ICT example portfolios levels 1-3 combined...

Key skills

Example portfolio

Information technology

2003Level

1

First published in 2004

© Qualifications and Curriculum Authority 2004

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Qualifications and Curriculum Authority

83 Piccadilly

London W1J 8QA

www.qca.org.uk/

i

Contents

Foreword iii

Overview v

Commentary vi

Portfolio 1

Assessment checklist 1

Location of evidence 1

Location of additional evidence 2

Assessment record IT1.1 3


Candidate’s evidence 5–20

iii

Foreword

Key skills are for everyone, from learners in the workplace to chief executives in large

companies. They are the skills most commonly needed for success in education,

training, work and life in general. The six key skills are:

■ application of number

■ communication

■ improving own learning and performance

■ information technology

■ problem solving

■ working with others.

In developing key skills, people improve the quality of their learning as well as their

performance in the world of work.

When QCA completed its review of the key skills qualifications and units, it was clear

that there was a need for examples of key skills portfolios. We have now produced

example portfolios in application of number, communication and information

technology. Example portfolios for improving own learning and performance, working

with others and problem solving are being developed.

The example portfolios provide practical guidance on organising and referencing

portfolio evidence, and on the kind and amount of evidence required. They are

intended, along with the publication The key skills qualifications specifications and

guidance, to help assessors interpret the key skills. They are based on the September

2000 key skills and show real work from real candidates. Their production is

supported by the key skills awarding bodies.

Ken Boston AO

Chief Executive

v

Overview

The key skills awarding bodies and the regulatory authorities (QCA, ACCAC and

CCEA) have produced this example portfolio as a result of a collaborative project.

The purpose of the project was to produce a set of portfolios that would give practitioners

a clear understanding of the requirements for key skills portfolios. There are portfolios

for the following key skills and levels:

■ application of number, levels 1 to 3

■ communication, levels 1 to 3

■ information technology (IT), levels 1 to 3.

The project group selected a range of learning and vocational contexts to show

application of the skills across the nine portfolios. While a specific context may not be

directly relevant to all sectors, the principles of approach, recording and assessment

apply, and should prove useful to all.

Key skills chief moderators for the awarding bodies have met and scrutinised the

portfolios. They agree that the portfolios meet the specifications for the key skills

qualifications. QCA chaired and facilitated the meetings.

These portfolios went through an internal assessment by a centre and then an external

verification/moderation process by the centre’s awarding body. Each of them met the

standard and received a pass. They should be viewed as such, not as perfect examples

of work.

You will see that improvements could be made to the portfolios. For example,

evidence could be more effectively or logically presented. However, room for

improvement is to be expected: candidates develop skills over time, reflecting and

progressing as they do so. Key skills are free-standing qualifications open to everyone

at any age. This means that portfolios of evidence are created in a range of academic,

occupational and vocational contexts.

Also included in the portfolios are:

■ record sheets that make the feedback and assessment decisions clear;

■ commentaries that outline some of the issues and describe the context in which the

candidate gathered the evidence. The commentaries were written by chief

moderators involved in the project group.

Some of these portfolios have been created from more than one portfolio. Some have

been reworked to avoid ‘benefit of the doubt’ situations. The record sheets have been

rewritten to make decisions clearer to the reader. During the copying process, some

loss of clarity may have occurred, especially in images that were originally in colour.

These example portfolios should be read with reference to The key skills qualifications

specifications and guidance (QCA, 2002), which provides advice and guidance on the

assessment of key skills.

QCA and the key skills moderators and external verifiers would like to acknowledge

the valuable contribution of centres and students in the production of these materials.

vi

Commentary

The portfolio is well organised. It has been assessed and some feedback has been

provided by the assessor to the candidate. The assessor has also authenticated final

documents as the candidate’s own.

The candidate has produced evidence for two clearly stated, different purposes, and

there is a sense of ownership of the evidence by the candidate in the annotations she

provides. Both the scenarios are relevant and interesting for demonstrating the

effective use of IT at this level.

The presentation is clear and straightforward.

Purpose 1 – fireworks display

IT1.1

Information has been taken from a memorandum, a telephone call and the internet,

evidence of which is included in the portfolio.

IT1.2

Annotated drafts explain development.

