1. Investigate Plan Design Create Evaluate (Test it to objective evaluation at each stage of the design cycle) state – describe - explain the problem some detail to detailed, logical, evaluated steps one to a range of evaluated design solutions produce part of the solution to competently using appropriate techniques justifying results

2. Common Assessment Task SCRATCH Cover Sheet NAME: ___________________ DUE DATE: /2012 Unit title Teacher(s) Mr Scott Subject and grade level ICT IB L1- 6 Assessment Task NameModelling Area of interaction focus Which area of interaction will be our focus? Why have we chosen this? Human Ingenuity (consolidating) Awareness and Understanding: Evaluate the processes involved in innovation creation, development and change; comparing the different contexts in which they are used. Reflection: Analyse the products of innovation, creation and development within more than one context. Taking Action to: Create solutions and products to solve own and others’ problems from multiple subjects perspectives Significant concept(s) Students will using spreadsheets experimenting with formulae, functions and variables to creating a model used in helping to predict outcomes. MYP unit question How can I use computers to manipulate Numbers and produce graphical outputs? OVERALL ACHIEVEMENT Criteria Achieveme nt Level ABCDE Have you recorded your criteria achievement level(s) in your Student Diary

3. Purpose and Background of Assessment Task Students have been working through a series of lessons in programming each one designed to build on previous skills learned. Students will need to demonstrate spreadsheet skills in producing a model to automate a scenario. Description of Assessment Task Students complete a checklist of skill development including:-  Formatting a Spreadsheet.  Use simple formula and functions to ADD MINUS DIVIDE & MULTIPLY  Explain how variables in programs work  Make predications and changed the values of variables in a spreadsheet model to check them  Use more complex functions such as IF, RANDBETWEEN etc.  Devise success criteria for your project  Critically evaluate a model

4. How would you improve your work? I would like to How would you improve your work? I would like to What I learned… Know how to Format a spreadsheet und use functions. My work shows… I can format cells to: Merge Centre Change the cell colour Change to Currency Wrap the text My work shows… I can format cells to: Merge Centre Change the cell colour Change to Currency Wrap the text What I did well… I made my model a lot more presentable by …… What I did well… I made my model a lot more presentable by …… Reviewer mark out of 5 What could be improved... You could have made it more obvious that……. What could be improved... You could have made it more obvious that……. What I liked.. The look of your spreadsheet because……. What I liked.. The look of your spreadsheet because……. T T.

5. Insert a screen of your work here How would you improve your work? What I learned… My work shows… What I did well… Reviewer mark out of 5 What could be improved... What I liked.. T T

6. Insert a screen of your work here How would you improve your work? What I learned… My work shows… What I did well… Reviewer mark out of 5 What could be improved... What I liked.. T T

7. Insert a screen of your work here How would you improve your work? What I learned… My work shows… What I did well… Reviewer mark out of 5 What could be improved... What I liked.. T T

8. Insert a screen of your work here How would you improve your work? What I learned… My work shows… What I did well… Reviewer mark out of 5 What could be improved... What I liked.. T T

9. Insert a screen of your work here How would you improve your work? What I learned… My work shows… What I did well… Reviewer mark out of 5 What could be improved... What I liked.. T T

10. A1/B1 What did you want to design with your program? Show the various programs you have made with scratch and explain how they work. How well do they meet your aims? L5-6 A1: You have created a presentation that shows detailed various examples of the animation that programming with Scratch can produce. Describe how well it achieves your aims. L3-4 A1: You have created a presentation that shows some examples of the animation that programming with Scratch can produce L1-2 A1: You have created a presentation that shows an example of the animation that programming with Scratch can produce

11. A2 Explain the various tools you used, with examples, in creating your Scratch Programs L5-6 A2:You have created a presentation that shows how a broad variety of different blocks can work together from a range of operator types and sequences, explaining (with examples) how you use iteration (looping) conditional statements variables lists (arrays) Broadcasting and event handling Use of random numbers Dynamic interaction L3-4 A2:You have created a presentation that shows how different blocks can work together from a range of different operator types and sequences, explaining (with examples) how you use iteration (looping) conditional statements variables L1-2 A2:You have created a presentation that shows how different blocks work and some sequences of blocks

12. A3 Describe how the tools work in Scratch. What was your Score in the Scratch Assessment? L5-6 A3: you have answered most of the questions in the Scratch Assessment describing detailed methods evaluatng operators; blocks and sequences. L3-4 A3: You have answered most of the questions correctly in the Scratch Assessment evaluating operators; blocks and sequences. L1-2 A3: You have answered some of the questions correctly in the Scratch Assessment evaluating operators; blocks and sequences.

