Moderator's Newsletter - Computing

February 2010

Contents

• The Computing Process - a clarification document
• Subject specific webpage updates
• National Certificates
• Modifications to the brief
• Copyright
• Programming
• Best Practice Workshops

The Computing Process - a clarification document

I am pleased to announce the publication of this document.

The document has been updated and expanded to align with the new versions of the standards.

Subject specific webpage updates

Please keep checking this page on the NZQA website for updates.

Just Up:

• The Computing Process
• Clarifications relating to US2788 and 2785
• Clarifications of common terms found in the Generic Computing unit standards

The National Certificates

Teachers have been asking if they can use some old versions and some new versions (v6) standards to make up the National Certificate. The latest versions of the standards, listed in the compulsory section of the qualification, must be used. A mix of versions can be used in the elective sets. It is expected that teachers will be moving towards assessing against the new versions of all standards as soon as possible. However, with the new versions of the Digital Technology Skills and Knowledge achievement standards being available for use in 2011, there will be some lead time. More detail can be found in the SecQual Circular (opposite).

Paul Matthews, New Zealand Computer Society (NZCS) Chief Executive has written a paper that gives an update on the progress of the achievement standards for level 1. A draft version of the body of knowledge he refers to will form the basis of the new achievement standards.

Modifications to the brief

Whether the brief is given to students (as it is at level 1 and 2 standards), or whether it is created by the students (at level 3 and 4), students must detail modifications that they make.

This also applies to conceptual designs. A conceptual design should be a clear indication of the final product. Changes made along the way must be documented. This could take the form of annotations on the conceptual designs or draft documents or be a written statement which will support non-compliance of the brief. At level 3 and 4 these modifications must be justified.

Copyright

Many of the computing standards refer to the Copyright Act in their Special Notes and often the performance criteria will contain a specific requirement for compliance.

Teachers should insist students adhere to the laws of copyright thereby reducing piracy, plagiarism and breaches of the Act. This can also lead to an increase in creativity and skill. Students must be encouraged to develop their own images and associated modification (Photoshopping). Students should take their own photos, create their own drawings or animations or be diverted to creative commons such as those on flickr.com.

The links provided below may be used by providers to support their teaching and guidance of students.

• For providers (make full use of the links on the right hand side of the page)
• Copyright for learners (make full use of the links on the right hand side of the page)
• Online publication of student images
• Living Heritage - includes comment about copyright and privacy

Programming at level 2

When designing assessment tasks providers may select the language students will use to demonstrate the knowledge and skills required by the standard. However, providers must ensure that internal documentation is used. This must be comments included within the program code, rather than documentation created separately. They must also ensure that the evidence is there for moderators to verify that students have created draft code including the required structural elements and that internal names have been applied to all user-defined elements. An electronic version of the student's program is required for moderation and the program must be saved as an executable file and be able to be used on computers, other than the one on which it was created.

Best Practice workshops

Last updated: 09 February 2010