VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020 - VCAA
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VCE Applied Computing: Software
Development: Administrative
information for School-based
Assessment in 2020
School-assessed Task
The School-assessed Task (SAT) contributes 30 per cent to the study score.
Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score against each
criterion that represents an assessment of the student’s level of performance for Unit 3 Outcome 2 and
Unit 4 Outcome 1. The recorded scores must be based on the teacher’s assessment of the student’s
performance according to the criteria on pages 6−15. This assessment is subject to the VCAA’s statistical
moderation process.
The 2020 VCE Applied Computing: Software Development assessment sheet on page 19 is to be used by
teachers to record the SAT score. The completed assessment sheet for each student’s SAT must be
available on request by the VCAA. Student scores for each outcome will be submitted separately via VASS.
The score for Unit 3 Outcome 2 must be submitted no later than 12 June. The score for Unit 4 Outcome 1
must be submitted no later than 4 November.
The performance descriptors for the assessment criteria are published annually on the Applied Computing:
Software Development study page of the VCAA website. Details of authentication requirements and
administrative arrangements for School-assessed Tasks are published in the VCE and VCAL Administrative
Handbook 2020.
The SAT has seven components. They relate to:
Unit 3 Outcome 2 (four components)
Unit 4 Outcome 1 (three components).
© VCAA Page 1VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020 Unit 3 Software development: analysis and design Outcome 2 Analyse and document a need or opportunity, justify the use of an appropriate development model, formulate a project plan, generate alternative design ideas and represent the preferred solution design for creating a software solution. Nature of task A project plan (Gantt chart) indicating tasks, times, milestones, dependencies and critical path And A justification of the selected development model as a written report And An analysis that defines the requirements, constraints and scope of a solution in the form of a software requirements specification And A folio of alternative design ideas and detailed design specifications of the preferred design. Scope of task Identification of need or opportunity In preparation for the SAT students will need to be able to identify a real-world need or opportunity that can be developed as a software solution for a client. Teachers should have discussions with their students regarding their need or opportunity and to have a process for approving the need or opportunity before students commence their project plan. Students are encouraged to document their ideas in order to convince their teacher that they will be able to develop a software solution. The evidence of this task is observed through Observation 1. Preparation of a project plan Criterion 1 assesses students’ skills in project management. Students will prepare a Gantt chart using software that documents all the stages and the activities of the problem-solving methodology for Unit 3 Outcome 2 and Unit 4 Outcome 1 (both parts of the SAT). Students will need to document all the relevant tasks, sequencing, time allocations, milestones, dependencies and critical path. The evidence from this task is observed through Observation 2 and assessed through Criterion 1. © VCAA Page 2
VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020 Development model Criterion 2 assesses students’ skills in the selection and justification of a development model. Students are to document and justify the use of their selected development model approach for developing their software solution. Diagrams representing each of the development models are in the Advice for teachers. The evidence from this task is observed through Observation 3 and assessed through Criterion 2. Collection of data Students are required to document data for analysis using appropriate data collection methods. The data collected will contribute to the use of analytical tools and techniques in Criterion 3 and the development of a software requirements specification in Criterion 4. The process of data collection may involve students communicating back-and-forth with their clients. Students will document evidence of their critical and creative thinking through the identification, clarification and critical analysis of the data collected as part of the Analysis Stage in Criterion 3. Refer to the Skills underpinning the Analysis Stage in the Units 1 to 4: Problem-solving methodology specifications on page 13 of the study design. The evidence from this task is observed through Observation 4 and assessed as part of Criterion 3. Development of a software requirements specification Criterion 3 assesses students’ skills in the use of analytical tools and techniques. Students will document the appropriate features of the selected analytical tools and depict the relationships between the data, users and digital systems. Sample representations of the analytical tools are in the Advice for teachers. Criterion 4 assesses students’ skills in documenting a software requirements specification. Students will document the functional and non-functional requirements, constraints and scope as well as the technical environment and the intended audience of the software solution. An outline of the content required in the software requirements specification is in the Advice for teachers. Students will document evidence of their critical and creative thinking through the identification, clarification and critical analysis of the data collected as part of the Analysis Stage in Criterion 3 and 4. Refer to the Skills underpinning the Analysis Stage in the Units 1 to 4: Problem-solving methodology specifications on page 13 of the study design. The evidence from this task is observed through Observation 5 and assessed through Criterion 3 and 4. Design folio Criterion 5 assesses students’ skills in designing the software solution. Students will generate two or three alternative design ideas, develop evaluation criteria with reference to their design ideas and the software solution and then produce their preferred designs for the software solution. An example of the process for developing detailed designs is in the Advice for teachers. Students will document evidence of their critical and creative thinking through design ideas, solution requirements and justification of preferred designs as part of the Design Stage in Criterion 5. Refer to the Skills underpinning the Solution design activity in the Units 1 to 4: Problem-solving methodology specifications on page 14 of the study design. The evidence from this task is observed through Observation 6 and assessed through Criterion 5. © VCAA Page 3
VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020 Issues identified after marking Unit 3 Outcome 2 At the completion of Unit 3 Outcome 2 students may experience issues that will have a negative effect on the development of their software solution in Unit 4 Outcome 1. Teachers can provide feedback on the quality of the designs, however, the adjustments must be initiated by the student and not directed by the teacher. While students can make changes to their designs they will not be reassessed and their original score will stand. Unit 4 Software development: development and evaluation Outcome 1 Develop and evaluate a software solution that meets requirements, evaluate the effectiveness of the development model and assess the effectiveness of the project plan. Nature of task A software solution that meets the software requirements specification And Preparation and conduction of usability tests And an evaluation of the efficiency and effectiveness of the software solution an evaluation of the effectiveness of the selected development model an assessment of the effectiveness of the project plan (Gantt chart) in monitoring project progress in one of the following: a written report an annotated visual plan. Scope of task Development of software solution Criterion 6 assesses students’ skills in using a programming language to develop a software solution. Students will develop a software solution that uses a range of appropriate processing features, write internal documentation and apply appropriate validation techniques. In order to develop the software solution students are required to use an appropriate programming language that meets the programming requirements of the study. Students will document evidence of their critical and creative thinking through the modification of designs and evaluation criteria as part of the Development Stage in Criterion 6. Refer to the Skills underpinning the Design Stage in the Units 1 to 4: Problem-solving methodology specifications on page 15 of the study design. © VCAA Page 4
VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020 Criterion 7 assesses students’ skills in managing data and files, and the testing of the software solution. Students will use appropriate data structures to manage data and files, propose and implement procedures to manage the security of their data and files, document the use of testing techniques and test data. Further details regarding solution testing are in the Advice for teachers. The evidence from this task is observed through Observation 7 and assessed through Criteria 6 and 7. Usability testing Criterion 8 assesses students’ skills in conducting usability testing. Students will document the preparation and conduction of the usability tests. After performing the tests with their client, students will document the results. The results of the usability testing may require modifications to the software solution. Students could choose to make modifications to the software solution or to document the actual modifications they would make to the software solution in a written report. The evidence from this task is observed through Observation 8 and assessed through Criterion 8. Evaluation of software solution and development model Criterion 9 assesses students’ skills in evaluating the software solution. Students will propose strategies for evaluating the efficiency and effectiveness of the software solution, evaluate the efficiency and effectiveness of the software solution in meeting requirements and evaluate how the use of the selected development model assisted in the development of the software solution. Students will also need to document evidence of their critical and creative thinking through the evaluation of the analysis, design and development stages and improvements to the solution as part of the Evaluation Stage in Criterion 9. Refer to the Skills underpinning the Solution evaluation activity in the Units 1 to 4: Problem-solving methodology specifications on page 15 of the study design. The evidence from this task is observed through Observation 9 and assessed through Criterion 9. Assessment of project plan Criterion 10 assesses students’ skills in assessing the project plan. Students will document the modifications made to the initial project plan and then assess the effectiveness of the project plan. The evidence from this task is observed through Observation 10 and assessed through Criterion 10. The following rubric is used to assess student achievement on Unit 3 Outcome 2 and Unit 4 Outcome 1. It should be noted that each piece of evidence in each criterion is not equally weighted. The criteria identify specific characteristics that are used to judge levels of performance against the outcomes. Performance descriptors describe typical evidence associated with five different levels of performance for a criterion (five levels; 10 marks). Criteria 1 to 5 relate to Unit 3 Outcome 2. Criteria 6 to 10 relate to Unit 4 Outcome 1. © VCAA Page 5
VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Outcome 2 Prepares a Gantt Prepares some of the Prepares a plan that Prepares a Gantt chart Prepares a Gantt chart Prepares a Gantt chart
chart using software stages and/or activities documents most stages using software that using software that using software that
that documents all of the problem-solving and some activities of documents all the documents in detail all comprehensively
1. Skills in project stages and activities methodology. the problem-solving stages and some of the the stages and most of documents all the
management. of the problem- methodology. activities of the the activities of the stages and activities of
problem-solving problem-solving the problem-solving
Insufficient evidence
solving methodology
for U3 O2 and methodology for U3 O2 methodology for U3 O2 methodology for U3 O2
U4 O1. and U4 O1. and U4 O1. and U4 O1.
