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Digital Solutions
Digital Solutions
Program or be programmed
Douglas Rushkoff
Sample Units and Assessment Guidelines
Sample Units and Assessment Guidelines
202654-pseudocode-guide.pdfDS - Unit 1 - Topics 1 and 2 v0.0.1.pdfsnr_digital_solutions_19_representing_algorithms (1).pdfAssessment — general information
Assessment — general information
Assessments are formative for Units 1 and 2, and summative for Units 3 and 4.
Formative assessments — Units 1 and 2
Formative assessments — Units 1 and 2
Formative assessments provide feedback to both students and teachers about each student’s progress in the course of study.
Schools develop internal assessments for each senior subject based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
For reporting purposes, schools should devise at least two but no more than four assessments for Units 1 and 2 of this subject. At least one assessment must be completed for each unit.
The sequencing, scope and scale of assessments for Units 1 and 2 are matters for each school to decide and should reflect the local context.
Teachers are encouraged to use the A–E descriptors in the reporting standards to provide formative feedback to students and to report on progress.
Summative assessments — Units 3 and 4
Summative assessments — Units 3 and 4
Students will complete a total of four summative assessments — three internal and one external — that count towards their final mark in each subject.
Schools develop three internal assessments for each senior subject, based on the learning described in Units 3 and 4 of the syllabus.
The three summative internal assessments will be endorsed and the results confirmed by the QCAA. These results will be combined with a single external assessment developed and marked by the QCAA. The external assessment results for Digital Solutions will contribute 25% towards a student’s result.
Summative internal assessment — instrument-specific marking guides
This syllabus provides ISMGs for the three summative internal assessments in Units 3 and 4.
The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
Criteria
Each ISMG groups assessment objectives into criteria. An assessment objective may appear in multiple criteria, or in a single criterion of an assessment.
Making judgments
Assessment evidence of student performance in each criterion is matched to a performance level descriptor, which describes the typical characteristics of student work.
Where a student response has qualities from more than one performance level, a best-fit approach is used. Where a performance level has a two-mark range, it must be decided if the best fit is the higher or lower mark of the range.
Authentication
Schools and teachers must have strategies in place for ensuring that work submitted for internal summative assessment is the student’s own. Authentication strategies outlined in QCAA guidelines, which include guidance for drafting, scaffolding and teacher feedback, must be adhered to.
Summative external assessment
The summative external assessment adds valuable evidence of achievement to a student’s profile. External assessment is:
common to all schools
administered under the same conditions at the same time and on the same day
developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes 25% to the student’s result in Digital Solutions. It is not privileged over the school-based assessment.
Teaching Learning Assessment Plans (TLAP)
Teaching Learning Assessment Plans (TLAP)
snr_tlap_how_to (1).pdfsnr_subject_unit_smple_tlap_template (1).dotxYear 11
Year 11
Example Unit 1 & 2 Teaching Learning Assessment Plan (TLAP)
Example Unit 1 & 2 Teaching Learning Assessment Plan (TLAP)
snr_digital_solutions_19_unit1_smple_tlap (2).pdfsnr_digital_solutions_19_unit2_smple_tlap (1).pdfUnits 1 & 2 Assessment
Units 1 & 2 Assessment
snr_digital_solutions_19_unit1_smple_ass_inst_project (5).pdfsnr_digital_solutions_19_unit2_smple_ass_inst_project (3).pdfu1and2_assessment_extended_response_tasks.docxu1and2_assessment_short_combined_response_exam (2).docxu1and2_assessment_extended_response_exam (1).docxYear 12
Year 12
Example Unit 3 Teaching Learning Assessment Plan (TLAP)
Example Unit 3 Teaching Learning Assessment Plan (TLAP)
Available after first assessment
Available after first assessment
Unit 3 Assessment
Unit 3 Assessment
Internal Assessment 1 (IA1)
Internal Assessment 1 (IA1)
Summative internal assessment 1 (IA1): Investigation — technical proposal (20%)
Summative internal assessment 1 (IA1): Investigation — technical proposal (20%)
Description
This assessment requires students to research a specific problem through collection, analysis and synthesis of information. A technical proposal uses research or investigative practices to assess a range of cognitions in a particular context. Research or investigative practices include locating and using information beyond students’ own knowledge and the data they have been given.