The product – a poster – contains text and images, although there is no requirement to

combine these at this level.

The candidate has provided a screen shot as evidence of saving.

Purpose 2 – costings

IT1.1

The candidate has used information provided, including a spreadsheet, to carry out

calculations.

IT1.2

The calculations are developed into a pie chart.

The final version of the pie chart is presented.

The candidate has provided a screen shot as evidence of saving.

Page 1

Informationtechnology

Level 1INFORMATION TECHNOLOGY LEVEL 1

ASSESSMENT CHECKLIST

Page List items of evidence and where they IT1.1 IT1.2are located in the portfolio

1 2 3 1 2 3

3 Assessment record for IT1.1 x x x

4 Assessment record for IT1.2 x x x

5–6 Purpose 1 task sheet – own notes x

6 Information entered for poster x x

9 Word Art screen dump x

10 Word-processed information with changes and drafts x x

10 Draft design x x

11 Internet picture x

12 Draft poster x x x

13 Final poster x

14 Screen dump with file names x

LOCATION OF EVIDENCE

You must:IT1.1Find, explore and develop information for twodifferent purposes.

Your evidence must show you can:1.1.1Find and select relevant information; and

1.1.2enter and bring in information, using formats thathelp development; and

1.1.3explore and develop information to meet yourpurpose.

IT1.2Present information for two different purposes.

Your work must include at least one example oftext, one example of images and one example ofnumbers.

1.2.1Use appropriate layouts for presenting informationin a consistent way; and

1.2.2develop the presentation so it is accurate, clearand meets your purpose; and

1.2.3save information so it can be found easily.

Assessor Declaration: I confirm that the details above are correct and that the evidence submittedis the candidate’s own work and the candidate meets all the requirements for certification of thiskey skill.

Assessor Name: Candidate Name:

Assessor Signature: Candidate Signature:

Date: Date:

Page 2

2


Level 1

Page List items of evidence and where they IT1.1 IT1.2are located in the portfolio

1 2 3 1 2 3

15 Purpose 2 task sheet – investigate costs of leaving home x

16 Table and pie chart of weekly living costs – draft x x x x

17 Final pie chart x x

18–19 Adverts with cost of housing x

20 Screen dump with file names x

INFORMATION TECHNOLOGY LEVEL 1LOCATION OF ADDITIONAL EVIDENCE




Date: Date:

Indicate the location of evidence of the following:

Text Image NumberPurpose 1

Text Image NumberPurpose 2

161616

–127, 10, 12

Page 3



ASSESSMENT RECORDIT1.1 Find, explore and develop information for two different purposes.



Date: Date:

What was the subject and purpose Supplementary evidence (if included):of the task?

Purpose 1: Design a poster for a firework display with the proceeds going to Oxfam

Purpose 2: Investigate the costs of leaving home and feed back to your group

Did the candidate…

Find and select relevantinformation?

Enter and bring ininformation, using formatsthat help development?

Explore and developinformation to meet theirpurpose?


Find and select relevantinformation?

Enter and bring ininformation, using formatsthat help development?

Explore and developinformation to meet theirpurpose?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No

Comments and examples

You found a useful image on theinternet and used the informationgiven to you by Oxfam.

You keyed in the text for theposter, formatted the image andinformation and then successfullycombined the two, although youdid not need to at this level.

You organised the text informationso that it would be easilyunderstood by the reader. Youresized the image. You providedtwo or three drafts with notesexplaining what changes youmade and why you made them.


You have found additional,helpful information for thespreadsheet. It would have beenuseful if you had included a note ofhow you found this. You have alsoselected possible rented propertiesfrom the pages provided.

You have entered the additionalinformation into the pre-preparedspreadsheet. You then entered therelevant information onto a newsheet so that you could produce a chart.

The weekly total in yourspreadsheet and the chart youhave produced show how youhave explored and developed thenumber. The chart also providesan appropriate image.

✓

✓

✓

✓

✓

✓

Page 4

4



ASSESSMENT RECORDIT1.2 Present information for two different purposes. Your work must include at least one

example of text, one example of images and one example of numbers.



Date: Date:


Purpose 1: Design a poster for a firework display with the proceeds going to Oxfam

Purpose 2: Investigate the costs of leaving home and feed back to your group


Use appropriate layouts forpresenting information in aconsistent way?

