information processing & technology senior syllabus · information processing & technology...

Information Processing & Technology

Senior Syllabus 2004

To be studied with Year 11 students for the first time in 2005

Information Processing & Technology Senior Syllabus

© The State of Queensland (Queensland Studies Authority) 2004

Copyright protects this work. Please read the Copyright notice at the end of this work.

Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, Australia Phone: (07) 3864 0299 Fax: (07) 3221 2553 Email: [email protected] Website: www.qsa.qld.edu.au job 1545

CONTENTS 1 RATIONALE ..................................................................................................................... 1

2 GLOBAL AIMS................................................................................................................. 2

3 GENERAL OBJECTIVES................................................................................................. 3 Knowledge.................................................................................................................3 Research & development ...........................................................................................3 Attitudes and values...................................................................................................3

4 LANGUAGE EDUCATION STATEMENT ..................................................................... 4

5 COURSE ORGANISATION ............................................................................................. 5 5.1 Time allocation......................................................................................................... 5 5.2 Course overview....................................................................................................... 5

Topics of study...........................................................................................................5 Core and extension.....................................................................................................5 Extension material .....................................................................................................5

5.3 Composite classes..................................................................................................... 6 5.4 Work program requirements..................................................................................... 6

6 LEARNING EXPERIENCES ............................................................................................ 7 Using information technology ............................................................................................ 8 Solving problems................................................................................................................ 8 Collecting and analysing information................................................................................. 9 Communication .................................................................................................................. 9 Collaboration ...................................................................................................................... 9

7 TOPICS OF STUDY........................................................................................................ 10 Introduction..............................................................................................................10 Subject matter ..........................................................................................................10 Learning experiences ...............................................................................................10

7.1 Social and ethical issues ......................................................................................... 11 7.1.1 Introduction ...................................................................................................11 7.1.2 Core subject matter ........................................................................................11 7.1.3 Suggested learning experiences .....................................................................12

7.2 Human–computer interaction ................................................................................. 14 7.2.1 Introduction ...................................................................................................14 7.2.2 Core subject matter ........................................................................................14 7.2.3 Suggested learning experiences .....................................................................16

7.3 Information and intelligent systems........................................................................ 17 7.3.1 Introduction ...................................................................................................17 7.3.2 Subject matter ................................................................................................17 Subtopics..................................................................................................................17 Relational information systems theory and design ..................................................17 Database theory and practice ...................................................................................18 Knowledge discovery...............................................................................................20 7.3.3 Suggested learning experiences .....................................................................21

7.4 Software and system engineering ........................................................................... 22 7.4.1 Introduction ...................................................................................................22 7.4.2 Subject matter ................................................................................................22 Subtopics..................................................................................................................22 Computer systems architecture ................................................................................22 Operating systems and environments.......................................................................23 Algorithm theory and design....................................................................................23 Software programming ............................................................................................24 7.4.3 Suggested learning experiences .....................................................................26

8 ASSESSMENT ................................................................................................................ 28 8.1 Underlying principles of exit assessment ............................................................... 28

Continuous assessment ............................................................................................29 Balance ....................................................................................................................29 Mandatory aspects of the syllabus ...........................................................................29 Significant aspects of the course of study ................................................................29 Selective updating....................................................................................................30 Fullest and latest information...................................................................................30

8.2 Exit criteria ............................................................................................................. 31 Knowledge...............................................................................................................31 Research & development .........................................................................................31

8.3 Suggested assessment techniques ........................................................................... 32 8.3.1 Written tasks ..................................................................................................32 8.3.2 Oral presentations ..........................................................................................33 8.3.3 Tests and examinations..................................................................................33 8.3.4 Practical exercises..........................................................................................33 8.3.5 Projects ..........................................................................................................34

8.4 Planning an assessment program............................................................................ 35 8.4.1 Special consideration .....................................................................................35

8.5 Standards associated with exit levels...................................................................... 36 Knowledge...............................................................................................................36 Research & development .........................................................................................36

8.6 Determining exit levels of achievement ................................................................. 37 8.7 Requirements for verification folio ........................................................................ 38

9 EDUCATIONAL EQUITY ............................................................................................. 39

10 RESOURCES................................................................................................................... 40 Printed material........................................................................................................40 Movies .....................................................................................................................41 Videos ......................................................................................................................41 Websites...................................................................................................................42 Software...................................................................................................................42

COPYRIGHT NOTICE............................................................................................................ 43

1 RATIONALE

Information technology refers to the creation, manipulation, storage, retrieval and communication of information and to the range of technological devices and systems used to perform these functions.

Information Processing & Technology is a course of study that provides students with knowledge, skills, processes and understanding of information technology. It emphasises problem identification and solution rather than the use of specific applications, and is an intellectual discipline that involves a study of information and intelligent systems, software and system engineering, human–computer interaction, and the social and ethical issues associated with the use of information technology.

Information Processing & Technology touches many aspects of human life and finds itself drawing on and being applied to diverse fields of study. Students will be exposed to a variety of intellectual challenges involving distinctive approaches to problem solving, communication and a range of associated practical skills. As a result, the study of this course will contribute in a significant way to the general education of students, whether or not they intend proceeding to further studies or employment specific to information technology. The subject also provides opportunities for the development of the key competencies1 in contexts that arise naturally from the general objectives, learning experiences and subject matter.

This course should prove especially relevant to students by helping them cope with the rapid rate of change associated with information technology and to appreciate its advantages and disadvantages.

1 KC1, Collecting, analysing and organising information; KC2, Communicating ideas and information; KC3, Planning and organising activities; KC4, Working with others and in teams; KC5, Using mathematical ideas and techniques; KC6, Solving problems, KC7, Using technology


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2 GLOBAL AIMS Information Processing & Technology aims to: • develop in students an awareness and understanding of the concepts, practices and

effects of information technology • provide students with a body of knowledge essential to understanding the

interaction between society and new ways of accessing and manipulating information

• equip students with problem-solving skills that allow them to design, develop and evaluate solutions

• develop students’ communication skills in order that they may comprehend and respond effectively using a variety of techniques and media

• encourage students to think critically and purposefully about the uses of information technology

• encourage students to propose and reflect upon possible future uses of information technology

• promote responsible, discriminating and competent use of information technology • foster personal development and social skills conducive to a concern for others,

cooperation in the workplace and self-reliance.


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3 GENERAL OBJECTIVES The general objectives of the syllabus are expressed in terms of: • knowledge, which deals with lower cognitive skills and practical skills • research and development, which deals with higher cognitive skills • attitudes and values.

They should be read in conjunction with the exit criteria Knowledge, and Research & development.

Knowledge

Students should have: • knowledge and understanding of information technology terminology, concepts

and principles (declarative knowledge) • ability to apply these concepts and principles in practice (procedural knowledge).

Research & development

Students should be able to: • analyse problems and/or situations and determine their suitability for solution using

information technology • design, develop and evaluate solutions to problems using information technology • make informed judgments about the interactions between information technology

and individuals, and information technology and society • communicate technical ideas, design concepts, solutions and evaluations to

different audiences, using a range of natural and formal languages.

Attitudes and values

Students should: • appreciate the complex interactions between information technology and

individuals, and information technology and society • recognise and value their potential to become productive participants in the

development of information technology • understand the social, legal and ethical issues related to the use of information

technology • develop responsible attitudes towards the use of information technology • understand the value of working independently and with others.


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4 LANGUAGE EDUCATION STATEMENT

The nature of language used in the field of information technology is complex and demanding. Students learn a variety of language types and are required to perform transformations from one type to another. They need to be aware of the roles and relationships involved in these language interactions. They must strive for accuracy, clarity and ease of understanding, while being sensitive to the purpose and audience for which the material is being prepared.

It is the responsibility of teachers of Information Processing & Technology to develop and monitor students’ abilities to use the types of language appropriate to this subject. Communication takes place in a variety of ways that may include speaking, listening, reading, writing, transfer of data, and representing designs and algorithms graphically.

There are four main types of language involved.

Natural language is used for reading, speaking, writing, listening and thinking about information technology. Skills need to be developed in the following areas: • comprehension — where salient information is gathered from written, oral and

visual sources • composition — where information is presented using appropriate genre, style,

vocabulary, spelling, grammar, syntax and layout.

Formal natural language is used to specify problems and problem solutions at a high level using a tightly defined vocabulary, grammar and syntax.

Graphical representations may be used for problem solving and for the visual representation of knowledge and procedures.

Other formal notations, such as programming languages, are used in implementing problem solutions.

As in other subjects, language is the central means by which teachers teach and students learn. It is the responsibility of teachers of Information Processing & Technology to teach, not only the content, processes and skills of the course, but also to prepare students to be able to cope with the inherent language demands of the subject.

To do this, teachers should plan for the development of their students’ language skills. This responsibility entails monitoring students’ abilities to understand and communicate what they read and hear by using appropriate and effective language to convey meaning clearly.

