Disclaimer: A mandatory requirement of the Digital Solutions Syllabus is that schools report to parents using an A-E scale. This appears to be at odds with HOW students are assessed (using marks, via Instrument-Specific Marking Guides) so, typically, these A-E indicators will be generated by the school using "cutoffs" applied to numerical grades or percentages. More specifically, we are also being required to further refine these grades into a 15 point scale (A+ .. E-).
It is clear that the QCAA will, also, use cutoff strategies (as schools only supply them with numerical marks derived from application of the 3 ISMGs). The QCAA have stated they will ADD the 3 ISMG marks and ADD that to the External Exam mark, apply some "scaling" and then report back to students and schools directly. Their metric, however, is not yet published and remains an enigma to this point. Presumably the processes/levels they will use will be clarified after they have used them and "calibrated" the results.
This leaves schools in the rather precarious position of devising their own cutoffs without knowing if they align with the QCAA equivalent measures. In the end, schools will always try to do the right thing but please accept our reported standards are OUR best estimate of student achievment. It is also clear that our estimates will improve as the course/procedures settle in and become more universally understood.
Coursework for Year 11 must also be communicated to QCAA as either "Satisfactory" or "Unsatisfactory". This too will be an in-school measure, and will be based on some reasonable "cutoff" of total marks achieved from the 4 planned formative assessment instruments (or more specifically their ISMGs).
A |
The student, in a range of digital technologies contexts, demonstrates: accurate and discriminating recognition and discerning description of elements, components, principles and processes; adept symbolisation and discerning explanation of relevant information, ideas and interrelationships. The student demonstrates insightful analysis of problems and relevant information, astute determination of solution requirements and essential criteria against which to evaluate. The student demonstrates: coherent and logical synthesis of relevant information and ideas to determine possible digital solutions; purposeful generation of components and digital solutions; critical evaluation of impacts, components and digital solutions against essential criteria with discerning refinement and justification of recommendations; discerning decision-making about, and fluent use of, mode-appropriate features, language and conventions for particular purposes and contexts. |
B |
The student, in a range of digital technologies contexts, demonstrates: accurate recognition and effective description of elements, components, principles and processes; methodical symbolisation and effective explanation of relevant information, ideas and interrelationships. The student demonstrates considered analysis of problems and relevant information, logical determination of solution requirements and effective criteria against which to evaluate. The student demonstrates: logical synthesis of relevant information and ideas to determine possible digital solutions; effective generation of components and digital solutions; reasoned evaluation of impacts, components and digital solutions against criteria with effective refinement and justification of recommendations; effective decision-making about, and proficient use of, mode-appropriate features, language and conventions for particular purposes and contexts. |
C |
The student, in a range of digital technologies contexts, demonstrates: appropriate recognition and description of elements, components, principles and processes; competent symbolisation and appropriate explanation of information, ideas and interrelationships. The student demonstrates appropriate analysis of problems and information, reasonable determination of solution requirements and some criteria against which to evaluate. The student demonstrates: simple synthesis of information and ideas to determine possible digital solutions; adequate generation of components and digital solutions; feasible evaluation of impacts, components and digital solutions against criteria with adequate refinement and justification of recommendations; appropriate decision-making about, and appropriate use of, mode-appropriate features, language and conventions for particular purposes and contexts. |
D |
The student, in a range of digital technologies contexts, demonstrates: variable recognition and superficial description of aspects of elements, components, principles or processes; variable symbolisation and superficial explanation of information, ideas or interrelationships. The student demonstrates superficial analysis of problems or information, vague determination of solution requirements and some criteria against which to evaluate. The student demonstrates: rudimentary synthesis of information or ideas to determine possible digital solutions; partial generation of elements of digital solutions; superficial evaluation of impacts, components or digital solutions against criteria; variable decision-making about, and inconsistent use of, mode-appropriate features, language and conventions for particular purposes and contexts. |
E |
The student, in a range of digital technologies contexts, demonstrates: recognition of aspects of elements, components, principles or processes; disjointedsymbolisation or explanation of aspects of information, ideas or interrelationships. The student demonstrates the making of statements about problems, information or solution requirements. The student demonstrates: unclear combination of information or ideas about digital solutions; identification of a change to an idea or a solution; generation of elements of solution components; unclear or fragmented use of mode-appropriate features, language and conventions. |