Documents all the Identifies a limited Identifies some tasks, Documents a range of Documents in detail Documents
relevant tasks, number of tasks, sequencing and time relevant tasks, most of the relevant comprehensively all
sequencing, time sequencing and time allocations. sequencing, time tasks, sequencing, time relevant tasks,
allocations, allocations. allocations and allocations, milestones, sequencing, time
milestones, milestones. dependencies and the allocations, milestones,
dependencies and critical path for the dependencies and the
critical path. project. critical path for the
project.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 6VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Outcome 2 Documents the use Lists some features of Outlines some features Documents a range of Documents in detail Documents
of the selected the selected of the selected features of the selected most of the features of comprehensively all the
development model development model. development model. development model. the selected features of the selected
Insufficient evidence
2. Skills in the approach. development model. development model.
selection and
justification of Documents the Identifies limited Outlines some Documents a sound Documents a detailed Documents a
a development justification of the justification for the use of justification for the use of justification for the use justification for the use comprehensive
model. selected the selected the selected of the selected of the selected justification for the use
development model development model development model development model development model of the selected
approach. approach. approach. approach. approach. development model
approach.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 7VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Outcome 2 Documents data for Identifies limited data for Outlines some relevant Documents a range of Documents in detail Documents a complete
analysis using analysis using one data data for analysis using relevant data for relevant data for set of data for analysis
appropriate data collection method. some data collection analysis using analysis using a range using a wide range of
3. Skills in using collection methods. methods and appropriate data of data collection data collection methods
analytical techniques. collection methods and methods and and techniques.
tools and techniques. techniques.
techniques.
Uses all the Uses limited features of Uses some of the Uses a range of the Uses most of the Uses all the features of
appropriate features the selected analytical features of the selected features of the selected features of the selected the selected analytical
of the selected tools. analytical tools. analytical tools. analytical tools. tools.
Insufficient evidence
analytical tools.
Depicts all the Depicts limited Depicts some of the Depicts a range of the Depicts most of the Depicts all the
relationships relationships between relationships between relationships between relationships between relationships between
between data, users the data, users and the data, users and the data, users and the data, users and the data, users and
and digital systems. digital systems in the digital systems in the digital systems in the digital systems in all digital systems in all
analytical tools. analytical tools. analytical tools. analytical tools. analytical tools.
Documents evidence Lists some of critical and Outlines some evidence Documents evidence of Documents detailed Documents
of critical and creative thinking through of critical and creative critical and creative evidence of critical and comprehensively
creative thinking the identification of the thinking through the thinking through the creative thinking evidence of critical and
through the data collected. identification and identification, through the creative thinking through
identification, analysis of the data clarification and identification, the identification,
clarification and collected. analysis of the data clarification and critical clarification and critical
critical analysis of collected. analysis of the data analysis of the data
the data collected. collected. collected to determine
its reliability.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 8VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Outcome 2 Documents the Lists some solution Outlines some Documents an Documents detailed Documents
functional and requirements. appropriate solution appropriate range of solution requirements, comprehensively all the
non-functional requirements and solution requirements, constraints and scope. functional and non-
4. Skills in requirements, constraints. constraints and scope. functional requirements,
documenting constraints and constraints and scope.
a software scope as part of
requirements the SRS.
specification.