Students must adhere to research conventions, including citations, reference lists or bibliographies. This assessment occurs over an extended and defined period of time. Students may use class time and their own time to develop a proposal and identify a low-fidelity prototype digital solution.
Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
recognise and describe data sources, programming elements, user interface components and useability principles
symbolise algorithms and user interfaces, and explain ideas and interrelationships between proposed data structures and user experiences of the identified problem
analyse the problem and information related to the selected technology context
determine programming and user experience requirements of the identified problem and prescribed and self-determined criteria
synthesise information and ideas to determine possible data elements, user interface and algorithm components for digital solutions
generate a technical proposal for user interfaces and algorithm components of the low-fidelity prototype digital solution
evaluate impacts, components and a low-fidelity prototype against prescribed and self-determined criteria to make refinements and justified recommendations
make decisions about and use mode-appropriate features, language and conventions for written and spoken communication for a technical audience.
Specifications
Description
In Digital Solutions students identify a problem in the selected Unit 3 technology context that uses an external data source. They iteratively explore, develop, generate and evaluate low-fidelity prototypes of user interfaces, algorithms and data in response to the identified problem. Students identify a single low-fidelity prototype digital solution and communicate the technical feasibility of the solution through a multimodal presentation.
The investigation will include referencing conventions using a recognised system of referencing.
The investigation will include the following assessable evidence:
recognition and description of
data sources
appropriate programming development tools
useability principles and user-interface components
existing solutions to similar problems
symbolisation using mind maps and one or more of constructed sketches, annotated diagrams, images or screenshots of
user interfaces
programming features communicated by algorithms
explanation of
user experiences
useability principles and accessibility features
data structures
programming features
analysis of the problem and information to identify
boundary or scope of the problem
constraints and limitations of the environment
data, programming and user-interface relationships
user experience
potential algorithmic implementations
possible personal, social and economic impacts
possible solutions
determination of
requirements from the user perspective for the user experience
programming requirements
required data
prescribed and self-determined criteria
synthesis of information and ideas to select the best approach for
user interface(s)
data structures of the proposed solution
coded components of the proposed solution
generation of a low-fidelity (non-coded) prototype solution including user interface, data and algorithms
evaluation against criteria, of
personal, social and economic impacts and considerations to identify risks
the user-interface prototype
the accuracy and efficiency of the algorithms
the low-fidelity non-coded prototype digital solution
make refinements and justified recommendations for current and future improvements
communication of
information and ideas to inform a technical audience
the technical feasibility of developing the prototype solution, including the technical aspects of the development process, e.g. algorithms, selection and justification of development tools, user-interface sketches, user-experience requirements.
The presentation of this investigation is multimodal. A multimodal presentation is the dynamic convergence of two or more communication modes within the same response and where all modes are attended to as part of meaning-making. Multimodal presentations can be delivered via different media or technologies. A variety of technologies are used to create or present the response. Replication of a written document into an electronic or digital format does not constitute a multimodal presentation.
There is no requirement for this presentation to be performed or conducted in front of the class or the teacher. For example, a multimodal presentation might be pre-recorded and presented to the teacher electronically. Each student may choose the mode/s and method of their presentation. These may need to be negotiated with the teacher.
Examples of a multimodal presentation include:
a web page, in which elements such as visual effects, oral language, written language and still or moving images are combined
a slideshow or animation documenting the application of the problem-solving process
multimedia movies that may combine photographs, video, sound, text and a narrative voice
a webinar, vodcast or podcast.
