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During the CAT workshop, PAT issues were discussed and clarified.

Look at a document published by Dr Pam Miller in this regard. Check this document to follow the numbering


Also, look at the examples done during the CAT workshop


The following process was followed: 
1)       The task was given and discussed, questions answered (the audience had to read through it and ask questions to ensure that they understand the problem to be solved)
(See The PAT example Subject Advisors.doc)
2)       Solving the problem started with a brainstorming session on the problem and the topic (see brainstorm.pdf)
3)       The brainstorm document was then reviewed to determine (mark) possible headings and subheadings (group topics and subtopics) – see marked brainstorm.pdf
(some people called these first steps, Phase 0)
4)       At this point it was necessary to check the scope of the brainstorming – many people realised here that their scope was to big and that they could actually only take one or two headings and refine this otherwise the task would become to big. They decided to narrow the scope and to focus on one or two aspects only.
5)       Now start with Phase 1.
a.       Describe the problem / task (make sure that other people will understand the problem and what needs to be done if they read it)
b.       Brainstorm questions and identify and write down the main question
c.        Sort the questions according to headings / subheadings
d.       Ask more questions for each heading / subheading to ensure that you will find the necessary information to solve the problem
e.       Label the questions according to levels
f.         Think about why you need to ask the question and give a rationale for asking the question (last column). Remove questions / add more where necessary until you are happy that your questions will lead you towards a solution
g.       Identify sources of information – where to find the answers to the questions posed
At this point they engaged in peer assessment: looking at each other’s tasks, asking questions, adding comments and providing advice
h.       Use the comments and advice from peers and review the task description and questions
i.         Check assessment tool to ensure that all requirements are met
(See Phase 1.doc for an example)
6)       Now start with Phase 2 Task 1
a.       Find and access the information / data as indicated in phase 1
b.       Read, engage with the information
c.        Determine whether the sources and information is trustworthy and will answer the questions posed to provide answers to the questions and will help solve the problem
7)       Now start with Phase 2 Task 2
a.       Plan your solution and the report
b.       Create a framework of how to organise information and answers to questions – use the headings and subheadings from phase 1 – re-organise where necessary
c.        Plan how you will use the spreadsheet and database to process, summarise and organise data / information
(See phase 2 part 2.doc for an example)
8)       Do the processing and analysis using the application packages (Phase 3, task 1). Ensure that the processing, queries, reports, etc will answer the questions posed and will give you the information needed as planned in phase 2
9)       Write the report
a.       Use the framework created in phase 2, task 2
b.       Use the information found in phase 2, task 1 and the analyses and processed data / information from phase 3, task 1
c.        Draw your conclusion
d.       Present your report and your findings/suggestions
(See Report_example.doc)


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The Department of Education conducted a workshop for CAT subject advisors from all provinces from 11 - 15 May 2009.

The purpose of the workshop was to:
1)       convey November 2008 Exam results and to discuss strategies to improve results;
2)       clear assessment issues as set out in the SAG;
3)       clear misinterpretation of policy;
4)       understand the PAT, including the content for Information Management, as well as marking and moderation;
5)       understand how practical exams should be conducted, including preparation of CDs to be sent to marking centers; and
6)       understand assessment in CAT and how to assess content for all the Learning Outcomes in CAT, including setting tasks and papers

The above topics were discussed, input given and ideas and strategies shared to support Computer Applications Technology in all provinces


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