Develop the presentation soit is accurate, clear and meetstheir purpose?

Save information so it can befound easily?


Use appropriate layouts forpresenting information in aconsistent way?

Develop the presentation soit is accurate, clear and meetstheir purpose?

Save information so it can befound easily?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


The screen print from Word Artshows that you looked forappropriate ways to present yourinformation. The final postershows consistency of presentation.

The annotated drafts show thechanges you made to the wayyour poster looked. You havecorrected spelling errors made inyour earlier drafts.

A screen print of file names used isincluded.


You have used the spreadsheettemplate to enter all yourinformation. The presentation ofthe new sheet that you set alsoshows consistency.

You have revised your chart sothat it is clear and accurate. Yournotes also show that you havechecked your figures for accuracy.

A screen print of file names usedis included.

✓

✓

✓

✓

✓

✓


Level 1

You must:

IT1.1 Find, explore and developinformation for twodifferent purposes.

Your evidence mustshow you can:

1.1.1 Find and select relevantinformation.

Page 5


Level 1

You must:



1.1.2 Enter and bring ininformation, using formatsthat help development;and

1.1.3 explore and developinformation to meet yourpurpose.

Page 6Page 6


Level 1

You must:





Page 7


Level 1

You must:





Page 8Page 8


Level 1

You must:



1.1.3 Explore and developinformation to meet yourpurpose.

Page 9


Level 1

You must:


IT1.2 Present information fortwo different purposes.

Your work must include atleast one example of text,one example of imagesand one example ofnumbers.


1.1.3 Explore and developinformation to meet yourpurpose; and

1.2.1 use appropriate layouts forpresenting information ina consistent way.

Page 10Page 10


Level 1

You must:




Page 11


Level 1

You must:





1.1.3 Explore and developinformation to meet yourpurpose; and

1.2.1 use appropriate layouts forpresenting information ina consistent way; and

1.2.2 develop the presentationso it is accurate, clear andmeets your purpose.

Page 12Page 12


Level 1

You must:




1.2.2 Develop the presentationso it is accurate, clear andmeets your purpose.

Page 13


Level 1

You must:




1.2.3 Save information so it canbe found easily.

Page 14Page 14


Level 1

You must:




Page 15


Level 1

You must:






1.1.3 explore and developinformation to meet yourpurpose; and

1.2.1 use appropriate layouts forpresenting information ina consistent way; and


Page 16Page 16


Level 1

You must:




1.2.1 Use appropriate layouts forpresenting information ina consistent way; and


Page 17


Level 1

You must:




Page 18Page 18


Level 1

You must:




Page 19


Level 1

You must:




1.2.3 Save information so it canbe found easily.

Page 20Page 20


For more information, contact:Customer Services, QCA, 83 Piccadilly, London W1J 8QA (tel: 020 7509 5556)

www.qca.org.uk/

For more copies, contact:QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN

(tel: 01787 884444; fax: 01787 312950)

Price and order ref: £4 QCA/04/1216

ISBN 1 85838 533 4

This booklet is also available at www.qca.org.uk/

Curriculum and StandardsAudience Key skills candidates, practitioners, assessors and

moderators, external verifiers and others involved in the

delivery of key skills

Circulation lists Key skills awarding bodies and the Key Skills Support

Programme

Type Exemplification

Description Exemplification of the requirements for key skills portfolios

Cross ref The key skills qualifications specifications and guidance

(QCA/02/896)

Example portfolio: information technology level 2

(QCA/04/1217)


(QCA/04/1218)

Contact The Key Skills Team (020 7509 5611; [email protected])

Key skills example portfolios: 2004 standards commentary

The key skills example portfolios are based on the key skills standards for programmes starting from September 2000. From September 2004, revised key skills standards come into effect. The standards have been revised to give more flexibility in terms of their assessment requirements and to give more clarity in the way these requirements are specified.

The more flexible assessment requirements of the 2004 standards mean that some of the portfolios now more than meet the requirements.

Information and communication technology (ICT) level 1

This portfolio meets the requirements of the 2004 key skills standards for ICT level 1 in all aspects apart from the purposeful use of email. The candidate has:

included at least one ICT-based information source included at least one non-ICT-based information source used at least one example of text, one example of image and one example of number.