Assessment needs to take into consideration appropriate and effective use of language by students. Please refer to section 8.3, Suggested assessment techniques, for guidelines designed to assist teachers as they set and mark language tasks.

Students should be encouraged to use language in a meaningful way within realistic contexts where possible. Opportunities should be provided for students to access, process and present information. This information should be presented using a range of genre and media to a known audience.


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5 COURSE ORGANISATION

5.1 TIME ALLOCATION

The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this syllabus is 55 hours per semester.

5.2 COURSE OVERVIEW

Topics of study

The subject matter has been organised into the following topics: Social and ethical issues (SEI) Human–computer interaction (HCI) Information and intelligent systems (IIS) Software and system engineering (SSE).

These topics are detailed in section 7, Topics of study.

It should be recognised that the topics are not necessarily discrete and that parts of one topic may be required in the study of another. The topics Social and ethical issues and Human–computer interaction must be integrated within the other two topics.

Where appropriate, topics should be investigated through the design—develop—evaluate cycle. This approach is outlined in section 7, Topics of study, and section 8.3, Suggested assessment techniques.

Core and extension

Core subject matter is mandatory and occupies 80 per cent of course time. Core subject matter within individual topics is to be covered in the minimum times shown in table 1, Total topics time allocation.

Table 1: Total topics time allocation Topic Mandatory core Social and ethical issues 10% Human–computer interaction 10% Information and intelligent systems 30% Software and system engineering 30%

Extension material

Extension material occupies 20 per cent of course time allocation and must be drawn from the topics Information intelligent systems and/or Software and systems engineering.

It must reflect the intent of the syllabus as outlined in the global aims and general objectives. If more than the minimum time is spent on a topic, extension material must be included. Extension material may expand the scope of the topic or explore core subject matter in more detail.


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The syllabus promotes a wide range of extension material that is neither prescriptive nor exhaustive. Schools should take into account the particular needs and interests of the individual students and the resources available within the school when making decisions about extension material.

Once extension material is determined, core and extension should not be treated as separate entities in the teaching process.

5.3 COMPOSITE CLASSES In some schools it may be necessary to combine students into a composite Year 11 & 12 class. The four topics of study in the Information Processing & Technology syllabus provide teachers with an opportunity to develop a course of study that caters for a variety of circumstances such as combined Year 11 & 12 classes, combined campuses, or modes of delivery involving periods of student-directed study.

The multilevel nature of such classes can prove advantageous to the teaching and learning process because: • it provides opportunities for peer teaching • it allows teachers to maximise the flexibility of the syllabus • it provides opportunities for a mix of multilevel group work, and for independent

work on appropriate occasions • learning experiences and assessment can be structured to allow both Year 11 and

Year 12 students to consider the key concepts and ideas at the level appropriate to the needs of students within each year level.

The following guidelines may prove helpful in designing a course of study: • The course of study could be written in a Year A/Year B format, if the school

intends to teach the same topic to both cohorts. • Place a topic at the beginning of each year that will allow the new Year 11s easy

entry into the course. • Learning experiences and assessment items need to cater for both year levels

throughout the course. Even though tasks may be similar for both year levels, it is recommended that more extended and/or complex tasks be used with Year 12 students.

5.4 WORK PROGRAM REQUIREMENTS A work program is the school’s plan of how the course will be delivered and assessed based on the school’s interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.

The school’s work program must meet all syllabus requirements and must demonstrate that there will be sufficient scope and depth of student learning to meet the general objectives and the exit standards.

The requirements for work program approval can be accessed on the Queensland Studies Authority’s website (www.qsa.qld.edu.au). This information should be consulted before writing a work program. Updates of the requirements for work program approval may occur periodically.


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http://www.qsa.qld.edu.au/

6 LEARNING EXPERIENCES When the learning experiences for this course are being planned, it is recommended that teachers seek to provide a balance and variety of activities within each topic and across the whole course.

In general, learning experiences should: • provide opportunities for students to achieve the general objectives of the syllabus

and the specific objectives derived from them • suit the particular needs, abilities, learning styles and interests of the students • provide opportunities for students to think and work individually and with others in

a cooperative way • be interesting and challenging.

The course should be planned in such a way that students progress from simple to more complex experiences. Increasing demands should be made upon students to collect and analyse information, plan and organise activities, carry out procedures, solve problems, make decisions and judgments, use information technology and communicate the results appropriately and effectively.

Information Processing & Technology lends itself to a “hands on” approach and a significant emphasis on problem solving. A general approach to problem solving is the design—develop—evaluate cycle, which is a derivative of Polya’s general problem-solving cycle: • define the problem • plan a solution • implement the solution • look back.

The design—develop—evaluate cycle can be adapted to the software development cycle and the information literacy cycle. Documentation of all phases is integral to the application of the design—develop—evaluate cycle. The correlations between the terms in each cycle are summarised in the following table.


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Polya’s problem-solving cycle Software development cycle Information literacy cycle

define the problem problem identification problem identification

plan a solution solution specification solution specification, e.g. genre, medium

selection and application of appropriate design methods

selection and application of appropriate research methods

Des

ign

planning of structure of product

Dev

elop

implement the solution implement the design

test for errors

develop the product

check for errors, e.g. errors in fact, spelling, functional grammar

check for flow of communication

Eva

luat

e look back evaluate the product and/or process

evaluate the product and/or process

USING INFORMATION TECHNOLOGY Tasks involving the use of information technology might ask students to: • undertake a critical analysis of a computer system in a commercial, industrial or

educational setting • carry out a critical appraisal of different operating systems to look into their ease of

use and functionality • retrieve information from an existing database through ad hoc queries • explore different types of input and output devices • use an operating system effectively.

SOLVING PROBLEMS Students should gain experience in solving problems in a variety of domains (for example, numerical calculation, text manipulation, sorting, simple data storage, graphics, sound). Such activities could include: • performing critical analysis of a functioning information system in an industrial,

commercial or educational setting • observing, analysing and modifying existing solutions to problems • developing partial and/or complete solutions to problems • developing complete solutions to problems given varying amounts of guidance.


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COLLECTING AND ANALYSING INFORMATION Students should be asked to collect and analyse information from sources such as people, the internet, databases, CD-ROM, textbooks, manuals, brochures and newspaper articles. Opportunities should be given for students to process and present information appropriately and effectively.

Students are expected to collect and analyse data and information from a wide variety of physical, human and electronic sources. Students should be encouraged to reflect on the veracity of collected information, evaluate its relevance to the given task and process it to add cognitive value. Students should use appropriate methods of presentation, referencing and citation.

Students should understand the issues associated with correct use of intellectual property. The relative ease with which someone can locate and copy information then claim it as their own must be taken into consideration when setting unsupervised assessment tasks. Emphasis on the process rather than the final product can ensure learning outcomes are met in research tasks. It is also expected that there will be adequate supervision of students’ progress through tasks.

COMMUNICATION Communication is an integral part of information technology. The course should provide opportunities for students to develop techniques which encourage them to make informed judgments and teachers should encourage learning styles that involve social interaction and presentation using various media.

Activities for collecting and analysing information and communicating the findings could involve: • developing and publishing a planning document • producing a specification document for an information system • collecting, summarising and analysing information for a particular purpose • structured discussions • presenting seminars • developing non-linear presentations such as hypertext documents or webpages • responding to structured questions requiring a range of cognitive responses from

comprehension, to the more advanced responses of analysis and evaluation • performing role-plays to provide a simulated context in which students are required

to take the part of characters who may have opinions that differ from their own, for example hypothetical format, decision-making format.

COLLABORATION Working as interdependent team members is especially important in information technology industries. As part of the learning environment, teachers should encourage teamwork so that students gain experience in working collaboratively, planning enterprises, managing time and resources and learning how to manage this process. Project work is an ideal vehicle for such learning experiences.

Due care and attention will need to be given in assessment that involves teamwork to ensure that the developmental process and the final product are assessed. Objective and subjective measures of group participation, including self- and peer-assessment, should be used when apportioning individual credit. These methods must be transparent.


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7 TOPICS OF STUDY The topics of study are: Social and ethical issues (SEI) Human–computer interaction (HCI) Information and intelligent systems (IIS) Software and system engineering (SSE).

The following diagram represents the interactions between the topics.

Human–computer interaction

Social and ethical issues

Info

rmatio

nan

din

telligen

tsy

stems

Softw

arean

dsy

stemen

gin

eering

Each topic is presented under three subheadings: Introduction, Subject matter, and Learning experiences.

Introduction The introduction provides an overview of the topic as it is approached in the syllabus.

Subject matter The subject matter of the topic, from which specific objectives should be derived, is outlined under this subheading. This subheading covers either core subject matter only, or core and extension subject matter. Core subject matter is indicated for the topics Social and ethical issues and Human–computer interaction. Both core and suggested extension material are indicated for the topics Information and intelligent systems and Software and system engineering. While the core is mandatory, the suggested extension material is neither prescriptive nor exhaustive. Extension work may either expand the scope of the topic, or treat the subject matter in greater depth.

