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Information and Communications Technology 2.5

Introduction
Sample at 2.5 – Fibonacci
Sample at 2.5 – Completing a concept map

Introduction

The work samples form part of the assessment map for Information and Communications Technology (ICT). Other parts of the assessment map can be accessed by using the menu on the right.

The ICT Level 3 standards describe what students should know and be able do at this level.

The assessment task which generated this work sample was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrates progress towards, but does not fully demonstrate achievement of, the selected elements of the standard.

Sample at 2.5 – Fibonacci

Context

Students were asked to use publishing software to create an information product for a target audience (classmates) to show what they knew about a famous mathematician. Students were directed to a website that contained relevant information. They were familiar with the software (Microsoft Publisher) prior to undertaking the task.

The elements of the ICT for creating Level 3 standard addressed by the task are:

(Students) use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences.

(Students) make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors.

Sample

These work samples, and the related ICT 2.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 3 standard.

Two samples are provided: the first part shows the student’s work prior to making changes to improve the appearance and punctuation of the poster while the second part shows the modified poster.

Sample 1

View text version

Annotation

ICT for creating – 2.5

Inserts appropriate image selected from network folder.
Uses a template for the border, Word Art for the heading and a matching colour scheme. This consistency improves the appearance of the poster and the colours are appealing to the audience.
A. Inserts text boxes, however, they are not always the correct size to display all text. In some instances to overcome this problem the student hyphenated words to fit within the text box; in other instances the words are missing.
Consistently centres all text in each text box.
Manipulates text by changing font type and size, and uses bold and underscore for emphasis.
Includes relevant content about the mathematician and explains this in appropriate language, fulfilling the purpose of educating the audience.
B. Uses limited punctuation.
A. Acknowledges quotation through a bibliography listing.

Sample 2

After reviewing the first effort as shown in sample 1, the student made changes in an effort to improve the appearance and punctuation of the poster.

View text version

Annotation

ICT for creating – 2.5

Readjusts the size of the text boxes and reduces the font size to allow all text to be visible. Better alignment of the text boxes, such as positioning the beginning or ending a text box with another feature on the poster, like the image, would have improved the appearance of the poster.
Changes the font style, which improves the appearance of the poster.
Adds full stops to some sentences to improve grammar.

Sample at 2.5 – Completing a concept map

Context

Students were asked to use a graphic organiser to structure their thinking about feral pigs and how they affected the environment. Students extracted information from websites and books on feral pigs in Australia, and were required to use images, text and lines to identify characteristics of feral pigs and their impact on the environment.

Based on understandings developed from this and other learning activities, students were then required to choose a format to express their knowledge of feral pigs.

The element of the ICT for visualising thinking Level 3 standard addressed by the task is:

(Students) use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.

Sample

This work sample, and the related ICT 2.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 3.

Sample – Organising ideas about feral pigs

Completing a concept map - Work Sample

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Annotation

ICT for visualising thinking – 2.5

Creates shapes and inserts images to list and represent ideas, however, the positioning and direction of some lines and arrowheads indicates a misunderstanding of the relationships between some ideas [subheading to subheading − reek (sic) enviorment (sic) to razorbacks are very agresief (sic)].
Inserts images to improve appearance, however, they are not always appropriate, such as the food items.
Uses a range of manipulative techniques to change text boxes, fill shapes and change the colour of text, however, contrast is compromised through poor colour selection.
Correctly positions some ideas, however, the central topic/theme is not clearly stated. No question or heading has been included to indicate the purpose of the representation.