
Uses limited physical or
software security controls to
protect some data and
information. Meets limited
legal requirements.
Uses some software and
physical security controls to
protect the storage or
communication of some data and
information. Meets some legal
requirements
Selects and applies physical and
software security controls to
protect the storage and
communication of most data and
information. Meets most legal
requirements.
Selects and applies appropriate
physical and software security
controls to ensure that all stored
and communicated data and
information is protected. Meets
key legal requirements.
Selects and applies a
comprehensive range of physical
and software security controls to
protect all stored and
communicated data and
information. Meets all legal
requirements.
Applies a limited file
management plan.
Develops and partially applies a
file management plan.
Documents and applies a logical
file management plan that
includes folders and file naming
conventions
Documents and applies a
detailed file management plan
that includes hierarchical folders.
Documents and applies a
comprehensive file management
plan.
.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
5. Skills in
generating design
ideas and
designing
preferred
solutions
© VCAA
Not shown
Levels of Performance
1–2 (low)
Lists narrow sets of relevant
criteria for selecting the
preferred design idea and
evaluating the multimodal
online solution.
3–4
States some general and
relevant criteria for selecting the
preferred design idea and
evaluating the multimodal online
solution.
5–6 (medium)
States some specific and
relevant criteria for selecting the
preferred design idea and
evaluating the effectiveness of
the multimodal online solution.
7–8
Specifies a complete set of
relevant criteria for selecting the
preferred design idea and
evaluating the effectiveness of
the multimodal online solution.
9–10 (high)
Specifies a coherent and
comprehensive set of criteria for
selecting the preferred design
idea and evaluating the
effectiveness of the multimodal
online solution.
Generates two design ideas
that have minor differences in
their representation of the
solution’s appearance or
functionality.
Generates two or three designs
ideas that are slight modifications
of each other in their
representation of the solution’s
appearance and functionality.
Generates two or three design
ideas that represent some
feasible alternatives to the
solution’s functionality and
appearance.
Generates two or three design
ideas that are clearly feasible in
their representations of the
solution’s functionality and
appearance.
Generates two or three
distinctive design ideas that are
clearly feasible in their
representations of the solution’s
functionality and appearance.
Selects a preferred design
idea for further development
based on very limited
acknowledgement of the
criteria.
Selects a preferred design idea
for further development based on
limited criteria relevant to the
solution requirements.
Selects a preferred design idea
for further development based on
criteria relevant to some of the
solution requirements.
Selects a preferred design idea
for further development based on
criteria relevant to most solution
requirements.
Selects a preferred design idea
for further development based on
a complete set of criteria relevant
to all the solution requirements.
Expresses the design of the
solution using few relevant
tools.
Selects and applies some design
tools to document some of the
solution.
Selects and applies design tools
to document most of the solution.
Selects and applies a set of
relevant design tools to
document key requirements of
the solution.
Selects and applies a set of
relevant and complementary
design tools appropriate to
documenting all the solution
requirements.
Applies limited design
principles to enhance
appearance. Expresses limited
functionality features of the
solution and errors reduce the
capacity of the solution
requirements to be met. .
Applies some relevant design
principles to enhance
appearance with some
inconsistencies. Identifies some
functionality requirements. Some
errors exist.
Applies relevant design principles
to enhance appearance with
minimal errors. Identifies key
functionality requirements of the
solution. Few errors or omissions
exist.
Applies relevant design
principles to enhance
appearance. Minor functionality
errors do not reduce the capacity
of the key solution requirements
to be met.
Applies consistently and
appropriately all relevant design
principles. Designs are detailed
and fully demonstrate the
required functionality and
appearance of the solution. All
solution requirements are
expressed in the designs.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
6. Skills in
technically
developing a
multimodal
online solution
that confirms or
refutes a
hypothesis
© VCAA
Not shown
1–2 (low)
Manipulates some data to
develop a partial solution
using limited software
functions and techniques.
3–4
Applies some software
functions and techniques to
manipulate data to develop a
multimodal online solution.
Conducts a limited number
of tests to show parts of the
solution operate as intended.
Limited documentation of the
results. Many solution errors
not detected.
Uses limited techniques or
functions to manage the
files. Errors and omissions
affect the storage and
retrieval of relevant
information.
Levels of Performance
5–6 (medium)
7–8
Correctly selects and applies a
wide range of software functions
and techniques to efficiently
manipulate data to develop an
effective multimodal online
solution.
9–10 (high)
Correctly selects and skillfully applies an
extensive range of software functions
and techniques to efficiently manipulate
a range of types of data to develop an
effective multimodal online solution.
Applies some techniques that
partially test the functionality
and appearance of the
solution. Documents some
results and some key solution
errors not detected.
Applies some techniques to
satisfactorily test the
functionality and appearance of
the solution. Documents most
of the results. Omissions and
errors reduce the capacity of
the solution to meet all its
requirements.
Applies a range of testing
techniques and documents
correctly most results. Minor
omissions do not reduce the
capacity of the solution to meet its
requirements.
Applies an appropriate range of testing
techniques to ensure the solution is
effective and operates as intended. All
results are fully documented and correct.