Learning experiences The Learning experiences subheading contains some learning experiences that may be effective in presenting the subject matter of the topic.


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7.1 SOCIAL AND ETHICAL ISSUES

7.1.1 Introduction

The aim of this topic is to help students develop an appreciation and understanding of the impact that developments in information technology have on themselves and communities worldwide.

Many of the issues to be discussed in this topic are open to debate. It is important to provide a flexible approach in a variety of formats, focusing in particular on activities that acknowledge that judgments made about such issues are value-based.

A true appreciation of the social and ethical issues will depend on knowledge gained from other sections of this course. This topic must be integrated within Information and intelligent systems and Software and system engineering.

To make valid judgments about social and ethical issues, students should be able to collect information from a variety of sources, analyse it and use it as a basis to form opinions. Opinions need to be critically evaluated, compared with other opinions and expressed in a variety of ways. The communication of ideas and information in a variety of genres is critical to an effective coverage of this topic.

7.1.2 Core subject matter

The following should be explored: • appropriate terminology used when discussing this topic • social and ethical issues as identified in the list of suggested issues • differences between morals, ethics and laws in our society.

Students should be able to: • analyse the ideas and arguments of others • suggest methods of minimising problems expected in particular circumstances • distinguish fact from opinion • recognise rational and irrational arguments • select and sequence material to defend a point of view • express ideas logically in oral and written forms • make informed judgments about the effects of the use of computers in our society.

This topic should be explored using a variety of the following suggested issues.

Privacy and security • backup systems (security) • data integrity, data security • freedom of information • mailing lists, spam • power of search facilities on massive databases • unauthorised access • “big brother” concept, including monitoring of work habits; content and control of

information in databases • issues associated with physical and logical security of computer systems.


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Legal issues • copyright and intellectual property • distribution of software — freeware, shareware, open-source, licensing • accountability, responsibility for damage to property and/or people caused by

inadequate or faulty software • software theft (piracy) and the responsibilities of software developers and retailers

as well as users and purchasers • monopolies, the nature of competition in the software industry • malicious code, e.g. viruses and worms.

Equity and accessibility • information technology for people with a disability • impact of voice recognition and speech synthesis • easier access to information through formal natural language • the application of standards in the manufacture, operation and management of

computer systems • communication using visual images and hypertext and its effect on reading and

writing • ergonomics and health issues.

The internet • content and control of information on the World Wide Web • e-business, e-banking • power of search facilities on the World Wide Web • veracity of information • spamming • cookies • cryptography • pop-ups.

Other issues • the effect of computers on employment, e.g. creation of new employment

opportunities; automated processes and their impact on unemployment; redundancy in professional and clerical occupations

• professional practice, e.g. remote robotic surgery • reliability of automated expert systems for diagnosis • make predictions about the future uses of information and communication

technologies.

7.1.3 Suggested learning experiences

The Social and ethical issues topic provides the opportunity to develop techniques that encourage students to make informed judgments and to use a learning style that involves social interaction and oral presentation as well as the usual activities of reading and writing. The use of such methods may provoke student interest and increase motivation.


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Strategies that may be explored include: • discussing, with the emphasis on expressing opinions and sharing information • completing worksheets, with structured questions requiring a range of cognitive

responses, from comprehension to the more advanced responses of analysis and evaluation

• role-playing, to provide a simulated context in which students are required to take the part of characters who may have opinions that differ from their own; for example hypothetical format, decision-making format

• solving ethical or moral questions, to encourage students to develop ethical reasoning

• presenting scenarios, to help students discriminate between facts and opinions • undertaking collaborative projects, to encourage students to work in teams inside

and outside the classroom • researching, to encourage students to draw upon a wide range of sources • analysing and criticising predictions made about the future uses of computers and

the effects on society of those developments.

Stimulus material may be obtained from sources such as videos, media reports, cartoons and electronic communications.


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7.2 HUMAN–COMPUTER INTERACTION

7.2.1 Introduction

We are surrounded by many interfaces to technological systems, and to information systems in particular. These interfaces are often ubiquitous and thus difficult to investigate. However, they greatly affect how humans come to understand the workings of information and communication technology systems and the ways they communicate with these systems. Poor interface design is also quite evident, but these failures may provide starting points for investigations by students. A student might respond to the frustration of poor design (e.g. a form on a webpage acting as an interface to an online ordering system) to research, design and implement a better solution.

This topic is similar to Social and ethical issues in that it is approached contextually within Information and intelligent systems and Software and system engineering. Since most student productions in information systems and software engineering will involve interaction with people as clients, it is a topic that can be returned to frequently.

The major aims of this topic are for students to: • know about different types of interfaces and some fundamental terms used in the

description of human–computer interaction • understand that interfaces stand as layers (or “abstraction barriers”) to assist in the

interaction between people and computers • understand that interfaces should, at different times, be approached from different

perspectives (e.g. user, designer, programmer, hardware engineer) • appreciate the value of good interface design in effective human and computer

interaction • recognise the fundamental importance of user-centred design when building new

interfaces • elicit principles of good interface design to be incorporated in their own

productions.

7.2.2 Core subject matter

The following should be explored: • differences in human cognitive performance and the logical operation of

computers, including: − a comparison of natural and formal languages − speed and accuracy of computation and decision making − dealing with uncertainty, ambiguity and errors

• interfaces exist not only between a user and a computer system, but between programming elements (e.g. routine–subroutine communication), applications (e.g. protocols over a network) and hardware (e.g. physical and signal standards)

• user interfaces − provide barriers that hide distracting computational complexity − induce mental models (images) that help in visualising internal data operations

and states − embody the external schema of information systems


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• the classification of various input–output devices and associated techniques for interaction

• types of interfaces to everyday devices and to computational systems, including: − physical interfaces (e.g. buttons on a remote control to an entertainment system

or controls and indicators in a car) − command-line interfaces (evident in systems such as operating systems, query

languages or TCP/IP applications) − simple text-based, cascading menu systems − graphical user interfaces (including aspects of object representation, event

triggers and management, dialogues using common widgets, representations of internal states, the desktop metaphor and common standards between GUI applications)

− adaptive interfaces (e.g. context-sensitive help, themes, menu-item hiding) − systems that use speech and handwriting recognition

• principles of user-centred design: − design errors such as clutter, embellishment and interference − assessing the fitness of an interface with user-centred criteria − usability − accessibility, accommodating for special needs including legal aspects and

standards, verification of standards. − using style guides.

The students should be able to: • categorise physical and various computational interfaces • judge and explain the fitness of physical and computational interfaces from a user’s

view • design prototype interfaces that conform to given guidelines and standards • develop interfaces to information and computational systems that implement

external schema features • conduct usability tests for interfaces that are given and that they construct,

including: − identifying clients and the tasks they perform − planning interface testing with test clients and scenarios − implementing iterative and informed interface development − assessing the impact of user interfaces on behaviour

• explore emergent approaches and technologies − ubiquitous computing − intelligent agents − computer-supported cooperative work − virtual reality environments

• employ user interface toolkits in programming • parse commands in a command-driven interface • use timing metrics and think-aloud protocols in usability testing.


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Strategies that may be explored include: • within the other topics, providing students with a working “back-end” application

(with either primitive or no interface elements) and ask them to design and implement a user interface for it; for example, a working database system that requires forms and reports or a simple game that requires real-time interaction

• asking students to conduct a technical evaluation of an interactive website using some generally accepted interface design criteria

• designing and building hypertext documentation as a structured and interactive document

• redesigning poor interfaces through the identification of deficiencies including: − analysis: do we know who the users are, and what they need? − design: does the interface give the users what they wanted in a useable fashion? − implementation: was design embodied faithfully or was it sidetracked to satisfy

programming constraints? − technical: does the interface respond quickly, clearly and consistently?


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7.3 INFORMATION AND INTELLIGENT SYSTEMS

7.3.1 Introduction

This topic introduces a formal model to describe the architecture of information and intelligent systems, presents methods for developing these systems, and allows students to implement these to produce working information and intelligent systems. The emphasis placed on the design and implementation of information and intelligent systems requires that good speaking, listening and writing skills be developed.

The differences between the terms data, information, knowledge and wisdom should be explored. The distinctions between these components will facilitate the association of this topic with social and ethical issues.