The assessment checklists throughout the portfolio would need to be amended to reflect the new standards. Assessors would also need to be aware that level 1 now has three components where previously it had two. Adjustments would therefore be needed in terms of matching the evidence to the new requirements.

ICT1.1The candidate has provided evidence of finding and selecting information. In order to meet the 2004 requirements, the candidate could use email to aid and support the task. For example, the first proof for the poster on page 7 could be in the form of an email sent by the candidate to the tutor for the tutor to comment on.

ICT1.2The candidate has provided evidence of entering and developing information to suit the task.

ICT1.3The candidate has developed the presentation so that the final output is accurate and fit for purpose.

Key skills

Example portfolio

Information technology

2003Level

2










Act 1993.


83 Piccadilly

London W1J 8QA

www.qca.org.uk/

i

Contents

Foreword iii

Overview v

Commentary vi

Portfolio 1







iii

Foreword





■ communication



■ problem solving















Ken Boston AO

Chief Executive

v

Overview



















of work.





















vi

Commentary

This is a candidate studying an NVQ in Care and operating generally at level 3 but whose IT skills have been assessed at Level 2. The candidate has a sophisticationof language not necessarily seen in other portfolios at this level but it must beremembered that we are assessing IT and not Communication skills. An assignmentfor their NVQ is the vehicle for the key skills.

Although the candidate has provided IT and non-IT sources of information for bothpurposes, there is no requirement to do so at this level.

An introduction states the two purposes are:

1) A presentation on research into pain relieving medication used in various hospitalwards and

2) A report on the causes and effects of strokes.

Purpose 1 – A presentation on research into pain relieving medication

IT 2.1

Sources of information and a plan of how the candidate intends to use the informationare identified in the introduction. The letter is used as evidence for the non IT source.Screen shots shows effective use of multiple criteria searches on Google using thekeywords “prescription” and “non prescription” ibuprofen.

IT 2.2

The use of formulae, appropriate for this level, is shown on the spreadsheet to explorenumerical data. The data is then further developed to produce new information in theform of a bar chart. The extract of the presentation is sufficient to show the candidatebeing selective in the information they chose to use and development of that information.

IT 2.3

Consistent use of bullet points and indentation in the presentation is appropriate useof formatting at this level. The bar chart in the presentation shows the combination oftext and images. Numbers and text are combined on the spreadsheet. There are a fewspelling mistakes but within tolerance.

A screen shot shows files saved onto floppy disk.

Purpose 2 – A report on the causes and effects of strokes

IT 2.1

The candidate has identified the internet is the IT source for the second purpose whilepatients on the wards where the candidate works are the non IT source.

IT 2.2

Initial, annotated drafts of the report provides evidence of development of the newinformation. The image has been extracted from a website and further developed byresizing it and placing it within the text.

IT 2.3

The report includes the image further developed by use of a border and text wrapping.Consistent use of spacing and font sizes are appropriate for this level. The work isaccurate within agreed tolerance.

A screen shot shows work saved onto floppy disk.

The candidate’s name is on all work, the assessor has signed, or initialled, all evidence.

Page 1




Page List items of evidence and where they IT2.1 IT2.2 IT2.3are located in the portfolio

1 2 3 1 2 3 1 2 3

5–7 Introduction x

8 Google search x

9 Letter x x

10 Spreadsheet – text, image, number x x x x

11 Graph – text and image x x

12 Powerpoint presentation x x x x x x x

13 Screen shot of saved files x

14–16 Draft report x x x x x x

17–19 Report x x x x x

20–21 Screen shots of search results x x x

22 Bibliography x x x


Indicate the location of evidence of the following:Purpose 1 Text Image Number

Purpose 2 Text Image Number

–1616

101010




Date: Date:

You must:IT2.1Search for and select informationfor two different purposes.

Your evidence must show you can:2.1.1Identify the information youneed and suitable sources; and

2.1.2carry out effective searches; and

2.1.3select information that is relevantto your purpose.

IT2.2Explore and developinformation, and derive newinformation, for two differentpurposes.

2.2.1Enter and bring togetherinformation using formatsthat help development; and

2.2.2explore information as neededfor your purpose; and

2.2.3develop information andderive new information asappropriate.

