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)

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

Grade 12 National Examination Papers

Grade 12 National Examination Papers

While I was busy preparing for a training workshop, I came accross very good material that could be used by teachers: http://www.compmat.wcape.school.za/PHS/tips.htm

One of the issues mentioned on the CAT learning space is that of marking. This video could help you.

While I was browsing the Fullcircle Magazines for articles on sustainable living which could assist with the Grade 12 PAT, I came accross some articles that could also be helpful when dealing with the Grade 11 PAT:

http://www.fullcirclemagazine.co.za/volunteers0804.php (volunteering for a NGO)

http://www.fullcirclemagazine.co.za/peereducation0804.php

Dear CAT teacher

This is a challenge to you.

The Microsoft Innovative Teachers Forum is a competition that recognises teachers who are using technology in creative ways to promote teaching and learning.

The Innovation Workshops are designed to help teachers who are already using computers with their learners to plan and implement an engaging project (which could then be entered into the competition).

Teachers do not have to attend a workshop to enter the competition – but in the past teachers have reported really enjoying the workshops and that they found them very useful for generating ideas and the opportunity to network with other creative teachers.

In 2008, Sarietjie Musgrave, CAT teacher from Eunice High School in Bloemfontein was one of the SA finalists with her Grade 10 project.

She gained her runner up position in the Microsoft Worldwide Innovative Teachers Awards 2008 in Hong Kong, category Innovation in Community Category

Innovation in Community
Sarietjie Musgrave (Eunice High School: Free State)

Spread the Sunshine
The project for Grade 10 Computer Applications Technology involves learners investigating the needs of disabled people and then using their skills to create useful ICT based artefacts for disabled people. A range of applications are used including an animation package to design a public awareness campaign and Clicker to design software to support the disabled.

Another CAT teacher, Thamsanqa Makhathini, Mpophomeni High School in KZN,  reached the finals with a Grade 11 project in a different category:

Innovation in Challenging Contexts
Thamsanqa Makhathini (Mpophomeni High School: KwaZulu-Natal)

Local is Lekker@Mpophomeni
Groups of Grade 11 Computer Applications Technology learners designed research instruments and interviewed community members about Mpophomeni Township pre- and post-1994. Findings, photographs and audio-clips (recorded using cell phones) were then used to create a website.

Wow!!!

You are stars

Read more

The CAT exam guidelines have been developed to assist teachers and learners in their preparation for the 2009 examinations for the National Senior Certificate (NSC). The exam guidelines provide clarity in terms of scope and depth of the content to be examined in 2009.

The exam guidelines must be read in conjunction with the NCS, the SAG and the LPG for CAT.

Some comments / questions received regarding PAT:

1. The PAT does not help learners to learn applications  / do better in their application packages / practise their application package skills
2. The PAT takes up a lot of curriculum time.
3. We want examples of completed PATs
4. Marking the PAT is time consuming

Answers / Responses:

1. The focus of the PAT is not application packages (LO2) but information management (LO3). The PAT is not designed to teach learners applications or to assess application package skills. It assesses learners' information management skills - their ability to solve an information problem. The fact that they will use applications to help solve the problem and that in doing so they might learn more about the applications and practise their application package skills, is a bonus.
2. Information management, and therefore the PAT, is part of the curriculum and deserves curriculum time. In many instances the PAT is the only teaching / exposure that learners are getting with regard to information management. The PAT assesses the information management knowledge and skills. Formal assessment is an extension of curriculum and normally impacts on contact time. Other formal assessments such as scheduled tests and exams also impact on curriculum / contact time. How much teaching time is lost due to tests and exams?
3. My advice is to give them examples of 2008 PATs. Examples on 2009 topics may result in learners copying and pasting / plagiarism. Some 2008 examples could be viewed on Dr Pam Miller's blog. You can also view examples of phase 1 done on a different topic on the Limpopo site.
4. The assessment tools have been reviewed and simplified and hopefully will lead to easier marking that is less time consuming. PAT assessment is not micro assessment but checking against criteria and making a judgement based on the criteria.

Some comments / questions received regarding PAT:

1. The PAT does not help learners to learn applications  / do better in their application packages / practise their application package skills
2. The PAT takes up a lot of curriculum time.
3. We want examples of completed PATs
4. Marking the PAT is time consuming

Answers / Responses:

1. The focus of the PAT is not application packages (LO2) but information management (LO3). The PAT is not designed to teach learners applications or to assess application package skills. It assesses learners' information management skills - their ability to solve an information problem. The fact that they will use applications to help solve the problem and that in doing so they might learn more about the applications and practise their application package skills, is a bonus.
2. Information management, and therefore the PAT, is part of the curriculum and deserves curriculum time. In many instances the PAT is the only teaching / exposure that learners are getting with regard to information management. The PAT assesses the information management knowledge and skills. Assessment is an extension of curriculum and normally impacts on contact time. Other assessments such as scheduled tests and exams also impacts on curriculum / contact time. How much teaching time is lost due to tests and exams?
3. My advice is to give them examples of 2008 PATs. Examples on 2009 topics may result in learners copying and pasting / plagiarism. Some 2008 examples could be viewed on Dr Pam Miller's blog. You can also view examples of phase 1 done on a different topic on the Limpopo site.
4. The assessment tools have been reviewed and simplified and hopefully will lead to easier marking that is less time consuming. PAT assessment is not micro assessment but checking against criteria and making a judgement based on the criteria.