7.3.2 Subject matter

Subtopics • Relational information systems theory and design • Database theory and practice • Knowledge discovery

Relational information systems theory and design

Subject matter

Core

The following should be explored: • data, information, knowledge and wisdom, and the differences between the terms

as they apply to information and intelligent systems • external, logical, conceptual and physical views of information systems • a classification system for different types of information systems (for example,

network, hierarchical, relational, object-oriented, object-relational, multimedia, spatial, temporal and textual)

• the relational perspectives of information systems, i.e. relational systems in contrast to and in comparison with other systems; relations (tables) including rows, columns, keys (primary, secondary and foreign), nulls and views; the creation of relational tables within a database management system

• physical and logical data independence • system security and integrity • the concept of data integrity and its maintenance • security and privacy in information systems • design issues relating to information systems including data dependence,

redundancy, performance, optimisation and total cost of ownership • a process-oriented analysis method such as data flow diagrams (DFD) which

include data source, data flow, process and data store • a fact-oriented design method such as object role modelling (ORM), entity

relationship (ER) modelling, or unified modelling language (UML) including


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entities, relationships, constraints (e.g. uniqueness, necessity, cardinality, frequency, equality, exclusion, subset and subtype), derivation rules and assumptions

• table normalisation • the steps of the development cycle for the production of an information system,

namely, identification, conceptualisation, formalisation, implementation, testing, evaluation, documentation and specification documentation.

Students should be able to: • determine whether a computerised information system would be suitable in a

particular situation • identify redundancy and performance issues in an information system • explain the relationship between external, logical, conceptual and physical views • work through all stages of the chosen fact-oriented design method • derive table definitions • apply the chosen process-oriented analysis method • create, document and evaluate a working information system.

Suggested extension

The following could be explored: • compare chosen design/analysis methods with alternatives, e.g. ORM, ERM, DFD,

UML • reverse-engineer an existing information system to extract the conceptual design • investigate the design of non-relational information systems.

Database theory and practice

Subject matter

Core

The following should be explored: • terminology such as retrieval, insertion, deletion and modification • data definition concepts, including:

− table and column names (including dot notation) − column data types − defining tables − populating a table with data

• data manipulation using Structured Query Language (SQL), including − analysing requests for information in order to recognise the type or types of

query required − retrieval from one or more columns in one table − retrieval from one or more columns based on some selection criteria − sorting data based on one or more columns − the use of logical, arithmetic and relational operators to build the relevant

selection criteria − predefined functions such as maximum, minimum, average and number of

elements in a column


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− predefined functions on subsets of the table produced by grouping data − retrieval from more than one table, based upon the logical joins associated with

the relational model − retrieval where subqueries are required − updating selected records − formatting the output from queries.

Students should be able to: • investigate and interrogate online databases • construct and populate tables in a relational database using appropriate data types

for columns in tables • given a database, formulate queries that list all information in a table; perform a

projection on a table; select rows conforming to a given condition; list a result table in a given order; use subqueries to select information from one table that is dependent on conditions in a table, query or other data source; select information in a given subrange; select information from combined sources using joins; and use the provided functions and operators

• update selected records • format the output of a query.

Suggested extension

The following could be explored: • data retrieval (querying) and presenting information in a system using a relational

language, including − data retrieval where relational union, intersection, minus or division are

required − correlated subqueries and any other relational operations easily formulated in a

database language − database queries using a combination of the above

• relational algebra concepts and set theory • query by example (QBE) • use scripting languages to extract and display data • write procedural code to supplement the built-in functionality of the database

management system • read, interpret and write complex queries • create online database solutions.


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Knowledge discovery

Subject matter

Core

The following should be explored: • concepts of artificial intelligence

− a brief history of artificial intelligence − an overview of elements of artificial intelligence, e.g. knowledge representation,

machine learning − philosophical issues surrounding intelligent systems and attempts to model

human behaviour and intelligence, such as the Turing test • knowledge-based systems (in particular, rule-based) including:

− the general nature of knowledge-based systems and how they differ from an information system

− some areas of application of knowledge-based systems and the major types of existing systems

− the general properties of rule-based systems − the characteristics and components of rule-based systems − the difference between a fact and a rule − how rules aid in inference − knowledge base design, e.g. decision trees, decision matrices − that rule-based systems can justify their own reasoning and conclusions and the

importance of this feature − some of the limitations and problems involved with systems

• the existence and application of specialised programming languages, e.g. Prolog, LISP

• simulation of human attributes and biological systems: − vision − speech − voice recognition − natural language processing − movement and gesture, e.g. robotics and avatars − pattern matching and learning − genetic algorithms.

The students should be able to: • interrogate a rule-based system • create a decision tree and/or decision matrix using a familiar situation • obtain rules suitable for use in a knowledge-based system from a given decision

tree • implement a decision tree and/or decision matrix using a knowledge-based system

shell • explain the functions of — and relationships between — the components of a

knowledge-based system • distinguish between a fact and a rule • trace the logic of the inference engine of a knowledge-based system during a

consultation.


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Suggested extension

The following could be explored: • neural networks

− components, learning and structure − training and testing for a specific purpose − applications

• inference engines − applications − deductive databases − learning decision trees (inductive machine learning) − comparison with rule-based systems

• the difference between forward and backward chaining techniques • links between Prolog and the concepts of ORM.


In this topic, Information and intelligent systems, there should be an emphasis on project planning and group work. Strategies that may be explored include: • retrieving information from an existing database through ad hoc queries and the

production of formal reports • developing and publishing a planning document, incorporating sections on general

problem description, objectives, strategies for solving the problem, partitioning the tasks and developing timelines

• performing a critical analysis of a functioning information system in an industrial, commercial or educational setting

• producing a specification document for an information system • producing working information systems • designing and implementing knowledge-based systems and neural networks • using and evaluating natural language query tools • investigating applications of emulation of human attributes • identifying and using online database resources.


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7.4 SOFTWARE AND SYSTEM ENGINEERING

7.4.1 Introduction

This topic involves the study of software development and computer systems. Students will gain some expertise and skills in the design, development and evaluation of computer programs that solve practical problems. Students will also gain knowledge of computer systems architecture and operating systems.

7.4.2 Subject matter

Subtopics • Computer systems architecture • Operating systems and environments • Algorithm theory and design • Software programming

Computer systems architecture

Subject matter

Core

This subtopic encompasses how computers and computer systems are organized, designed, and implemented. An introductory study of how processors and memory may be configured to form different computer architectures is also examined. It is essential that the emphasis be placed on the system architecture rather than at the component level.

The following should be explored: • processors • memory • von Neumann architecture • von Neumann bottleneck • non– von Neumann architecture • the design issues related to the specification of a computer system to meet

particular needs such as functionality, ease of use, cost, number of users, performance, standards.

This subtopic also includes a general discussion of communication technologies leading to an understanding of the purpose and function of Local Area Networks (LAN) and Wide Area Networks (WAN).

The following should be examined at an introductory level: • local-area networks, e.g. star networks • wide-area networks and distributed systems including the internet • basic communication protocols.


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Suggested extension

The following could be explored: • Boolean logic and logic gates • systems administration and management • systems security (e.g. firewalls).

Operating systems and environments

Subject matter

Core

This subtopic involves a brief analysis of the software that a computer system uses to manage its resources.

The following should be explored: • types of application software • types of operating systems available including multi-user, multitasking and single-

user systems • the functionality of one type of operating system • peer-to-peer and client-server networks • security requirements for a network.

Suggested extension

The following could be explored: • systems integration — cross-platform communication • effective use of other operating system(s) • the management role of a systems administrator in a multi-user system • systems security.

Algorithm theory and design

Subject matter

Core

A number of procedural or algorithmic design systems are available. No particular system is specified in this syllabus, but students should acquire skills in at least one formal design system.

Students should be made aware that an algorithm: • results from mapping a specification to a process • may operate on a number of sets of data • is largely independent of the programming language in which it is eventually

implemented • involves a finite number of steps • consists of processes operating on data structures • the general principles of algorithm design such as top-down design and modularity.


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Students should be introduced to the basic elements of algorithms: • assignment of a value to a variable • procedure call (invocation of another algorithm) • skip (specifying that nothing be done).

The standard algorithm composition rules (corresponding to programming language control structures) should be covered. These are: • sequence (steps are carried out in sequential order) • selection (choice of one element from a number of elements) • iteration (repetition of an element).

Students should be able to: • use an algorithm design/description system or method • define a problem clearly • specify a problem solution • design and describe an algorithm that solves a given problem • design well structured, modular algorithms.

Suggested extension

The following could be explored: • recursion (definition of an element in terms of itself) • other algorithm design methods • encryption • data compression • search techniques.

Software programming

Subject matter

Core

A number of programming languages and development environments are available. No particular system is specified in this syllabus. Students should, however, acquire skills in at least one implementation system. Any programming language or development environment may be used, provided it covers the core subject matter of this subtopic. An event-driven implementation environment is not mandatory but is recommended. Students should gain experience in solving problems in a variety of domains. It is a requirement that students be involved in at least one exercise involving the complete software development process from determination of user requirements through analysis, design and implementation to evaluation.

There are several programming methodologies currently used in software development. Three commonly used methodologies could be described as procedural, functional and object-oriented programming (OOP). These methodologies have been implemented in a variety of languages. In Information Processing & Technology, treatment of procedural design and implementation is mandatory.