IT2.3Present combined information fortwo different purposes.

Your work must include at leastone example of text, oneexample of images and oneexample of numbers.

2.3.1Select and use appropriate layouts for presenting combined information in aconsistent way; and

2.3.2develop the presentation to suityour purpose and the types ofinformation; and

2.3.3ensure your work is accurate,clear and saved appropriately.

Page 2

2



ASSESSMENT RECORDIT2.1 Search for and select information for two different purposes.



Date: Date:


Purpose 1: To produce a presentation on analgesics

Purpose 2: To produce a report on strokes


Identify the information theyneed and suitable sources?

Carry out effective searches?

Select information that isrelevant to their purpose?


Identify the information theyneed and suitable sources?

Carry out effective searches?

Select information that isrelevant to their purpose?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


A range of suitable sources wasidentified. The internet and theletter to the specialist nurseprovide relevant generalinformation about analgesics andthe data from the ward givesspecific detailed information ontheir use.

The use of suitable key words, ie‘prescription and non prescription’in the internet search ensured thatappropriate sources weretargeted. This is evident in thePowerpoint presentation.


The report shows an awareness ofthe type of information requiredand a suitable range of sourceswas used to obtain thisinformation. Searching waseffective in both the internet andfrom books.

The report shows that a numberof sources were used in buildingthe report. The suitability andrelevance of the informationincorporated in the report showsthat relevant information wasselected from the sources.

✓

✓

✓

✓

✓

✓

Page 3



ASSESSMENT RECORDIT2.2 Explore and develop information, and derive new information, for two different purposes.



Date: Date:





Enter and bring togetherinformation using formatsthat help development?

Explore information asneeded for their purpose?

Develop information andderive new information asappropriate?


Enter and bring togetherinformation using formatsthat help development?

Explore information asneeded for their purpose?

Develop information andderive new information asappropriate?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


Both the spreadsheet and thePowerpoint presentation areexamples of entering informationin suitable formats that allowdevelopment.

Information was explored anddeveloped in both the spreadsheetand the presentation and newinformation was derived from arange of sources in thepresentation.


The information was wellorganised and developed in thereport. References were clearlyidentified in the report in aconsistent manner. The formattingof paragraphs etc. in the finalreport was also accurate.

The information was explored anddeveloped effectively. The draftsshow how the content andpresentation of the report wasdeveloped and there is evidenceto show how an image (showingthe effect of a stroke on the body)was developed.

✓

✓

✓

✓

✓

✓

Page 4

4



ASSESSMENT RECORDIT2.3 Present combined information for two different purposes. Your work must include at

least one example of text, one example of images and one example of numbers.



Date: Date:





Select and use appropriatelayouts for presentingcombined information in aconsistent way?


Develop the presentation tosuit their purpose and thetypes of information?

Ensure their work is accurate, clear and savedappropriately?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No


The Powerpoint presentationcontains combined informationand has been produced in areasonably consistent way.

The annotated draft of thePowerpoint presentation showshow it was developed. The presentation gives clearinformation on analgesics andeffectively combines generalinformation and the informationspecific to the ward.

A screen print showing the filesused for both purposes has beenincluded.


The report is produced in aneffective way and the image isappropriately incorporated intothe text. The report has beendeveloped through a series ofdrafts. Suitable annotation showshow the report has beendeveloped and the report formatis suitable for the informationinvolved.

The final report is accurate andindicates that the advice aboutproofreading and using a spellcheck has been acted upon.

✓

✓

✓

✓

✓


Level 2

You must:

IT2.1 Search for and selectinformation for twodifferent purposes.


2.1.1 Identify the informationyou need and suitablesources.

Page 5


Level 2

You must:




Page 6Page 6


Level 2

You must:




Page 7


Level 2

You must:



2.1.2 Carry out effectivesearches.

Page 8Page 8


Level 2

You must:



2.1.1 Identify the informationyou need and suitablesources; and

2.1.2 carry out effectivesearches.

Page 9


Level 2

You must:

IT2.2 Explore and developinformation, and derivenew information, for twodifferent purposes.


2.2.1 Enter and bring togetherinformation using formatsthat help development;and

2.2.2 explore information asneeded for your purpose;and

2.2.3 develop information andderive new information asappropriate; and

2.3.2 develop the presentationto suit your purpose andthe types of information.

