Summary of the Project Special Event - 21 Sep to 7 Oct, 2011

I. Understanding the requirements for the ITGS Project

1. The Announcement describing the Special Event

2. Read ITGS Guide pages 56-70

3. Read the Guidance on the appropriateness and complexity of an IT solution for the product

4 Download the TSM and examine the section on Internal Assessment: Project

Examine Project Example 1: Website for Keith Findlater Photography
It is important to look at the unmarked and marked documentation and the product to see how the assessment criteria have been applied taking into consideration the Guidance document.

II. Marking and Discussing Project 1

1. Download Project 1 from one of these sites

2. Record your marks on the Blank Marks Justification Form (see attachment) with:
  • comments how the marks were awarded and
  • recommendations (feedback) that you would provide to the student.

3. Access comments/recommendations in Google docs.

III. Marks and Justification for Project 1

IV Marking Project 2

1. Download Project 2 from one of these sites

2. Record marks on the Blank Marks Justification Form (see attachment under Project 1 below in Day 1) with:
  • comments how the marks were awarded and
  • recommendations (feedback) that you would provide to the students.

3. Comments/recommendations for Project 2 in Google docs.

IV Marks for Project 2

key points ...

1. At what point should the teacher mark the first draft?

I know some ITGS teachers are just beginning the project so I think it is important to present two approaches. Since criteria A through G actually define the process, the teacher can provide feedback either on the entire project at the end (as in the situation you mentioned) or at various stages in development (i.e. after criterion A, after criterion B. on the schedule as planned in the first columns in criterion C, after criterion D, after criterion E and after criterion F).

Feedback on the extent to which the student has met the criteria is only allowed on one draft in either case. Each of the two approaches has advantages and disadvantages.

Feedback on the criteria at each stage means the student receives insights that may improve his approaches on the following criteria. This approach also allows the teacher to manage the products and maintain an overview of the students' projects at key stages of development. It may head-off problems. Also when the product is finished, the student has already received feedback on the draft of the documentation and only needs to make one final edit.

2. How is the word count calculated? To calculate the words you need to do the following:

Criterion A: Initial analysis: Use the word count facility in Microsoft Word

Criterion A: Consultation is not included

Criterion B: Only count the words in the Justification of the solution (the last bit), the rest is in bullet points and does not count

Criterion C: This is in a table and not excessive (there is no explanation etc) so this is not included in the word count

Criterion D: This is in tables and not excessive (there is no explanation etc) so this is not included

Criterion E: Count words that are in extended writing, NOT bullet points, or in tables unless they are extended writing (ie students trying to get around the word count).

Criterion F: Count the words in the extended writing

Criterion F: Consultation is not included

Total words = Initial analysis (Criterion A) + Justification of solution (Criterion B) + Criterion E + Criterion F

3. What is the relationship between criteria B, D and F?

Criterion B: includes a requirements specification that can be used to effectively evaluate the success of the IT solution. What needs to be tested?

Criterion D: must include a test plan that includes the specific test conditions that will test the product (i.e. test data and/or test situations with expected outcomes). What specific tests will be used to test the product?

Criterion F: evaluates the effectiveness of the finished product based on feedback from the client and direct references to the specific performance criteria identified in the requirements specification as part of criterion B. Evidence of the success can be cited from criterion D. To what extent does the product meet both the requirements for the product and also satisfies the test conditions in criteria B and D? Evidence is required from the client and the specific performance criteria in B and D.

4. How do we interpret "processing" in Criterion B comparing the "Hula Commercial" to TSM Example 1 "Keith Findlater Photography"?

Processing (in the Hula Project)

  • Create the commercial using Adobe Premiere.
  • Edit images in Photoshop and import in Adobe Premiere.
  • Import video footage and edit it Adobe Premiere.
  • Use songs from a CD or download from the internet and place in Adobe Premiere.
  • Time the songs to the commercial.
  • Save the project on my USB flash drive. [no mention of the computer hard drive or backup on hard drive here, but under security]
  • Burn onto a DVD for the client.

Processing (in TSM Example 1 Keith Findlater Photography)
  • Clicking on the images to generate a full size image.
  • Clicking on the e‐mail link will generate a blank e‐mail
  • Clicking on menu items to navigate through the website

There are two accepted interpretatons for "processing". The approach in the Keith Findlater Photography was to indicate the processing required when the product it is used. Rightfully, these are implied in the test specifications and perhaps should have been more explicitly stated there.

The Hula Commercial example indicates the processing that is necessary in order to produce the product. In terms of supervising students, I would agree with you that the approach used in the Hula commercial identifies the processes that will need to be used to create the product and then specific performance criteria can be stated to test functionality.

Both approaches will be accepted under processing. Processing in criterion B is also supported by criterion C and criterion D which provides the schedule and actual details of the planning.

5. What do we mean by awarding marks using "Best Fit"?

ITGS teachers and moderators use the criteria along with the principle of "best fit". Best fit means that we find the descriptor which is the "best fit" to the description which the student has provided and allocate that mark.

I think this situation is pointing out why it will be important for ITGS teachers to provide marks and a justification of marks so that the moderator understands not only what marks were awarded, but also why they were awarded.

6. Please read the response to a letter.

Page Manager: Barbara Stefanics