Students should be made aware that programming languages are the tools used to


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build application and system software. The variety of programming languages should be mentioned with an emphasis that, in general, each language has been optimised to support a particular design methodology or undertake a specific genre of tasks. The concept of “generations of languages” should be mentioned. This area can be further developed in the Information and intelligent systems topic.

Students should learn how to implement sequence, selection, iteration (definite and indefinite), modularity (procedures and functions). They will also need to become familiar with common data types and data structures. These may vary with the chosen programming language but will include data types to represent real and integer numbers, single and multiple character strings, and data structures including variables, arrays and text files.

Students should produce software using the Software Development Cycle.

Problem definition

In software development it is important to precisely and concisely define the problem to be solved. Students should gain some experience in this process. It should be emphasised that time can be wasted if the wrong problem is solved, no matter how well or elegantly.

Solution specification

Students should learn the fundamentals of specifying a solution. The specification should describe what the program will do, rather than how this will be achieved. It should include at least the objectives, the proposed input to and output from the program and an itemisation of what documentation will be provided. Students should be made aware of the importance of providing an appropriate user interface when writing software to be used by other people. Some specification of this could be included here. Students should be made aware that a specification may become a legal contract between a software developer and a client.

Algorithm design

Solving a problem using a procedural language necessarily involves designing an algorithm or, if an event-driven system is used, a number of separate algorithms. Ideally the algorithm is derived from the specification alone.

Algorithm implementation

Students should be encouraged to produce programs that are: • well structured • modular (use procedures and functions) • use meaningful identifiers for variables and modules • use appropriate formatting, e.g. indentation • well documented internally by the use of suitable comments • easy to use, with clear instructions and well-designed screens.

Program testing

Students should learn the importance of thorough testing of a program. Programs should be tested in a variety of situations using a number of different sets of data.


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Evaluation of the program

Students should learn the importance of, and fundamental techniques for, evaluating a program or system. Evaluation should be in terms of the objectives described in the specification and might also make judgments about performance, reliability and ease of use. Ideally evaluation will include testing by the client(s), or at least people other than those who developed the system.

Suggested extension

The following could be explored: • use static structures such as records, user-defined types, objects • use dynamic structures such as sets, binary files, lists, trees and pointers • enhance the interactivity of a webpage using a client-side scripting language • use a server-side scripting language, providing web service functionality • use the control language in a multimedia-authoring program, providing enhanced

interactivity over and above built-in drag-and-drop functionality • create web-executable programs using public class libraries • create network-aware applications that are able to interchange data from host to

host • use a platform game authoring program to code aspects of a computer game • use graphics language features for both hardware and software rendering of images

(e.g. DirectX, PNG, OpenGL) • use other types of programming paradigms, such as functional (e.g. LISP, Haskell),

declarative (e.g. Prolog), and object-oriented (e.g. Java, Smalltalk) • develop software using a non-procedural methodology • develop printed manuals and “online” help systems.


The teaching of this subtopic lends itself to a “hands on” approach and students should be exposed to a number of different computing environments. Strategies that may be explored include:

• experiencing many different types of input and output devices • specifying and costing a computer system for the student’s personal use. • interacting with a variety of operating systems • carrying out a critical appraisal of different operating systems to look into their

ease of use and functionality • using an operating system effectively • investigating industry standards and applications • interviewing a LAN administrator from within the school or local community,

asking that person about their responsibilities • using the information literacy cycle to produce a report on an existing system • undertaking a comparative study of the function of different classes of software • solving a variety of problems


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• interacting with a simple environment which implements algorithms • role-playing algorithms to check correctness • observing, analysing, modifying, testing, evaluating and/or documenting existing

solutions • developing partial solutions, possibly concentrating on only one of the three phases

or completing all three phases for only part of a proposed system or program • developing complete solutions to simple problems given varying amounts of

guidance • making a brief comparative study of the different types of application software

available including word processors, spreadsheets, database management systems, communication software, development environments and any others that have local importance or support other aspects of the syllabus

• producing a report that evaluates an existing system.


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8 ASSESSMENT The purposes of assessment are to provide feedback to students and parents about learning that has occurred, to provide feedback to teachers about the teaching and learning processes, and to provide information on which to base judgments about how well students meet the general objectives of the course. In designing an assessment program, it is important that the assessment tasks, conditions and criteria are compatible with the general objectives and the learning experiences. Assessment then is an integral aspect of a course of study. It can be formative or summative. The distinction between formative and summative assessment lies in the purpose for which that assessment is used.

Formative assessment is used to provide feedback to students, parents, and teachers about achievement over the course of study. This enables students and teachers to identify the students’ strengths and weaknesses so students may improve their achievement and better manage their own learning. The formative techniques used should be similar to summative assessment techniques, which students will meet later in the course. These provide students with experience in responding to particular types of tasks, under appropriate conditions. So that students can prepare for assessment tasks it is advisable that each assessment technique be used formatively before being used summatively.

Summative assessment, while also providing feedback to students, parents and teachers, provides cumulative information on which levels of achievement are determined at exit from the course of study. It follows, therefore, that it is necessary to plan the range of assessment techniques and instruments/tasks to be used, when they will be administered, and how they contribute to the determination of exit levels of achievement. Students’ achievements are matched to the standards of exit criteria, which are derived from the general objectives of the course. Thus, summative assessment provides the information for certification at the end of the course.

8.1 UNDERLYING PRINCIPLES OF EXIT ASSESSMENT The QSA policy on exit assessment requires consideration to be given to the following principles when devising an assessment program for the two-year course of study: • Information is gathered through a process of continuous assessment. • Balance of assessments is a balance over the course of study and not necessarily a

balance over a semester or between semesters. • Exit achievement levels are devised from student achievement in all areas

identified in the syllabus as being mandatory. • Assessment of a student’s achievement is in the significant aspects of the course of

study identified in the syllabus and the school’s work program. • Selective updating of a student’s profile of achievement is undertaken over the

course of study. • Exit assessment is devised to provide the fullest and latest information on a

student’s achievement in the course of study.

These principles are to be considered together and not individually in the development of an assessment program. Exit assessment must satisfy concurrently the six principles associated with it.


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Continuous assessment

The major operating principle is “continuous assessment”. The process of continuous assessment provides the framework in which all the other five principles of balance, mandatory aspects of the syllabus, significant aspects of the course, selective updating, and fullest and latest information exist and operate.

This is the means by which assessment instruments are administered at suitable intervals and by which information on student achievement is collected. It involves a continuous gathering of information and the making of judgments in terms of the stated criteria and standards throughout the two-year course of study.

Decisions about levels of achievement are based on information gathered, through the process of continuous assessment, at points in the course of study appropriate to the organisation of the learning experiences. Levels of achievement must not be based on students’ responses to a single assessment task at the end of a course or instruments set at arbitrary intervals that are unrelated to the developmental course of study.

Balance

Balance of assessments is a balance over the course of study and not necessarily a balance within a semester or between semesters.

Within the two-year course for Information Processing & Technology it is necessary to establish a suitable balance in the general objectives, assessment techniques and instruments/tasks, conditions and across the criteria. The exit criteria are to have equal emphasis across the range of summative assessment instruments. The exit assessment program must ensure an appropriate balance over the course of study as a whole.

Mandatory aspects of the syllabus

Judgment of student achievement at exit from a two-year course of study must be derived from information gathered about student achievement in those aspects stated in the syllabus as being mandatory, namely: • the general objectives of Knowledge, and Research & development and • the four topics of study, Social and ethical issues, Human–computer interaction,

Information and intelligent systems, and Software and system engineering.

The exit criteria and standards stated in sections 8.2 and 8.5 must be used to make the judgment of student achievement at exit from the two-year course of study.

Significant aspects of the course of study

Significant aspects refer to those areas in the school’s course of study selected from the choices permitted by the syllabus. Significant aspects can complement mandatory aspects or be in addition to them. They will be determined by the context of the school and the needs of students at that school to provide choice of learning experiences appropriate to the location of the school, the local environment and the resources available.

The significant aspects must be consistent with the general objectives of the syllabus and complement the developmental nature of learning in the course over two years.


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Selective updating

In conjunction with the principle of fullest and latest information, information on student achievement should be selectively updated throughout the course.

Selective updating is related to the developmental nature of the two-year course of study and operates within the context of continuous assessment. As subject matter is treated at increasing levels of complexity, assessment information gathered at earlier stages of the course may no longer be representative of student achievement. The information therefore should be selectively and continually updated (not averaged) to accurately reflect student achievement.

The following conceptions of the principle of selective updating apply: • A systemic whole subject-group approach in which considerations about the whole

group of students are made according to the developmental nature of the course and, in turn, the assessment program. In this conception, developmental aspects of the course are revisited so that later summative assessment replaces earlier formative information.

• An act of decision making about individual students — deciding from a set of assessment results the subset which meets syllabus requirements and typically represents a student’s achievements, thus forming the basis for a decision about a level of achievement. In the application of decisions about individual students, the set of assessment results does not have to be the same for all students. However, the subset which represents the typical achievement of a student must conform to the parameters set in requirements for verification folios.