Page 10Page 10


Level 2

You must:


IT2.3 Present combinedinformation for twodifferent purposes.



2.2.3 Develop information andderive new information asappropriate; and


Page 11


Level 2

You must:






2.1.3 Select information that isrelevant to your purpose;and

2.2.1 enter and bring togetherinformation using formatsthat help development;and



2.3.1 select and use appropriate layouts for presenting combined information in aconsistent way; and

2.3.2 develop the presentationto suit your purpose andthe types of information;and

2.3.3 ensure your work isaccurate, clear and savedappropriately.

Page 12Page 12


Level 2

You must:




2.3.3 Ensure your work isaccurate, clear and savedappropriately.

Page 13


Level 2

You must:











Page 14Page 14


Level 2

You must:











Page 15


Level 2

You must:











Page 16Page 16


Level 2

You must:











Page 17


Level 2

You must:











Page 18Page 18


Level 2

You must:











Page 19


Level 2

You must:




2.1.2 carry out effectivesearches; and

2.1.3 select information that isrelevant to your purpose.

Page 20Page 20


Level 2

You must:






Page 21


Level 2

You must:






Page 22Page 22



www.qca.org.uk/


(tel: 01787 884444; fax: 01787 312950)


ISBN 1 85838 532 6






Programme




(QCA/02/896)


(QCA/04/1216)


(QCA/04/1218)






This portfolio meets the requirements of the 2004 key skills standards for ICT level 2 in all aspects apart from the purposeful use of email. The candidate has:

included at least one ICT-based information source included at least one non ICT-based information source used at least one example of text, one example of image and one example of number.

The assessment checklists throughout the portfolio would need to be amended to reflect the new standards.

ICT2.1The candidate has provided evidence of searching for and selecting information to meet their needs. They have used different information sources for each task and used multiple search criteria in at least one case. Page 22 has good examples of the use of non-ICT sources.

In order to meet the 2004 requirements, the candidate could use email to aid and support the task. For example, the letter on page 9 could be in the form of an email sent by the candidate to the pain specialist nurse requesting information.

ICT2.2The candidate has provided evidence of entering and developing the information to suit the task and of deriving new information.

ICT2.3The candidate has presented combined information such as text with image, text with number, image with number. Evidence of saving is no longer a requirement, so page 13 is not needed.

Key skills

Example portfolio2003Level

3 Information technology










Act 1993.


83 Piccadilly

London W1J 8QA

www.qca.org.uk/

i

Contents

Foreword iii

Overview v

Commentary vi

Portfolio 1



Location of additional evidence 2





iii

Foreword





■ communication



■ problem solving















Ken Boston AO

Chief Executive

v

Overview



















of work.





















vi

Commentary

This candidate is a member of staff who has used the creation of a booklet, A Guide

to France, for a class going on a trip for the first purpose and research for a sociology

course for the second purpose. For both purposes the candidate has provided a plan

that clearly states the purpose and the intended audience.

Purpose 1 – Guide to France

IT 3.1

A plan at the front of the evidence clearly identifies possible sources of information.

How the information will be used is indicated on the sketch of the booklet layout

showing intended content.

Screen shots showing the results of searches provide evidence of IT sources; copies of

Notes for Guidance and an extract from a guidebook are evidence of non-IT sources.

IT 3.2

Style sheets and an automated contents sheet are both automated routines appropriate

for level 3 IT.

An annotated draft of the booklet shows development of the new information derived

from the research. The use of VLOOKUP on the spreadsheet for calculating possible

day trips is further evidence of automated routines and the type of formula expected at

this level. The three trip plans A, B and C are evidence of exploring information.

Screen shots of e-mail messages and a statement by the candidate provide evidence of

an exchange of information.

IT 3.3

The final version of the booklet combines text, images and number.

Purpose 2 – An article on crime statistics in three cities

IT 3.1

The plan at the front of the evidence describes how the candidate intends to locate and

use the information needed.

Screen shots with statements from the candidate show effective searching and selection.

IT 3.2

Data has been downloaded into one package, exported into another and filtered for

relevant information providing an abundance of evidence to explore and develop.

New information has been created by creating a calculated field showing the percentage

difference between the two years and the production of several comparative bar charts.