Applies some techniques and
functions to manage files.
Errors reduce the speed and
accuracy of retrieving stored
information.
Applies most functions and
techniques to ensure that most
files are stored and retrieved
efficiently and effectively. Some
errors exist.
Applies functions, techniques and
procedures to manage the storage
and retrieval of files in an efficient
and effective manner.
Consistently applies functions,
techniques and procedures to manage
files so that correct information is
efficiently and effectively stored and
retrieved.
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Selects and applies a range of
software functions and
techniques to efficiently
manipulate some data to
develop a multimodal online
solution.
VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
7. Skills in
communicating
information to
educate a worldwide audience
through a
multimodal
online solution
© VCAA
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1–2 (low)
Selects some information
that is relevant to a restricted
audience. The purpose of
the solution is unclear.
3–4
Uses some information that is
understandable and
appropriate to a restricted
audience. Some information
serves an educational
purpose.
Uses limited conventions to
make information more
accessible to a world-wide
audience.
Levels of Performance
5–6 (medium)
Uses information generally
suitable for a world-wide
audience. The solution has an
identifiable educational
purpose.
7–8
Uses information that is
appropriate for a world-wide
audience and has a clearly
identifiable educational purpose.
9–10 (high)
Uses information that is relevant,
coherent and clearly fit for the purpose of
educating a world-wide audience.
Applies some conventions that
acknowledge a world-wide
audience.
Applies a range of conventions
that improve accessibility to a
world-wide audience.
Inconsistencies reduce the
effectiveness of the solution.
Applies consistently a set of
conventions that acknowledge
most relevant characteristics of
information suitable for a worldwide audience.
Applies conventions consistently that
acknowledge all relevant characteristics
of information suitable for a world-wide
audience.
Displays the content of the
multimodal online solution
using a limited range of
formats appropriate to the
types of data and its
purpose.
Uses some appropriate
formats to enhance the
appearance of the multimodal
online solution. Inconsistencies
reduce the effectiveness of the
solution in meeting its purpose
Use a range of formats that
improve the appearance of the
multimodal online solution and
assists in reflecting its purpose.
Minor inconsistencies exist.
Applies consistently a range of
appropriate formats to enhance
the effectiveness of the
multimodal online solution and its
educational purpose
Applies consistently a range of
appropriate formats that effectively
acknowledges differences in the types of
data and information, and its educational
purpose.
Restates data and
information to communicate
messages about the findings
and conclusion. Ambiguities
exist.
Sorts and separates data and
information to reduce
complexity when
communicating messages
about the findings and
conclusion.
Combines some key ideas from
data and information to reduce
complexity when
communicating messages
about the findings and
conclusion.
Select and presents complex data
and information in a way that
communicates with clarity the key
messages about the findings and
conclusion.
Selects and presents complex data and
information in new, clear and simplified
ways to communicate key messages
about the findings and conclusion.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
VCE Informatics: School-assessed Task 2017
Assessment
Criteria
8. Skills in
evaluating the
effectiveness of
a multimodal
online solution
and assessing
the effectiveness
of the project
plan in
monitoring
progress
© VCAA
Not shown
1–2 (low)
Lists few approaches for
evaluating the solution.
3–4
States some feasible
strategies for evaluating the
solution.
States how some of the
solution communicates the
conclusion and the findings,
referring to limited criteria.
Levels of Performance
5–6 (medium)
Proposes some feasible
strategies for evaluating the
effectiveness of the solution.
7–8
Proposes feasible strategies for
evaluating the effectiveness of the
solution.
9–10 (high)
Proposes a coherent set of feasible
strategies for evaluating the
effectiveness of the solution.
Describes how some of the
solution communicates the
conclusion and the findings,
referring to some general
criteria.
Describes, making reference to
some features, how the
solution communicates
effectively the conclusion and
the findings, referring to some
specific criteria.
Evaluates the effectiveness of key
features of the solution in
communicating the conclusion
and findings, using a complete set
of criteria in an organised way.
Evaluates systemically the effectiveness
of the solution in communicating the
conclusion and key findings, using a
coherent and comprehensive set of
criteria.
Outlines generally why some
data, information and
findings are included in the
solution to support the
conclusion. Logic errors
diminish the effectiveness of
the solution.
Describes some reasons for
the inclusion of specific data,
information and findings in the
solution to support the
conclusion. Some logic errors
exist and diminish the
effectiveness of the solution.
Describes appropriately why
specific data, information and
findings are included in the
solution to support the
conclusion. Some errors of
logic exist but the solution is
still fit for purpose.
Explains logically why specific
data, information and findings are
included in the solution to support
the conclusion. Minor errors of
logic exist but do not affect the
effectiveness of the solution.
Explains logically and substantiates why
specific data, information and findings
are included in the solution to support
the conclusion.
Provides limited evidence of
adjustments to the plan for
some stages of the project.
Identifies some general
improvements made to the
progress of the project due
to the use of the project
plan.
Records some adjustments to
the initial plan during the
progress of most stages of the
project.
Records the progress of the
entire project against the initial
project plan using some
annotations or log entries.
