that should be demonstrated, and use measurable outcomes and language that students can understand. The rubric below is not meant to be used as a task rubric. It has been produced to assist you to determine the appropriate level of knowledge and understanding of the key concepts presented in the activities for student achievement at each year level. This should be used alongside the Australian Curriculum achievement standards and any school or jurisdiction guidelines for summative assessment purposes. Think of the depth of knowledge and understanding as being a continuum. Students who are operating at a relational level, for example, will also be able to demonstrate the multi-structural knowledge acquisition presented. Quantity of knowledge Quality of understanding Extended Criteria Uni-structural Relational abstract Structure Can identify Understands the route Can identify Can articulate the Understands and types of some of the data travels between important role of each how decisions networks key features main components of a parts of a component in the around design of of a network but does not network and network and how networks are network, but fully understand the distinguish the entire system affected by is unclear on purpose of each step; between is dependent on multiple factors, their roles in can state different types them; explains each performing a and that good the system of networks simple reasons specific purpose; designs will or how data for choosing can rationalise incorporate moves one type of choice of network alternative between infrastructure infrastructure routes for data them over another transmission and redundancy Transmission Identifies Can explain that data Understands Explains the type Draws upon the and that transmission involves the of information that knowledge they structure of networks more than just the information is stored in have learned to data allow the transfer of information contained metadata and the hypothesise transmission and requires metadata within limitations this about the nature of data to be able to function metadata and introduces in of data and the between can explain terms of the rate challenges computers, how it is used of transfer and the inherent in and that to ensure quantity of reconstructing it data carries messages when multiple
that should be demonstrated, and use measurable outcomes and language that students can understand. The rubric below is not meant to be used as a task rubric. It has been produced to assist you to determine the appropriate level of knowledge and understanding of the key concepts presented in the activities for student achievement at each year level. This should be used alongside the Australian Curriculum achievement standards and any school or jurisdiction guidelines for summative assessment purposes. Think of the depth of knowledge and understanding as being a continuum. Students who are operating at a relational level, for example, will also be able to demonstrate the multi-structural knowledge acquisition presented. Quantity of knowledge Quality of understanding Criteria Uni-structural Relational Extended abstract Structure and types of networks Can identify some of the key features of a network, but is unclear on their roles in the system or how data moves between them Understands the route data travels between main components of a network but does not fully understand the purpose of each step; can state different types of networks Can identify important parts of a network and distinguish between them; explains simple reasons for choosing one type of infrastructure over another Can articulate the role of each component in the network and how the entire system is dependent on each performing a specific purpose; can rationalise choice of network infrastructure Understands how decisions around design of networks are affected by multiple factors, and that good designs will incorporate alternative routes for data transmission and redundancy Transmission and structure of data Identifies that networks allow the transmission of data between computers, and that data carries Can explain that data transmission involves more than just the transfer of information and requires metadata to be able to function Understands the information contained within metadata and can explain how it is used to ensure messages Explains the type of information that is stored in metadata and the limitations this introduces in terms of the rate of transfer and the quantity of Draws upon the knowledge they have learned to hypothesise about the nature of data and the challenges inherent in reconstructing it when multiple
computer-chatter-1---learning-sequence_inclusive-learning.docx