Documents the Lists some details of the Outlines some aspects Documents the Documents in detail the Documents
Insufficient evidence
technical technical environment of of the technical technical environment technical environment comprehensively all the
environment and the the solution. environment and the and the intended and the intended technical environment
intended audience of intended audience of the audience of the audience of the and intended audience
the solution as part solution. solution. solution. of the solution.
of the SRS.
Documents evidence Lists some evidence of Outlines some evidence Documents evidence of Documents detailed Documents
of critical and critical and creative of critical and creative critical and creative evidence of critical and comprehensively
creative thinking thinking through the use thinking through the use thinking through the use creative thinking evidence of critical and
through the use of of questions to follow of questions to analyse of questions and through the use of creative thinking through
questions and solution requirements. solution requirements. strategies to analyse questions and the use of effective
strategies to critically solution requirements. strategies to critically questions and strategies
analyse solution analyse solution to critically analyse
requirements. requirements. solution requirements.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 9VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Outcome 2 Generates Generates two design Generates two design Generates two or three Generates two or three Generates two or three
alternative design ideas with limited ideas with some design ideas that design ideas that are distinctive design ideas
ideas. differences in modifications in represent sound feasible alternatives that are feasible and
5. Skills in appearance or appearance and alternatives to and clearly differ in original representations
designing functionality. functionality. appearance and appearance and of appearance and
the software functionality. functionality. functionality.
solution.
Develops evaluation Lists some criteria for Outlines some criteria to Develops a range of Develops a detailed set Develops a
criteria with evaluating design ideas enable partial evaluation criteria to evaluate of criteria to evaluate comprehensive set of
reference to design and software solution. of design ideas and design ideas and design ideas and criteria for evaluating
Insufficient evidence
ideas and software software solution. software solution. software solution. alternative design ideas
solution. and the efficiency and
effectiveness of the
software solution.
Produces preferred Produces the preferred Produces and justifies Produces and justifies Produces and justifies Produces and justifies
designs for the design using limited and the preferred design the preferred design the preferred design in the preferred design
software solution. incomplete methods with using some appropriate using a range of detail using appropriate comprehensively using
very limited reference to methods and limited appropriate methods methods and design appropriate methods
the evaluation criteria. reference to the and design factors with factors with detailed and design factors with
evaluation criteria. some reference to the reference to the reference to all
evaluation criteria. evaluation criteria. evaluation criteria.
Documents evidence Lists some evidence of Outlines some evidence Documents evidence of Documents detailed Documents
of critical and critical and creative of critical and creative critical and creative evidence of critical and comprehensively
creative thinking thinking through the thinking through the thinking through the creative thinking evidence of critical and
through design development of development of development of through the connection creative thinking through
ideas, solution connections between connections between connections between of ideas, design ideas the connection of ideas,
requirements and ideas and solution design ideas and design ideas and and solution the generation of design
justification of requirements. solution requirements. solution requirements requirements and the ideas and solution
preferred designs. and the justification of justification of the requirements and the
the preferred designs. preferred designs. justification of preferred
designs.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 10VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Outcome 1 Uses a range of Uses limited processing Uses some processing Uses a range of Uses a wide range of Uses a comprehensive
appropriate features to develop an features to develop an processing features to suitable processing range of suitable
processing features. incomplete software incomplete software develop an incomplete features to develop a processing features of
6. Skills in using solution that meets few solution that meets some software solution that software solution that the language to develop
a programming requirements. requirements. meets most meets most a complete software
language to requirements. requirements. solution that meets all
develop a requirements.
software
solution. Writes Writes limited internal Writes some internal Writes internal Writes detailed internal Writes comprehensive
comprehensive documentation. documentation with documentation that documentation that internal documentation
Insufficient evidence
internal formatting. includes relevant includes detailed that includes
documentation. program comments and program comments and comprehensive program
formatting. formatting. comments and
formatting.
Applies appropriate Applies limited data Applies some relevant Applies a range of Applies a wide range of Applies comprehensive
validation validation techniques. data validation relevant data validation relevant data validation data validation
techniques. techniques. techniques. techniques to check the techniques to check the
reasonableness of data. reasonableness and
completeness of all
input data.
