Content

Digital Solutions

Program or be programmed

Douglas Rushkoff

Sample Units and Assessment Guidelines

202654-pseudocode-guide.pdf
DS - Unit 1 - Topics 1 and 2 v0.0.1.pdf
snr_digital_solutions_19_representing_algorithms (1).pdf

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 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

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)

snr_tlap_how_to (1).pdf
snr_subject_unit_smple_tlap_template (1).dotx

Year 11

Example Unit 1 & 2 Teaching Learning Assessment Plan (TLAP)

snr_digital_solutions_19_unit1_smple_tlap (2).pdf
snr_digital_solutions_19_unit2_smple_tlap (1).pdf

Units 1 & 2 Assessment

snr_digital_solutions_19_unit1_smple_ass_inst_project (5).pdf
snr_digital_solutions_19_unit2_smple_ass_inst_project (3).pdf
u1and2_assessment_extended_response_tasks.docx
u1and2_assessment_short_combined_response_exam (2).docx
u1and2_assessment_extended_response_exam (1).docx

Year 12

Example Unit 3 Teaching Learning Assessment Plan (TLAP)

Available after first assessment

Unit 3 Assessment

Internal Assessment 1 (IA1)

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:

  1. recognise and describe data sources, programming elements, user interface components and useability principles

  2. symbolise algorithms and user interfaces, and explain ideas and interrelationships between proposed data structures and user experiences of the identified problem

  3. analyse the problem and information related to the selected technology context

  4. determine programming and user experience requirements of the identified problem and prescribed and self-determined criteria

  5. synthesise information and ideas to determine possible data elements, user interface and algorithm components for digital solutions

  6. generate a technical proposal for user interfaces and algorithm components of the low-fidelity prototype digital solution

  7. evaluate impacts, components and a low-fidelity prototype against prescribed and self-determined criteria to make refinements and justified recommendations

  8. 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).pdf
ismg_digital_solutions_ia1.pdf

Internal Assessment 2 (IA2)

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:

  1. recognise and describe programming elements, user interface components and useability principles

  2. symbolise and explain programming information and ideas, data structures and interrelationships between user experiences and data of the digital prototype

  3. analyse the problem and information related to the technical proposal for a low-fidelity prototype digital solution

  4. determine user interface, data, programmed and solution requirements of the digital solution and prescribed and self-determined criteria

  5. synthesise information and ideas to determine data elements, user interface and programmed components for a digital solution

  6. generate user interfaces and programmed components of the digital solution

  7. evaluate impacts, components and the digital solution against prescribed and self-determined criteria to make refinements and justified recommendations

  8. 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).pdf
ismg_digital_solutions_ia2.pdf
snr_digital_solutions_19_ia2_asr_high (1).pdf
snr_digital_solutions_19_ia2_asr_high_transcript (1).pdf

Example Unit 4 Teaching Learning Assessment Plan (TLAP)

snr_digital_solutions_19_unit4_smple_tlap (1).pdf

Unit 4 Assessment

Internal Assessment 3 (IA3)

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:

  1. recognise and describe key elements of an application, components of data exchange systems, and data security processes

  2. symbolise and explain data interface, structures and specifications; data flow relationships within and between systems; and digital methods of exchanging data

  3. analyse a data exchange problem and information related to data security

  4. determine data exchange system requirements, a security strategy for data, and prescribed and self-determined criteria

  5. synthesise information and ideas to determine selected data, algorithms and coded components of data exchange solutions

  6. generate components of the data exchange solution

  7. evaluate impacts, coded components and a data exchange solution against prescribed and self-determined criteria to make refinements and justified recommendations

  8. 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).pdf
ismg_digital_solutions_ia3.pdf
snr_digital_solutions_19_unit4_ia3_smple_asr_mid (2).pdf
snr_digital_solutions_19_unit4_ia3_video_transcript (1).pdf

External Assessment (EA)

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:

  1. recognise and describe programming elements, components of exchange systems, privacy principles and data exchange processes

  2. symbolise and explain programming ideas, data specifications, data exchange processes, and data flow within and between systems

  3. 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.pdf
snr_digital_solutions_21_ea_mark_guide_pub.pdf
snr_digital_solutions_21_ea_question_response.pdf
snr_digital_solutions_21_ea_stimulus.pdf