Conditions
Length: multimodal presentation, 9–11 minutes
Other:
the reference list is not included in the presentation time
schools implement authentication strategies that reflect QCAA guidelines
Summary of the instrument-specific marking guide
The following table summarises the mark allocation for the objectives assessed in the technical proposal.
snr_digital_solutions_19_unit3_ia1_smple_ass_inst (2).pdfismg_digital_solutions_ia1.pdfInternal Assessment 2 (IA2)
Internal Assessment 2 (IA2)
Summative internal assessment 2 (IA2): Project — digital solution (30%)
Summative internal assessment 2 (IA2): Project — digital solution (30%)
Description
This assessment focuses on the problem-solving process in Digital Solutions that requires the application of a range of cognitive, technical and creative skills and theoretical understandings. The response is a coherent work that documents the iterative process undertaken to develop a solution to a technical proposal. It may include written paragraphs and annotations, diagrams, sketches, drawings, and components of a prototype digital solution.
This assessment occurs over an extended and defined period of time. Students may use class time and their own time to develop a response.
Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
recognise and describe programming elements, user interface components and useability principles
symbolise and explain programming information and ideas, data structures and interrelationships between user experiences and data of the digital prototype
analyse the problem and information related to the technical proposal for a low-fidelity prototype digital solution
determine user interface, data, programmed and solution requirements of the digital solution and prescribed and self-determined criteria
synthesise information and ideas to determine data elements, user interface and programmed components for a digital solution
generate user interfaces and programmed components of the digital solution
evaluate impacts, components and the digital solution against prescribed and self-determined criteria to make refinements and justified recommendations
make decisions about and use mode-appropriate features, written language and conventions for a technical audience.
Specifications
Description
In Digital Solutions, students document the application of the problem-solving process in response to a technical proposal document supplied by the teacher.
The project will include the following project and referencing conventions:
headings that organise and communicate the student’s thinking through the iterative phases of the problem-solving process in Digital Solutions
a reference list and a recognised system of in-text referencing.
The project will include the following assessable evidence:
recognition and description of
programmed and user-interface components
useability principles, including accessibility, effectiveness, safety, utility and learnability
symbolisation using mind maps and one or more of constructed sketches, annotated diagrams, images or screenshots of
the user and developer problem
algorithms communicated in pseudocode that demonstrate knowledge and understanding of programming features
interrelationships between user experiences and data in the prototype digital solution
explanation of
internal and external data components and data structures using appropriate symbols, code, data samples and screenshots from the prototype digital solution with annotations
the solution from a user-experience perspective communicated by way of a collection of annotated images of the user-interface components
how programming elements and user-interface components connect communicated in an annotated diagram
the functionality, useability and efficiency of the coded components communicated through code comments and annotations
analysis of the information and the prototype digital solution to identify
data inputs
data and programmed components and their relationships to the structure of the prototype digital solution
the prototype’s potential personal, social and economic impacts
determination of
solution requirements
required essential elements and features of user interface
data requirements
prescribed and self-determined criteria
synthesis of ideas and information about solutions for
user interfaces
data and programmed components of a prototype digital solution, e.g. annotated diagrams identifying and describing proposed components of the prototype digital solution
data repositories
programming to generate a prototype digital solution
generation of
code for the prototype digital solution demonstrating
selection
iteration
user input
data output
a prototype digital solution by combining the user interface, data and coded components
evaluation against criteria of
personal, social and economic impacts supported by a collection of data samples or representations
the accuracy and efficiency of the coded components supported by a collection of annotated code segments in tables, diagrams and written paragraphs identifying errors and actions to make refinements
the solution from a user-experience perspective supported by a collection of annotated images of the user-interface components
make refinements and justified recommendations for current and future improvements.
The project is multimodal, using two or more communication modes within the same response, where all modes are used to provide evidence of the assessable objectives. The multimodal presentation for this instrument includes:
a document containing written text, annotations, algorithms, code, screenshots, pictures and/or sketches
a digital video that may combine images, video, sound, text and a narrative voice.
Stimulus material
Teachers will prepare a technical proposal document as stimulus material for this assessment instrument.
The technical proposal will include the following:
identification — a brief statement which identifies the real-world related need for developing the digital solution and relevant background information
interactions — specifies information relating to interactions between humans and or the environment, and information systems, this may include proto-personas
component specifications — specifications relating to data, user interface/experience and code.