Maintains a detailed and complete
record of the progress of the
entire project through annotations
and maintaining a log.
Applies a range of appropriate
techniques to accurately record all
adjustments made to the entire project
plan.
Describes how the plan and
some of its adjustments
assisted in monitoring and
improving the project.
Explains generally how the plan
and its adjustments assisted in
monitoring the progress of the
entire project.
Compares and explains how the
adjustments recorded as part of
the project plan assisted in
monitoring the progress of the
project.
Reports clearly and comprehensively the
usefulness of the initial plan and its
modifications in monitoring the progress
of the entire project.
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VCE Computing: Informatics Administrative information for School-based Assessment in 2017
Authentication of VCE Computing: Informatics
School-assessed Task (SAT)
Teachers are reminded of the need to comply with the authentication requirements specified in the
Assessment: School-based Assessment section of the VCE and VCAL Administrative Handbook
2017. This is important to ensure that ‘undue assistance [is] not … provided to students while
undertaking assessment tasks’.
Teachers must be aware of the following requirements for the authentication of VCE Computing:
Informatics School-assessed Task.
1. The body of work created for the School-assessed Task (SAT) is based on work developed and
completed in Unit 3 Outcome 2 and Unit 4 Outcome 1.
2. Teachers are required to fill out the Authentication Record Form and provide the student with
feedback on their progress at each observation.
3. Undue assistance should not occur at any time during the development of the body of work, and
teachers need to be vigilant. Students are required to demonstrate development of their thinking
and working practices. Teachers are reminded that it is not appropriate to provide ‘detailed advice
on, corrections to, or actual reworking of students’ work’.
4. Teachers must sight and monitor the development and documentation of the student’s thinking
and working practices throughout the unit to authenticate the work as the student’s own. Students
must acknowledge the source of materials and information used to support the development of their
work.
5. Students should be encouraged to complete their work at school. Where students use external
service providers, their documentation should demonstrate ongoing progress throughout the SAT.
6. During the generation of the software solution teachers must plan and use observations of
student work in order to monitor and record each student’s progress as part of the authentication
process. Teachers must ensure that all source and reference material, all use of non-school (home,
outsourced) resources and any external assistance (for example, tutors) are acknowledged on the
authentication form. If a student acknowledges using external resources or receiving external
assistance, the teacher should record complete details as an attachment to the Authentication
Form.
7. Teachers are reminded that the authentication procedures must be followed for all student work
in relation to this SAT. School-based audits include the inspection of authentication records. If
authentication records are not provided, the school is automatically audited the following year.
© VCAA
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Authentication Record Form VCE Computing: Informatics SAT 2017
This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for
authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its Schoolbased Assessment audit.
Student name ……………………………………………………………..
Student No
School …………………………………………………………………………………………………………………………….…….
Teacher: ……………………………………..…………………………………………….
Component of School-assessed
Task
Date
observed/
submitted
Authentication comments
Teacher’s
initials
Observation: Identification of a
hypothesis
Student has formulated a hypothesis
that is reasonable and testable
Observation: Preparation of project
plan
Student has prepared a Gantt chart
for the entire project
Observation: Identification of data
sources, collection methods and
types of data
Student has documented details of
their dataset
Observation: Progressive
manipulation of data for
interpretation
Student submits evidence of
manipulated data
Observation: Report
Student has assembled the
hypothesis information, findings and
conclusion.
Observation: Folio
Student has developed the folio of
design ideas, criteria and detailed
preferred design
Observation: Progressive
development of solution
Student has continued to develop the
multimodal online solution.
Observation: Evaluation and
assessment
Student has submitted the evaluation
and assessment plan.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature …………………………………………… Date …………………………………
© VCAA
Page 16
Student’s
initials
VCE Computing: Informatics Administrative information for School-based Assessment in 2017
2017
Victorian Certificate of Education
student name
Computing: Informatics Assessment Sheet
School-assessed Task
Teachers need to make judgments on the student’s performance for each assessment criterion. Teachers will be required to choose one number from 0–10
to indicate how the student performed on each criterion with comments, as appropriate.
assessing school number
Levels of Performance: Teacher’s Comments
Assessment criteria
Not Shown
(0)
Low
(1–2)
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(3–4)
Med
(5–6)
(7–8)
High
(9–10)
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The extent to which the student demonstrates:
1
understanding of formation of a hypothesis, and coherence of a conclusion
2
understanding of project management concepts and processes
3
skills in acquiring, validating and referencing data
4
skills in organising, manipulating and securing data and information
5
skills in generating design ideas and designing preferred solutions
6
skills in technically developing a multimodal online solution that confirms or
refutes a hypothesis
7
skills in communicating information to educate a world-wide audience through
a multimodal online solution
8
skills in evaluating the effectiveness of a multimodal solution and assessing
the effectiveness of the project plan in monitoring progress
If a student does not submit the School-assessed
Task at all, N/A should be entered here.
student number
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Page 17
You may wish to comment on aspects of the student’s
work that led to your assessment of High, Medium, Low
or Not Shown for specific criteria.