Documents evidence Lists some evidence Outlines some evidence Documents evidence of Documents detailed Documents
of critical and of critical and creative of critical and creative critical and creative evidence of critical and comprehensively
creative thinking thinking through the thinking through the thinking through the creative thinking evidence of critical and
through the modification of designs. modification and further modification of designs, through the modification creative thinking through
modification of development of designs. evaluation criteria and of designs, evaluation the modification of
designs and listing of some possible criteria and listing of designs, evaluation
evaluation criteria. contingencies for most possible criteria and listing of all
solution development. contingencies for possible contingencies
solution development. for solution
development.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 11VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Outcome 1 Organises and Organises limited data Organises and Organises and Organises and Organises and
manipulates through the use of data manipulates some data manipulates a range of manipulates data manipulates all data
appropriate data structures to manage through the use of data through the use of efficiently and efficiently and effectively
7. Skills in structures efficiently data. appropriate data appropriate data effectively through the through the use of data
managing data to manage data and structures to manage structures to manage use of appropriate data structures to manage
and files, and files. data and files. data and files. structures to manage data and files.
testing a data and files.
Insufficient evidence
software
solution. Proposes and Proposes limited Proposes and Proposes and Proposes and Proposes and
implements procedures or implements some implements a range of implements a wide implements
procedures to techniques to secure procedures and procedures and range of procedures comprehensive
manage the security data and files. techniques to manage techniques to manage and techniques to procedures and
of data and files. and secure data and and secure data and manage and secure techniques to manage
files. files. data and files. the security of all data
and files.
Documents the use Lists some suitable Outlines some suitable Documents a range of Documents a wide Documents a
of testing techniques testing techniques and testing techniques and suitable testing range of suitable testing comprehensive range of
and test data. test data. test data. techniques and test techniques and test suitable testing
data to detect logic data to detect most techniques and test data
errors. logic errors. to detect all logic errors.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 12VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Outcome 1 Preparation and Prepares a limited Prepares and conducts a Prepares and conducts Prepares and conducts Prepares and conducts
conduction of usability test that covers usability test that covers a usability test that a detailed usability test a comprehensive
usability tests. few targeted some targeted covers many of the that covers most usability test that covers
8. Skills in requirements of the requirements of the targeted requirements targeted requirements all targeted
conducting solution. solution. of the solution. of the solution. requirements of the
usability solution.
testing.
Documents the
Insufficient evidence
Lists some results of the Outlines some of the Documents a range of Documents detailed Documents a
results of the usability tests. results of the usability the results of the results of the usability comprehensive set of
usability tests. tests. usability tests. tests. the results of the
usability tests.
Documents the Lists some modifications Outlines some of the Documents a range of Documents detailed Documents a
modifications to the to be implemented to the modifications to be the modifications to be modifications to be comprehensive set of
software solution. software solution. implemented to the implemented to the implemented to the the modifications to be
software solution. software solution. software solution. implemented to the
software solution.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 13VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Outcome 1 Proposes strategies for Identifies limited strategies Outlines some feasible Proposes some feasible Proposes detailed Proposes comprehensive
evaluating the for evaluating the software strategies for evaluating the strategies for evaluating strategies for evaluating strategies for evaluating
efficiency and solution. software solution the efficiency and the efficiency and the efficiency and
9. Skills in effectiveness of the effectiveness of the effectiveness of the effectiveness of the
evaluating the software solution. software solution. software solution. software solution.
software Documents the Describes how some Outlines an evaluation of Documents a sound Documents a detailed Documents a
solution. evaluation of the features of the software how some of the features of evaluation in terms of evaluation in terms of comprehensive evaluation
efficiency and solution meet requirements. the software solution meet efficiency and efficiency and in terms of efficiency and
effectiveness of the functional requirements. effectiveness of how the effectiveness of how most effectiveness of how all
software solution in Limited references to the specific features of the of the specific features of specific features of the
Insufficient evidence
meeting requirements. evaluation criteria. software solution meet the software solution meet software solution meet all
functional and non- functional and non- functional and non-
functional requirements. functional requirements. functional requirements.
References some of the References most of the References all the
evaluation criteria. evaluation criteria. evaluation criteria.