Selective updating must not involve students reworking and resubmitting previously graded assessment tasks. Opportunities may be provided for students to complete and submit additional tasks. Such tasks may provide information for making judgments where achievement on an earlier task was unrepresentative or atypical, or there was insufficient information upon which to base a judgment.

Fullest and latest information

Judgments about student achievement made at exit from a school course of study must be based on the fullest and latest information available. This information is recorded on a student profile.

“Fullest” refers to information about student achievement gathered across the range of general objectives. “Latest” refers to information about student achievement gathered from the most recent period in which the general objectives are assessed. As the assessment program in Information Processing & Technology is developmental, fullest and latest information will most likely come from Year 12.

Information recorded on a student profile will consist of the latest assessment data on mandatory and significant aspects of the course, which includes the data gathered in the summative assessment program that is not superseded.


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8.2 EXIT CRITERIA The following criteria must be used when making judgments about student achievement: Knowledge, and Research & development.

Assessment tasks should be designed to allow students to demonstrate their ability across all dimensions of the criteria. It is not necessary for each assessment task to address every dimension, but all dimensions should be represented in assessment data that contribute to the award of exit levels of achievement. Each dimension need not have the same emphasis placed upon it in each topic. Refer to the statement on balance in section 8.1.

Knowledge

Declarative knowledge involves the recall and understanding of facts, terminology, methods, basic concepts and principles.

Descriptive terms may include: define, describe, identify, label, list, match, name, select, state, explain, give examples.

Procedural knowledge requires students to demonstrate application of declarative knowledge in situations that have been rehearsed or are significantly similar to situations previously encountered. It includes the use of correct functional grammar (syntax), spelling and vocabulary.

The skills required to perform the task are evident in the task outline.

Descriptive terms may include: apply, convert, encode, interpret, translate, generate, operate.


Analysis emphasises the breakdown of material into constituent parts and the detection of the relationships between the parts. It involves the recognition of implied assumptions, of fallacies in reasoning, and the organisational structure of a piece of work.

Analysis is an aid to a fuller comprehension. It is also a prelude to an evaluation of material. Analysis includes the ability to distinguish fact from hypothesis or inference, relevant from extraneous, dominant from subordinate.

Descriptive terms may include: break down, categorise, classify, discriminate, distinguish, identify, separate, subdivide, trace, determine constraints.

Synthesis can be defined as the putting together of elements to form a whole. It is a process of working with elements, and combining them in such a way as to constitute a pattern or structure that was not clearly there before.

Synthesis provides for creative behaviour, although not completely free creative expression, since the work is done within limits set by particular problems, materials, or some theoretical and methodological framework. Synthesis may involve the integration of learning from different areas into a plan for solving a problem.

Descriptive terms may include: assemble, combine, compile, construct, devise, design, generate, modify, organise, plan, propose, reconstruct, reorganise, revise.

Evaluation may involve the appraisal of ideas, works, solutions, methods and


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materials using appropriate criteria such as accuracy, efficiency, effectiveness, economy, equity or legality. Appraisals may be either quantitative or qualitative. The criteria may be determined by the student or prescribed.

Evaluation may also involve the ability to use evidence in making judgments about the extent to which alternative ideas, viewpoints, proposals and solutions to a problem are appropriate, effective or satisfying.

Descriptive terms may include: appraise, assess, compare, conclude, contrast, criticise, discriminate, evaluate.

Communication is a process that involves the effective comprehension and representation of technical ideas, design concepts and evaluations.

It involves the use of active listening, effective reading, observation, logical organisation of subject matter, appropriate vocabulary, format and layout. The medium used may be written, oral or visual. The choice of media, language and format should be appropriate to the task and audience (both human and machine) for which the material is prepared.

Descriptive terms may include: comment, convey, explain, express, document, illustrate, draw, clarify.

8.3 SUGGESTED ASSESSMENT TECHNIQUES Assessment of student achievement should not be seen as a separate entity, but as an integral part of the developmental learning process and should reflect the learning experiences of the students. An effective course of study includes a variety of learning experiences, and therefore a range of assessment techniques needs to be employed in gathering assessment data.

8.3.1 Written tasks

Written responses are particularly useful in tasks involving “open” questions, that is, those having a range of possible answers. They can be used to assess the declarative and procedural knowledge of Knowledge, as well as the higher cognitive skills of analysis, synthesis, evaluation and communication incorporated in Research & development.

Written tasks may require: • short responses (fewer than 600 words) • extended responses ( at least 600 words).

These short and extended responses could include the following forms: analytical expository essays, reports, documentation, letters to the editor, newspaper articles, research assignments, book reviews, presentations.

Stimulus materials for writing tasks should come from a broad range of both online and traditional print resources.

Responses may be presented in various media, including paper-based text, screen-based text or multimedia presentations. The language demands throughout the course should be identified and appropriate strategies devised to ensure that students convey meaning appropriately and effectively in order to satisfy the communication dimension.


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Written tasks could be used to determine student achievement in Knowledge, and/or Research & development.

8.3.2 Oral presentations

These can occur in a range of situations, including one-to-one and small group presentations, individual presentations to a large group (seminars), debates and simulations of hypothetical situations.

The length and degree of complexity of oral presentations would be expected to increase as students progress through the course of study. Preferably, oral presentations should be accompanied by visual or other aids to enhance the presentation.

Oral techniques can be used to assess both criteria. An oral presentation can encompass not only the knowledge-related dimensions but also demand the higher cognitive skills of analysing, synthesising and drawing conclusions or making judgments using appropriate criteria such as those required in evaluation and communication.

They may include seminars, debates, interviews, reports and hypotheticals.

Any assessment items that do not have a hard copy of student product should be supported by students’ notes and detailed criteria sheets.

Oral presentations could be used to determine student achievement in Knowledge, and/or Research & development.

8.3.3 Tests and examinations

Tests and examinations could include both “closed” questions (those to which there is a limited or precise response) and “open” questions (for which a range of answers is possible). They are conducted under supervised conditions and involve students working individually. Various other conditions could apply such as “open book”. Conditions must be clearly stated to students.

The following could be used in tests and examinations: multiple choice, definition of terms, questions requiring short answers or paragraph responses, matching/classification, extended responses, drawing diagrams.

Tests and examinations are appropriate for assessing student ability to design algorithms.

Tests and examinations could be used to determine student achievement in Knowledge, and/or Research & development.

8.3.4 Practical exercises

Practical exercises may take a variety of forms, such as online querying of relational databases; coding of algorithms; interrogation or implementation of expert systems; using operating systems; evaluating the usability of a user interface; conducting user tests of a prototype with clients; presenting documents such as database reports and software code; presenting software products, screen designs; practical demonstrations; designing, developing and evaluating a product to meet determined specifications.

Practical exercises could be used to determine student achievement in Knowledge, and/or Research & development.


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8.3.5 Projects

Projects involve the application of problem-solving techniques to cater for particular needs. Time management and an appreciation of what can realistically be achieved in the given time is inherent in project planning.

Projects may include software development or case studies. Software development will have a product that is a piece of software developed for a particular purpose whereas a case study involves an in-depth investigation of an existing system to determine its appropriateness for particular purposes and audiences. The following approach to undertaking a project is an expansion of the design—develop—evaluate cycle.

Phase Brief description of what the phase encompasses

Assessment dimensions typically covered

Identification Clarification of the issue being examined involving clear statements of problem identification, rationale and aims

analysis, synthesis, procedural knowledge

Specification Description of the type of outcome required, including the nature of inputs and outputs, hardware and software requirements and audience, as appropriate

analysis, synthesis, knowledge, procedural knowledge

Design Planning the details of the solution using a recognised methodology

analysis, synthesis, procedural knowledge

Implementation Implementation of the design with the chosen software

procedural knowledge

Testing Testing for accuracy by checking for logical and syntactical errors

procedural knowledge, analysis

Evaluation Making judgments about the quality of the product, and the process of development including time management issues

evaluation

Doc

umen

tatio

n

Documentation Documentation of all phases of the project, together with manuals (user and/or technical)

all dimensions, with emphasis on communication

Projects provide opportunities for students to demonstrate abilities in all four dimensions of Research & development: analysis, synthesis, evaluation and communication — as well as the two dimensions of Knowledge.

A major project must be of at least six weeks duration and must contribute towards the assessment of Human–computer interaction. A minor project is of shorter duration and need not include a contribution towards the assessment of Human–computer interaction.

Using projects could help determine student achievement in Knowledge, and/or Research & development.


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8.4 PLANNING AN ASSESSMENT PROGRAM At the end of Year 12, judgments are made about how students have achieved in relation to the standards stated in the syllabus for each of the criteria. These summative judgments are based on achievement in each of the general objectives.