Conditions
Length:
8–10 A3 pages
2–4 minute demonstration of the functionality of the user interface, data and coded components of the digital solution by video recording
4–6 A4 pages of code with annotations
Other:
the reference list is not included in the page count
schools implement authentication strategies that reflect QCAA guidelines
Summary of the instrument-specific marking guide
The following table summarises the mark allocation for the objectives assessed in the digital solution.
snr_digital_solutions_19_ia2_smple_ass_inst (1).pdfismg_digital_solutions_ia2.pdfsnr_digital_solutions_19_ia2_asr_high (1).pdfsnr_digital_solutions_19_ia2_asr_high_transcript (1).pdfExample Unit 4 Teaching Learning Assessment Plan (TLAP)
Example Unit 4 Teaching Learning Assessment Plan (TLAP)
snr_digital_solutions_19_unit4_smple_tlap (1).pdfUnit 4 Assessment
Unit 4 Assessment
Internal Assessment 3 (IA3)
Internal Assessment 3 (IA3)
Summative internal assessment 3 (IA3): Project — folio (25%)
Summative internal assessment 3 (IA3): Project — folio (25%)
Description
This assessment focuses on the problem-solving process in Digital Solutions that requires the application of a range of cognitive, technical and creative skills and theoretical understandings. The response is a coherent work that documents the iterative process undertaken to develop a solution to a problem. It may include written paragraphs and annotations, data, tables, algorithms, diagrams, sketches, illustrations, digital prototypes and models.
This assessment occurs over an extended and defined period of time. Students may use class time and their own time to develop the folio.
Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
recognise and describe key elements of an application, components of data exchange systems, and data security processes
symbolise and explain data interface, structures and specifications; data flow relationships within and between systems; and digital methods of exchanging data
analyse a data exchange problem and information related to data security
determine data exchange system requirements, a security strategy for data, and prescribed and self-determined criteria
synthesise information and ideas to determine selected data, algorithms and coded components of data exchange solutions
generate components of the data exchange solution
evaluate impacts, coded components and a data exchange solution against prescribed and self-determined criteria to make refinements and justified recommendations
make decisions about and use mode-appropriate features, written language and conventions for a technical audience.
Specifications
Description
In the Project — folio, students document the application of the problem-solving process in Digital Solutions in response to an identified real-world digital problem. The response contains three parts that enable students to explore the exchange of data between two different digital systems and evaluate security impacts of transmitting data between devices and over the internet on personal, social and economic needs. The project will include the following project and referencing conventions:
headings that organise and communicate the student’s thinking through the iterative phases of the problem-solving process in Digital Solutions
a reference list and a recognised system of in-text referencing.
The project will be in three parts:
Part 1: Research and investigation — Students will research and investigate digital methods that could be used to exchange data between two digital systems.
Part 2: Data exchange solution — Students will use an iterative process to create and test a data exchange solution that simulates the exchange of data between two digital systems.
Part 3: Impacts — Students will analyse the data security and privacy risks associated with transferring data between two digital systems. They will evaluate the personal, social and economic impacts of data to be transferred, and recommend appropriate strategies to increase data security, e.g. confidentiality, integrity and availability.
The project will include the following assessable evidence:
Part 1: Research and investigation
recognition and description of key elements of
a data exchange application
components of data exchange systems
data security processes
symbolisation using mind maps and one or more of constructed sketches, annotated diagrams, images or screenshots, and explanation of
data interface, data structures and data specifications
digital methods of exchanging data
analysis of the data exchange problem to identify
the data structures, including data input and output requirements
data exchange methods
determination of data exchange system requirements
evaluation against prescribed and self-determine criteria of the most suitable process for exporting and importing data between the two digital systems.
Part 2: Data exchange solution
symbolisation using mind maps and one or more of constructed sketches, annotated diagrams, images or screenshots, and explanation of
data flow relationships within and between systems
programming features and ideas using annotated code segments
algorithms communicated in pseudocode
determination of prescribed and self-determined criteria
synthesis of data, algorithm and coded component ideas to generate components of a data exchange solution that simulates the exchange of data between two digital systems; the solution will receive data in one format and programmatically transform it into another format for sharing/displaying
evaluation of the
accuracy of code after testing to identify errors and actions to make improvements
digital data exchange solution against prescribed and self-determined criteria
functionality, useability and efficiency of the components of the digital solution
make refinements and justified recommendations for current and future improvements.