Documents the Describes how the selected Outlines an evaluation of Documents a sound Documents a detailed Documents a
evaluation of how the development model how the selected explanation of evaluation of effectiveness comprehensive evaluation
development model assisted in the development model effectiveness of how the of how the selected of effectiveness of how the
assisted in the development of the assisted in the selected development development model selected development
development of the software solution. development of the model assisted in the assisted in the model assisted in the
software solution. software solution. development of the development of the development of the
software solution. software solution. software solution.
Documents evidence of Lists some evidence of Outlines some evidence of Documents evidence of Documents detailed Documents
critical and creative critical and creative thinking critical and creative thinking critical and creative evidence of critical and comprehensively evidence
thinking through the through the identification of through some evaluation of thinking through the creative thinking through of critical and creative
evaluation of the some improvements to the the development stage and evaluation of the design the evaluation of the thinking through the
analysis, design and software solution. the identification of some and development stage analysis, design and evaluation of the analysis,
development stages improvements to the and the identification of development stage and design and development
and improvements to software solution. improvements to the the identification of stage and the identification
the solution software solution. improvements to the and description of
software solution. improvements to the
software solution.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 14VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
VCE Software Development: School-assessed Task 2020
Assessment Levels of Performance
Criteria Indicators Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Outcome 1 Documents the Lists some adjustments Outlines some Documents a range of Documents in detail Comprehensive
modifications made to the initial project plan. adjustments to the initial modifications to the adjustments to the initial documentation of all
to the initial project project plan during the initial project plan project plan during the adjustments to the initial
Insufficient evidence
10. Skills in plan. project. during the project using project using project plan during the
assessing the some appropriate appropriate techniques. project using a range of
project plan. techniques. appropriate techniques.
Assesses the Lists limited factors that Outlines some factors Documents a range of Documents in detail the Comprehensive
effectiveness of the contributed to the that contributed to the the factors that factors that contributed documentation of all the
project plan. effectiveness of the effectiveness of the contributed to the to the effectiveness of factors that contributed
project plan. project plan. effectiveness of the the project plan. to the effectiveness of
project plan. the project plan.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 15VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
Authentication of VCE Applied Computing:
Software Development School-assessed
Task (SAT)
Teachers are reminded of the need to comply with the authentication requirements specified in the
Assessment: School-based Assessment section of the VCE and VCAL Administrative Handbook 2020. This
is important to ensure that ‘undue assistance [is] not … provided to students while undertaking assessment
tasks’.
Teachers must be aware of the following requirements for the authentication of VCE Applied Computing:
Software Development School-assessed Task.
1. The body of work created for the SAT is based on work developed and completed in Unit 3 Outcome 2
and Unit 4 Outcome 1.
2. Teachers are required to fill out the Authentication record form and provide the student with feedback on
their progress at each observation.
3. Undue assistance should not occur at any time during the development of the body of work and
teachers need to be vigilant. Students are required to demonstrate development of their thinking and
working practices. Teachers are reminded that it is not appropriate to provide ‘detailed advice on,
corrections to, or actual reworking of students’ work’.
4. Teachers must sight and monitor the development and documentation of the student’s thinking and
working practices throughout the unit to authenticate the work as the student’s own. Students must
acknowledge the source of materials and information used to support the development of their work.
5. Students should be encouraged to complete their work at school. Where students use external service
providers, their documentation should demonstrate ongoing progress throughout the SAT.
6. During the generation of the software solutions teachers must plan and use observations of student
work in order to monitor and record each student’s progress as part of the authentication process.
Teachers must ensure that all source and reference material, all use of non-school (home, outsourced)
resources and any external assistance (for example, tutors) are acknowledged on the Authentication
record form. If a student acknowledges using external resources or receiving external assistance, the
teacher should record complete details as an attachment to the Authentication record form.
7. Teachers are reminded that the authentication procedures must be followed for all student work in
relation to this SAT. The School-based Assessment Audit includes the inspection of Authentication
record forms.
© VCAA Page 16VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
Authentication Record Form: VCE Applied Computing: Unit 3 Software Development SAT 2020
This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It
may be collected by the VCAA as part of the School-based Assessment Audit.