When planning an assessment program, schools must consider: • general objectives (refer to section 3) • the learning experiences (refer to section 6) • the underlying principles of assessment (refer to section 8.1) • a variety of assessment techniques and instruments over the two-year course (refer

to section 8.3) • conditions under which the assessment is implemented • the exit criteria and standards (refer to sections 8.2 and 8.5) • verification folio requirements, especially the number and the nature of student

responses to assessment tasks to be included (refer to section 8.7) • minimum assessment necessary to reach a valid judgment of the student’s standard

of achievement • there must be summative assessment following October verification, to be included

in the exit folio.

Students should be conversant with the assessment techniques and have knowledge of the criteria to be used in assessment instruments.

A student assessment profile must be devised which gives a summary of the student’s performance over the course of study. A clear indication of how levels of achievement are to be derived should be planned at this stage.

Students should have opportunities to demonstrate abilities in all dimensions of the criteria under both supervised and unsupervised conditions. The contribution to summative assessment of the two criteria under supervised conditions and unsupervised conditions is to be roughly equivalent. Steps should be taken to ensure that student authorship can be verified. The scope and depth of assessment must reflect the times allocated to the topics.

Refer to section 5.4 for information about work program requirements.

8.4.1 Special consideration

Guidance about the nature and appropriateness of special consideration and special arrangements for particular students may be found in the policy statement on special consideration, Special Consideration: Exemption and special arrangements in senior secondary school-based assessment (30 May 1994). This statement also provides guidance on responsibilities, principles and strategies that schools may need to consider in their schools. To enable special consideration to be effective for students so identified, it is important that schools plan and implement strategies in the early stages of an assessment program and not at the point of deciding levels of achievement. The special consideration might involve alternative teaching approaches, assessment plans and learning experiences.


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8.5 STANDARDS ASSOCIATED WITH EXIT LEVELS

Knowledge

Standard A

The student recalls and comprehensively explains a wide range of facts, terms, methods, concepts and principles, demonstrating thorough understanding. They effectively and consistently select and apply knowledge, learned procedures and related concepts and principles to produce valid outcomes in a range of situations that have been previously encountered or rehearsed. They use correct functional grammar and spelling and a wide range of appropriate vocabulary.

Standard B

The student recalls, describes and explains a substantial range of facts, terms, methods, concepts and principles, demonstrating understanding. They select and apply knowledge, learned procedures and related concepts and principles to produce valid outcomes in situations that have been previously encountered or rehearsed. They use correct functional grammar and spelling, and a range of appropriate vocabulary.

Standard C

The student recalls and describes facts and terms and explains methods, demonstrating understanding. They apply knowledge and learned procedures to produce valid outcomes in situations which have been previously encountered or rehearsed and use correct functional grammar, spelling and vocabulary.

Standard D

The student recalls and describes facts and terms and applies knowledge to produce outcomes in situations that have been previously encountered or rehearsed. They use functional grammar, spelling and vocabulary.

Standard E

The student recalls facts and terms and applies knowledge in situations that have been previously encountered or rehearsed. They use functional grammar, spelling and vocabulary.


Standard A

The student analyses problems from multiple perspectives and determines their suitability for solution using information technology. They show initiative in designing and developing effective, efficient and elegant solutions to a range of unrehearsed and complex problems, evaluate with detailed justification, using both prescribed and self-determined criteria and standards, and make informed judgments about the interaction between information technology and the individual and society. They communicate ideas, concepts, solutions and evaluations clearly and cohesively, harnessing appropriate genre to target specific audiences.

Standard B

The student analyses problems and determines their suitability for solution using information technology. They design and develop effective solutions to unrehearsed or


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complex problems, evaluate with justification, using both prescribed and self-determined criteria and standards, and make informed judgments about the interaction between information technology and the individual and society. They communicate ideas, concepts, solutions and evaluations clearly, targeting specific audiences.

Standard C

The student identifies, classifies and describes problems and determines their suitability for solution using information technology. They design and develop functional solutions to problems, evaluate using prescribed criteria and standards, and make judgments about the interaction between information technology and the individual and society. They communicate ideas, concepts, solutions and evaluations.

Standard D

The student identifies and classifies problems, and designs, develops and evaluates solutions to problems. They communicate ideas, concepts and solutions.

8.6 DETERMINING EXIT LEVELS OF ACHIEVEMENT On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited Achievement.

The school must award an exit standard for each of two criteria Knowledge, and Research & development based on the principles of assessment described in this syllabus. Assessment data are to be recorded under these criteria, not under the separate dimensions. The criteria are derived from the general objectives and are described in section 8.2. The standards associated with the two exit criteria are described in section 8.5. When teachers are determining a standard for each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall.

For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to suit the task. These standards are used to inform the teaching and learning process. For Year 12 tasks, students should be provided with opportunities to understand and become familiar with the expectations for exit. The exit standards are applied to the summative body of work selected for exit.

Of the seven key competencies, the six that are relevant to assessment in this subject2 are embedded in the descriptors in the standards matrix. The descriptors refer mainly to aspects of knowledge and application, Research and development, information technology, problem solving and evaluation, and communication of ideas, concepts, solutions and evaluations.

2 KC1: collecting, analysing and organising information; KC2: communicating ideas and information, KC3: planning and organising activities; KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology


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When standards have been determined in each of two criteria of Knowledge, and Research & development, the following table is used to determine the exit level of achievement, where A represents the highest standard and E the lowest. Trade-offs between the two criteria are not permitted.

Table 2: Minimum requirements for exit levels Level of achievement Knowledge Research & development

VHA Standard A Standard A HA Standard B Standard B SA Standard C Standard C LA Standard D Standard D

VLA Standard E Standard D

8.7 REQUIREMENTS FOR VERIFICATION FOLIO A verification folio is a collection of a student’s responses to assessment instruments on which the level of achievement is based. Each folio should contain a variety of assessment techniques demonstrating achievement in the two criteria, Knowledge, and Research & development, over the range of topics. This variety of assessment techniques is necessary to provide a range of opportunities from which students may demonstrate achievement. A student’s responses to assessment items should be retained as part of the verification folio until they are superseded by the process of selective updating. This ensures that the fullest and latest information is available. These responses should be submitted in a format which is readily accessible by review panellists, that allows judgments of standards to be made, and reflects the design—develop—evaluate cycle. Any student work that provides data to determine exit levels of achievement should remain in the folio. For verification purposes, a minimum of four and a maximum of six instruments are required (refer to section 8.1, Balance). Each student folio must contain: • one written task, which must be an extended response • one major project • at least two instruments conducted under supervised conditions. In addition, each verification submission must contain: • a copy of the school’s approved work program • clean copies of all summative assessment instruments, solutions and marking schemes • criteria sheets with conditions and standards indicated for each assessment task … … and for each sample student: • the student profile detailing achievement in all criteria • the overall standard for each of the two exit criteria • a proposed exit level of achievement. The instruments provided must demonstrate to review panels that students have had opportunities to show their abilities in the dimensions of both Knowledge, and Research & development across all syllabus topics. The folio at the conclusion of the course must contain student responses to a minimum of five assessment items and a maximum of seven assessment items to validate judgments made regarding the exit level of achievement.


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9 EDUCATIONAL EQUITY Equity means fair treatment of all. In developing work programs from this syllabus, schools are urged to consider the most appropriate means of incorporating the following notions of equity.

Schools need to provide opportunities for all students to demonstrate what they know and what they can do. All students, therefore, should have equitable access to educational programs and human and material resources. Teachers should ensure that the particular needs of the following groups of students are met: female students; male students; Aboriginal students; Torres Strait Islander students; students from non–English-speaking backgrounds; students with disabilities; students with gifts and talents; geographically isolated students; and students from low socioeconomic backgrounds.

The subject matter chosen should include, whenever possible, the contributions and experiences of all groups of people. Learning contexts and community needs and aspirations should also be considered when selecting subject matter. In choosing appropriate learning experiences teachers can introduce and reinforce non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning experiences should encourage the participation of students with disabilities and accommodate different learning styles.

It is desirable that the resource materials chosen recognise and value the contributions of both females and males to society and include the social experiences of both sexes. Resource materials should also reflect the cultural diversity within the community and draw from the experiences of the range of cultural groups in the community.

Efforts should be made to identify, investigate and remove barriers to equal opportunity to demonstrate achievement. This may involve being proactive in finding out about the best ways to meet the special needs, in terms of learning and assessment, of particular students. The variety of assessment techniques in the work program should allow students of all backgrounds to demonstrate their knowledge and skills in a subject in relation to the criteria and standards stated in this syllabus. The syllabus criteria and standards should be applied in the same way to all students.