Part 3: Impacts
recognition and description of key elements of
risks associated with storing and accessing data
digital security strategies, including authentication and encryption strategies
analysis of a data security problem to identify risks to
the system
data security and privacy
determination of security strategy for data
evaluation against prescribed and self-determined criteria of the impact of data transmission on personal, social and economic needs
recommend an appropriate strategy to increase data security.
The project is multimodal, using two or more communication modes within the same response, where all modes are used to provide evidence of the assessable objectives. The multimodal presentation for this instrument includes:
a document containing written text, annotations, algorithms, code, screenshots, pictures and/or sketches
a digital video that may combine images, video, sound, text and a narrative voice.
Stimulus material
Teachers may prepare a technical proposal document as stimulus material for this assessment instrument.
If prepared, the technical proposal should include the following:
identification — a brief statement which identifies the real-world related need for developing the digital solution and relevant background information
interactions — specifies information relating to interactions between humans and or the environment, and information systems, this may include proto-personas
component specifications — specifications relating to data, user interface/experience and code.
Conditions
Length:
8–10 A3 pages
2–4 A4 pages of code with annotations
1–2 minute demonstration of the functionality of the data exchange solution by video recording
Other:
the reference list and appendixes are not included in the page count
schools implement authentication strategies that reflect QCAA guidelines
Summary of the instrument-specific marking guide
The following table summarises the mark allocation for the objectives assessed in the Project — folio.
snr_digital_solutions_19_unit4_ia3_smple_ass_inst (1).pdfismg_digital_solutions_ia3.pdfsnr_digital_solutions_19_unit4_ia3_smple_asr_mid (2).pdfsnr_digital_solutions_19_unit4_ia3_video_transcript (1).pdfExternal Assessment (EA)
External Assessment (EA)
Summative external assessment (EA): Examination (25%)
Summative external assessment (EA): Examination (25%)
General information
Summative external assessment is developed and marked by the QCAA. In Digital Solutions, it contributes 25% to a student’s overall subject result.
The external assessment in Digital Solutions is common to all schools and administered under the same conditions, at the same time, on the same day.
Description
The examination is a supervised test that assesses the application of a range of cognitions to multiple provided items.
Student responses must be completed individually, under supervised conditions, and in a set timeframe.
Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
recognise and describe programming elements, components of exchange systems, privacy principles and data exchange processes
symbolise and explain programming ideas, data specifications, data exchange processes, and data flow within and between systems
analyse problems and information related to a digital problem
5. synthesise information and ideas to determine possible low-fidelity components of secure data exchange solutions
7. evaluate impacts, components and solutions against criteria to make refinements and justified recommendations
Note: Objectives 4, 6 and 8 are not assessed in this instrument.
Specifications
Description
Combination response
This assessment will include a combination of one extended response, a number of short response and/or multiple-choice questions.
Extended response
is constructed using one item; the item is a response to an unseen problem based on stimulus material
requires sustained analysis, synthesis and evaluation to fully solve a problem.
Short response
consists of a number of items that ask students to respond to the following activities:
sketching, labelling or interpreting tables or diagrams
multiple-choice, sentence or short-paragraph responses
writing and calculating using algorithms
responding to unseen stimulus materials.
where applicable, students are required to write in full sentences, constructing a response so that ideas are maintained, developed and justified.
Conditions
Time: 2 hours plus perusal (15 minutes)
Length: 800–1000 words in total, including
50–250 words for short-response answers
400 words or more for the extended response
snr_digital_solutions_21_ea_mc_question.pdfsnr_digital_solutions_21_ea_mark_guide_pub.pdfsnr_digital_solutions_21_ea_question_response.pdfsnr_digital_solutions_21_ea_stimulus.pdfReport abuse