Tuesday, 15 July 2014
Wednesday, 9 July 2014
Turnitin
Very useful software to be used with SCITT trainees next year and maybe Year 11 Computer Science?
Thursday, 3 July 2014
Monday, 30 June 2014
Computing assessment scrapped amid fears of cheating
Computing GCSE students will have to re-take key assessments after one of the country's leading exam boards withdrew existing tasks amid fears of cheating.
OCR, part of Cambridge Assessment, posted a letter on its website last night telling schools that it had been forced to withdraw parts of the computing controlled assessment due to concerns that answers were appearing on websites.
The coursework is for June 2015, meaning many of the Year 10 candidates will have completed the work and in some cases submitted it as part of their GCSE.
In its letter, OCR says: “It has come to our attention that there are a number of websites promoting worked answers for all of OCR’s GCSE Computing live controlled assessment tasks.
“As a result of this all tasks for both GCSE units A452 and A453 have been withdrawn with immediate effect. We appreciate that some candidates may well have completed these tasks; however, in order to maintain the integrity of the assessment and to be fair to all candidates the existing tasks will no longer be valid for submission in June 2015.”
Unlike coursework in other subjects, such as English, which can take three hours to complete, certain tasks on the computing GCSE controlled assessment can take 20 hours and equates to 10 weeks’ worth of work.
OCR has advised candidates affected to take one of the alternative tasks, but the exam board has yet to set those tasks and is unlikely to do so until September.
Teachers took to Twitter to express their outrage at the decision, which will leave affected students having to undertake more assessment in an already busy GCSE year.
Writing under the hashtag #withdrawnCA, @LessonHacker wrote: “a controlled assessment should have been overseen by the teacher, surely. My y10 students are going to be devastated by this!”
Teachers were equally worried about the impact it will have on students’ workload in Year 11. Teacher, @steside23 tweeted: “Meeting deputy head today to discuss withdrawing students from @ocrexams. [Two controlled assessments and an] exam in a year? Are you kidding me?”
Another, @SeumasG said: "Stunned by OCR decision tonight. Will put people off the idea of doing GCSE computing with them."
In it’s letter OCR said it apologised for “any inconvenience”. “If your candidates have already completed an existing task, they will have to complete the alternative tasks,” it states.
“We apologise for any inconvenience caused as a result of this issue and would like to remind centres that OCR cannot tolerate malpractice of this nature. It results in severe standards, comparability and malpractice issues that ultimately impact on the candidates.”
Friday, 27 June 2014
Flashlight binary
Shine a light on binary with
this team based simulation activity.
Purpose
Flashlight binary enables learners to practise
converting from base 10 to binary and vice versa. Co-operation and teamwork are
also involved.
Starting points
Learners will need a basic
understanding of binary.
Preparation
·
Prepare folded slips of paper with a base 10 number on
each.
·
Divide the class
into teams and provide one torch per
team.
Suggested approach
Step 1
Give each team a slip of
paper with a base 10 number on it. Ask learners to work individually to
translate the number into binary.
Step 2
Instruct learners to compare
their answers and agree on the binary sequence that the team will transmit.
Stress the importance of
working on individual answers and then agreeing a team answer, checking each
other’s work and sharing constructive feedback.
Step 3
Ask each team to transmit
their binary number to another group, by switching a torch on and off. The
receiving team members should write down their answers individually, then
compare them and agree on the correct one.
Step 4
Repeat until all learners
have mastered the activity and, if possible, have all had a chance to use the
torch.
Step 5: Plenary
Invite the groups to
summarise learning points and reflect on how well they worked together as a
team.
Tips
·
Why not allow
some time for learners to invent their own extensions and adaptations?
·
No torches
available? Try using squares of paper with 0s and 1s written on them.
·
You might like to
mention that the Indian mathematician, Pingala, described a binary numerical
system as early as 800 BC.
Differentiation to meet
individual needs
Challenge confident learners
to answer questions requiring higher-level reasoning skills: for example, why
do computers use binary instead of base 10? What are its advantages?
Extension suggestions
Instead of binary numbers,
you could ask teams to send characters using ASCII, building up to sending
whole messages. Learners can then explore serial and parallel transmission,
synchronisation and so on.
ASCII - Binary Character Table
Assessment opportunities
Flashlight binary enables you
to assess your learners’ understanding of binary, and therefore judge whether
you need to revisit the topic. The final step offers opportunities for learners
to self- and peer-assess their ability to work with others.
Tuesday, 24 June 2014
Monday, 16 June 2014
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