Teachers may find the following resources useful for devising an inclusive work program: Australian Curriculum, Assessment and Certification Authorities 1996, Guidelines for Assessment Quality and Equity, Australian Curriculum, Assessment and Certification Authorities, available through QSA, Brisbane. Department of Education, Queensland 1991, A Fair Deal: Equity guidelines for developing and reviewing educational resources, Department of Education [Education Queensland], Brisbane. Department of Training and Industrial Relations 1998, Access and Equity Policy for the Vocational Education and Training System, DTIR, Brisbane. [Queensland] Board of Senior Secondary School Studies 1994, Policy Statement on Special Consideration, available through QSA, Brisbane. [Queensland] Board of Senior Secondary School Studies 1995, Language and Equity: A discussion paper for writers of school-based assessment instruments, available through QSA, Brisbane. [Queensland] Board of Senior Secondary School Studies 1995, Studying Assessment Practices: A resource for teachers in schools, available through QSA, Brisbane.


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10 RESOURCES This resources list should not be regarded as prescriptive or complete. Furthermore, it is essential that teachers use resources that are up to date. This resources list, compiled in 2004, will need to be supplemented, reviewed and updated regularly at the school level.

Suggestions for additional resource material can be accessed through the Queensland Studies Authority website (www.qsa.qld.edu.au).

Printed material Adventures in Artificial Life, Walnum, C. 1993, QUE Corporation, 11711 N. College

Ave., Carmel IN. Software provided on accompanying disk. A First Course in Database Systems, Ullman, J. D. & Widom, J. 1997, Prentice-Hall

International Inc. An Introduction to Database Systems, Date, C. J. 1990, Addison-Wesley, Reading,

Massachusetts. Approaching Zero Data Crime and the Computer Underworld, Stoll, C. 1992, Faber,

London. Computer Concepts, Shelly, G. B., Cashman, T. J. & Waggoner, G. A. 1990, Boyd &

Fraser, Boston, Massachusetts. Computers: Tools for an information age, Capron, H. L. 1998, Addison-Wesley,

Reading, Massachusetts. Computers and the Law, Cudmore, G. 1994, VCTA, Melbourne. Conceptual Schema and Relational Database Design, Halpin, T. A. 1995, Prentice-

Hall, Australia. The Cuckoo’s Egg, Stoll, C. 1991, PAN, London. Database System Concepts, Silberschatz, A., Korth, H. F. & Sudarshan, S. 1997, The

McGraw-Hill Companies Inc. Data Management, Watson R. T. 1996, John Wiley & Sons Inc. Data Modelling for Everyone, Allen, S. 2002, Apress LP. Designing Databases, Glynn, N. & Dixon, S. 1997, McGraw-Hill, Australia. Developing Databases with Access, Summers, G. 2001, Thomson Learning,

Melbourne. Ethical Conflicts in Information Science, Parker, D. 1990, QED Information Sciences

Inc., Wellesley, Massachusetts. Foundations of Information Systems, Zwass, V. 1998, Irwin/McGraw-Hill. Fundamentals of Database Systems, Elmasri, R. & Navathe, S. 2003, Addison-

Wesley. Fundamentals of Neural Networks, Fausett, L. 1994, Prentice Hall. Hackers: Heroes of the computer revolution, Levy, S. 1994, Penguin, London. Information Modelling: Specification and implementation, Edmond, D. 1992,

Prentice-Hall, Australia. Information Technology Studies, Tatnell A. & Davey W. 1990, Jacaranda [Wiley],

Brisbane. Infonet: The guide to the internet, Jones, M. 1995, Ausnet. Introduction to Neural Networks:Design, theory and applications, Lawrence, J. 1993,

California Scientific Software Press, Nevada City, California. Neural Network Architectures, Dayhoff, J. 1990, Van Nostrand Reinhold, Thomas

Nelson, Australia.


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http://www.qsa.qld.edu.au/

Neural Networks: Algorithms, applications & programming techniques, Freeman, J. A. & Skapura, D. M. 1991, Addison-Wesley Publishing Company, Reading, Massachusetts.

Open Sources: Voices from the open source revolution, eds. DiBona, C., Ockman, S. & Stone, M. 1999, O’Reilly.

Practical Data Modelling for Database Design, D’Orazio, R. 1996, Wiley. Programming Principles (Pascal), Oliver, R. & Oliver, H. 1992, Napier Publications,

Victoria Park, Western Australia. Programming with Visual Basic, Summers, G. 2003, Introduction to Visual Basic

NET, Thomson Learning, Melbourne Australia. QSITE Resources Collections, QSITE publishers 1994, 1995, 1996. Robotics and AI:An Introduction to applied machine intelligence, Staugaard, A. C.

1987, Prentice-Hall International Inc. Simple Program Design, Robertson, L. A. 2000, Thomas Nelson, South Melbourne. Structured Program Design and Implementation, D’Orazio, R. E. 1990, DCR, Wattle

Grove, Western Australia. Understanding Neural Networks: Computer explorations, B Computer Explorations,

vols. 1 and 2, Caudill, M. & Butler, C. 1993, MIT Press, Cambridge, London.

Movies AI Artificial Intelligence (Universal Studios) Antitrust (MGM/UA Studios) Bicentennial Man (Walt Disney Home Video) The Matrix (Warner Studios) Minority Report (Universal Studios) The Net (Columbia/Tristar Studios) Warriors of the Net (Ericsson Medialab)

Videos The Computer Program, Part 8 “Artificial Intelligence”, BBC. Cyberpunk, Von Brandenberg, P. 1992, Aust Pop Video, Melbourne. Expert Systems and their Applications, Continuing Education Support Unit, University

of NSW. First Person Shooter (50 minutes) 2002, VEA, Australia. Produced in Canada. Grrls in IT (23 minutes) 1999, VEA, Australia. Hacker Attack, 1995, VEA, Australia. Hackers (60 minutes) 2001, VEA, Australia. Produced in the USA. The Heart of the Game (52 minutes) 2001, VEA, Australia. Produced in France. Highway to Cyberia, Suzuki, D. 1995, Knowledge Books, Brisbane. Internet Basics (30 minutes) 1999, VEA Australia. Produced in the USA. The Internet: Communicating with people around the world, 1996, Classroom Video,

Newport. IT in Business (29 minutes) 2001, VEA, Australia. Jobs at the Cutting Edge (25 minutes) 2000, VEA, Australia. Keeping it Secret: Privacy and security in IT networks (17 minutes) 2001, VEA,

Australia. Learning HTML (30 minutes) 1999, VEA, Australia. Produced in the USA. Lifting the Lid: How computers work (31 minutes) 2002, VEA, Australia. Minds, Machines and Mystery: The search for artificial intelligence (60 minutes)

1996, VEA, Australia. Produced in Canada. Network Security (27 minutes) 2002, VEA, Australia.


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Override.com.au: Young Australians in IT (26 minutes) 2000, VEA, Australia. Robotic Revolution USA, National Geographic Society. Routing, RAM and Radio (31 minutes) 1998, VEA, Australia. Software Hardsell, 1995, Video Classroom, Melbourne. System Development Lifecycle. A case study of group wisdom (28 minutes) 2002,

VEA, Australia. Technology and Society, O’Connor, T., Vos, F., Yorkston, K. 1992, Xenos Systems,

Buderim. You Have No Secrets, 1994, Video Classroom, Melbourne.

Websites

Please note that there are hundreds of websites and they regularly change their URLs. The following list offers some suggestions at time of printing: Artificial Intelligence Center — http://www.ai.sri.com/ Association of Computing Machinery (ACM) Computing Curricula 2001 —

http://www.acm.org/sigcse/cc2001/ Blaiseware –— http://www.blaiseware.com Edinburgh Department of Artificial Intelligence Home Page —

http://www.dai.ed.ac.uk/ EDIT publishing — http://www.edit.net.au GIDGITS — www.gidgits.org Girls and ICTs — www.education.qld.gov.au/itt/learning/html/girls-ict.html Human–computer Interaction — http://www.acm.org/sigcse/cc2001/HC.html ICTS for Learning — http://www.education.qld.gov.au/ictsforlearning Information Processing and Technology: A virtual approach, 2004, Whitehouse, P.,

Brisbane — http://www.wonko.info/cybertext/ IT Resources, Summers, G. — http://users.bigpond.net.au/graemebs Lynformation — http://www.lynformation.com.au (educational and IT support

materials) MIT Artificial Intelligence Laboratory Home Page — http://www.ai.mit.edu/ Navy Center for Applied Research in Artificial Intelligence, NRL —

http://www.aic.nrl.navy.mil/ Queensland Society for Information Technology Educators (QSITE) website with

resource collections for information processing and technology — http://www.qsite.edu.au/

Queensland Studies Authority (QSA) website — www.qsa.qld.edu.au Webworkforce — http://www.webworkforce.com.au/ Women in Technology (WIT), Queensland — http://www.wit.org.au/

Software Access (Microsoft) Blaise SQL (Blaiseware) Bugbrain — http://www.biologic.com.au/ Clixpert Expert System Shell for Windows (Graeme Summers) Delphi (Borland) ES-Builder (McGoo Software) — http://www.mcgoo.com.au Gamemaker — http://www.gamemaker.nl/ InfoModelor (Microsoft) Oracle (Oracle Corporation) Visual Basic (Microsoft).


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