These are real numbers from a secondary school in England, that I got asked to work out this week. They are a fairly typical single-department customer for us; I don’t have permission to share the name of the school.
The figures are self-explanatory. Here are the assumptions that Continue reading
This guest post is by Jez Thompson, Strategic Lead IT at The Open Academy in Norwich
Jez blagged a free trial of our J276 OCR Computer Science Practice Exams in return for a promise to write up his experience.
After reading How we cracked the auto-marking of GCSE short-text responses I asked Yacapaca for a trial.
Our Year 11 learners were privileged to trial Yacapaca’s ‘short-text’ artificial intelligent question practice exam questions; feedback from our learners was incredibly Continue reading
Allow me to boast, if you will, about some of our top Computing resources. These are all from authors who have been Continue reading
Assessing Computer Science is a very different challenge from assessing ICT, so a different approach is needed. With ICT, there is standard content that we can expect all students to have covered. Computer Science is far more varied. For example, we can expect every student to have studied at least one programming language – but which one? For this reason, there is no possibility of a single CS baseline test, nor should CS content be included into an ICT baseline test.
Our approach instead has been to create an entire Computer Science section for Yacapaca. This contains a rich mix of content, all results of which can be reported as National Curriculum levels. Because there are no defined level statements for Computer Science, we use consensus grading; with enough data (>50 questions), Yacapaca will tell you the level a notional average teacher would assign to your student.