13. B2 Justify a Design: Choose your best design and justify why it is so good by evaluating it critically. L5-6 B2: You have chosen your best design and justified why this is your best evaluating it in detail and critically against what you wanted it to achieve L3-4 B2: You have chosen your best design and justified why this is your best evaluating it against what you wanted it to achieve L1-2 B2: You have made some attempt to say how well it achieves your aim.

14. DescribeGive a detailed account. Explain Give a detailed account, including reasons or causes. Apply Use an idea, equation, principle, theory or law in relation to a given problem or issue. Suggest Propose a solution, hypothesis or other possible answer. JustifyGive valid reasons or evidence to support an answer or conclusion.

15. INVESTIGATION 5-6 A1: I can clearly explain how my spreadsheet will model and automate a scenario. I have discussed how more complicated Formulae, Functions and variables have been used 3-4 A1: I can described how my spreadsheet will model and automate a scenario. I have mentioned how Formulae, Functions and variables have been used 1-2 A1: I can said how my spreadsheet will model and automate a scenario. I have said which Formulae or Functions have been used. 5-6 A2: I have critically investigated different models evaluating the use of a range of Formulae and Functions 3-4 A2: I have investigated different models evaluating the use of a some of Formulae and Functions 1-2 A2: I have used different models using different Formulae or Functions 5-6 A3: I have described in detailed a successful outcome for a system that requires more complex programming. I have tested and evaluated the end outcome. 3-4 A3: I have described in a successful outcome for a system. I have tested and evaluated the end outcome. 1-2 A3: I have commented on a successful outcome for a system.

16. Task Specific Statements 5-6 B1: I have generated a range of model designs including more complex functions and formulae. 5-6 B2: I have justified the best design model that I chose to use and evaluated it critically against the design specification (ie how user friendly, how well does it work) 3-4 B1/2: I have generated a few feasible designs and justified the choice of the best one. I have said why this model is the best one by evaluating this against the design specification (ie how user friendly, how well does it work) 3-4 B1/2 I have designed a flowchart and can say how well it works compared to my plan. (ie how user friendly, how well does it work)

17. PLANNING 5-6 C1: I have made a plan It contains a number of detailed, logical steps to build a comprehensive model. For example:- What formulae, functions, variables will you use? How will you use them into the model? Why will you use them? How will you make your model user friendly? 3-4 C1: I have made a plan It contains a number of logical steps to build a detailed model. For example:- What formulae, functions, variables will you use? How will you use them into the model? Why will you use them? How will you make your model user friendly? 1-2 C1: I have made a plan It contains steps to build a model. For example:- What formulae or functions and variables will you use? How will you use them into the model? Why will you use them? How will you make your model user friendly? 5-6 C2: I have critically evaluated the plan and justified any modifications or refinements to the model What problems might occur and how will you overcome them? 3-4 C2: I have attempted to evaluate What problems might occur and how will you overcome them?

18. Create 5-6 D1: I have competently used a range of more complex formulae, functions and variable in my model 3-4 D1: I have used a range of formulae, functions and variable in my model 5-6 D2: I have followed a plan and justified any modifications made to make the program run more smoothly and/or be more user friendly. 3-4 D2: I have followed a plan and mentioned any modifications refinements I made to make the model run better. 1-2 D2: I have made a simple model that automates a system based on my plan

19. Evaluation 5-6 E1: I have evaluated more complex models in objective way and can say how well they work. I have got other users to give me their feedback on how well the model works and how user friendly it is. I made refinements/targets based on the feedback. 3-4 E1: I have tested complex models and evaluated how well they work and how user friendly it is using feedback 1-2 E1: I have tested simple models and can explain how they work. 5-6 E2: I have produced a portfolio which records my progress and evaluates my performance at each stage of the design cycle. Show how your knowledge of spreadsheets improved and what you learned. How your final model could be improved.. 3-4 E2 I have produced a portfolio which records my progress and evaluates my performance and how well I met my targets. 1-2 E2 I have produced a portfolio which records my progress and evaluates my performance. 5-6 E3: I have shown how the program could impact on life, society, either through enjoyment or education. 3-4 E3 I have produced a portfolio which records my progress and evaluates how my work improved. 1-2 E3 I have produced a portfolio which records my progress and shows how my work improved.

20. Criterion F: Attitudes F1: The student consistently displays a satisfactory standard in both of the aspects 1) Personal engagement (motivation, independence, general positive attitude) and 2) Attitudes towards safety, cooperation and respect for others. F1: The student frequently displays a satisfactory standard in both of the aspects listed 1) Personal engagement (motivation, independence, general positive attitude) and 2) Attitudes towards safety, cooperation and respect for others. F1: The student occasionally displays a limited standard in one of the aspects listed 1) Personal engagement (motivation, independence, general positive attitude) and 2) Attitudes towards safety, cooperation and respect for others. Student does not achieve a standard described by the descriptors above.