Student name …………………………………………………………….. Student No
School …………………………………………………………………… Teacher: ……………………………………..…………………………………………….
Component of School-assessed Task Date observed Teacher comments Teacher’s Student’s
and submitted initials initials
Observation 1: Identification of need or opportunity Observed Observation of need or opportunity
The student has identified/has documented a real-world need or
opportunity that can be solved as a software solution. The teacher has
approved or not approved the need or opportunity. Submitted Submission of need or opportunity
Observation 2: Preparation of project plan Observed Observation of the development of the project plan
(Criterion 1)
The student is preparing/has prepared a Gantt chart for both parts of
the SAT (Unit 3 Outcome 2 and Unit 4 Outcome 1). Submitted Submission of project plan
Observation 3: Development model Observed Observation of the documenting of the development model
(Criterion 2)
The student has selected and is documenting/has documented the use
of an appropriate development model. Submitted Submission of the development model
Observation 4: Collection of data Observed Observation of the collected data
(Criterion 3)
The student has identified appropriate data and data collection
methods for analysis and development of the software requirements Submitted Submission of collected data
specification.
Observation 5: Development of software requirements Observed Observation of the development of the software requirements specification
specification
(part of Criterion 3; Criterion 4)
The student is documenting/has documented the analysis in the form
of a software requirements specification with the inclusion of analytical Submitted Submission of the software requirements specification
tools.
Observation 6: Design folio Observed Observation of the development of designs
(Criterion 5)
The student is developing/has developed a folio of design ideas,
Submitted Submission of design folio
evaluation criteria and their preferred detailed design.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature ………………………………………………………………… Date …………………………………
© VCAA Page 17VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020
Authentication Record Form: VCE Applied Computing: Unit 4 Software Development SAT 2020
This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication purposes. This form is to be retained by the school and filed. It
may be collected by the VCAA as part of the School-based Assessment Audit.
Student name …………………………………………………………….. Student No
School …………………………………………………………….…….... Teacher: ……………………………………..…………………………………………….
Component of School-assessed Task Date observed Teacher comments Teacher’s Student’s
and submitted initials initials
Observation 7: Development of software solution Observed Observation of the development of the software solution
(Criterion 6 and 7)
The student is developing/has developed and tested the software
Submitted Submission of the software solution
solution.
Observation 8: Usability testing Observed Observation of the preparation of usability testing
(Criterion 8)
The student is preparing and conducting/has prepared, conducted
Submitted Submission of usability testing
and documented the results of the usability tests.
Observation 9: Evaluation of software solution and Observed Observation of the development of the evaluation
development model
(Criterion 9)
The student is documenting/has documented the evaluation of the Submitted Submission of the evaluation
software solution and the development model.
Observation 10: Assessment of project plan Observed Observation of the development of the assessment of the project plan
(Criterion 10)
The student is documenting/has documented the assessment of
Submitted Submission of the assessment of the project plan
the project plan.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature …………………………………………………… Date …………………………………
© VCAA Page 18VCE Applied Computing: Software Development Administrative information for School-based Assessment in 2020
2020
Victorian Certificate of Education student name
Applied Computing: Software Development Assessment Sheet
School�assessed Task
This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student's performance for each student number
criterion. Teachers will be required to choose one number from 0–10 to indicate how the student performed on each criterion with comments, as appropriate.
Teachers then add the subtotals to determine the total score. assessing school number
Criteria for the award of grades Performance on Criteria: Teacher’s Comments
Not Shown Very Low Low Med High Very High You may wish to comment on aspects of the student’s
(0) (1–2) (3–4) (5–6) (7–8) (9–10) work that led to your assessment.
The extent to which the student demonstrates:
1 skills in project management
2 skills in the selection and justification of a development model
3 skills in using analytical tools and techniques
4 skills in documenting a software requirements specification
5 skills in designing the software solution
6 skills in using a programming language to develop a software solution
7 skills in managing data and files, and testing a software solution
8 skills in conducting usability testing
9 skills in evaluating the software solution
10 skills in assessing the project plan.
If a student does not submit the School�assessed Task
at all, N/A should be entered in the total score box.
SUBTOTALS
TOTAL SCORE
© VCAA
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