A note by the candidate explains the exchange of information with another student.

IT 3.3

The article is presented in its final form and in the development stage with annotations

and feedback from the assessor suggesting refinements. Text and images have been

combined in the article that is formatted into two columns.

Page 1





You must:IT3.1Plan and use different sources tosearch for, and select, informationrequired for two differentpurposes.

Your evidence must show you can:3.1.1Plan how to obtain and use theinformation required to meet thepurpose of your activity; and

3.1.2choose appropriate sources andtechniques for finding informationand carry out effective searches; and

3.1.3make selections based onjudgements of relevance andquality.

IT3.2Explore, develop andexchange information, andderive new information, tomeet two different purposes.

3.2.1Enter and bring togetherinformation in a consistentform, using automatedroutines where appropriate; and

3.2.2create and use appropriatestructures and procedures to explore and developinformation and derive newinformation; and

3.2.3use effective methods ofexchanging information tosupport your purpose.

IT3.3Present information fromdifferent sources for twodifferent purposes and audiences.

Your work must include at leastone example of text, oneexample of images and oneexample of numbers.

3.3.1Develop the structure andcontent of your presentation usingthe views of others, whereappropriate, to guide refinements;and

3.3.2present information effectively,using a format and style thatsuits your purpose and audience;and

3.3.3ensure your work is accurate andmakes sense.

Page List items of evidence and where they IT3.1 IT3.2 IT3.3are located in the portfolio

1 2 3 1 2 3 1 2 3

7–8 French exchange guide – plan of initial ideas x xand sketch of layout

9–14 Final draft of booklet x x x x x

15 Spreadsheet of possible day trips and data x xsets imported from the internet

16–19 Draft of booklet x x x

20 Screen shot of searches on Google x x

21 Results of searches x x

22–23 Initial sources of information x x

24–25 Style sheets, e-mail re contents page x x x x

26 Crime statistics plan x

27–28 Internet research x

29 Finding and developing research x x

30 Bringing together and developing x x

31 Filtering the query x x

32 Developing and presenting tables x x x

33, 34 Developing and presenting charts x x x

35, 36 Developing the final presentation x x

37 Crime statistics final report x x x

Page 2

2







Date: Date:

Indicate the location of evidence of the following:Purpose 1 Text Image Number

Purpose 2 Text Image Number

332727, 33

151111, 15

Page 3



ASSESSMENT RECORDIT3.1 Plan and use different sources to search for, and select, information required for two

different purposes.



Date: Date:


Purpose 1: Creation of a guidebook for students going to France

Purpose 2: An article on crime statistics inthree UK cities


Plan how to obtain and usethe information required tomeet the purpose of theiractivity?

Choose appropriate sourcesand techniques for findinginformation and carry outeffective searches?

Make selections based onjudgements of relevance andquality?


Plan how to obtain and usethe information required tomeet the purpose of theiractivity?

Choose appropriate sourcesand techniques for findinginformation and carry outeffective searches?

Make selections based onjudgements of relevance andquality?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


Your list of ideas for researchshows where you plan to obtainthe information and a roughsketch and notes illustrate yourinitial plan for the layout.

Screen shots of web search resultsand extracts from relevantwebsites indicate effective searchand selection techniques. The‘Notes for Guidance’ and Parisguide provide examples of non-IT sources.


You have provided a clear plan of how you intend to use theinternet and non-IT sources togather your information.

Your plan of how you intend touse the information is supportedby annotated screen shots of yoursearch results.

✓

✓

✓

✓

✓

✓

Page 4

4



ASSESSMENT RECORDIT3.2 Explore, develop and exchange information, and derive new information, to meet

two different purposes.



Date: Date:





Enter and bring togetherinformation in a consistentform, using automatedroutines where appropriate?

Create and use appropriatestructures and procedures toexplore and developinformation and derive newinformation?

Use effective methods ofexchanging information tosupport their purpose?


Enter and bring togetherinformation in a consistentform, using automatedroutines where appropriate?

Create and use appropriatestructures and procedures toexplore and developinformation and derive newinformation?

Use effective methods ofexchanging information tosupport their purpose?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


You have made use of severalautomated routines, includingstyle sheets, a contents sheet andthe VLOOKUP function on yourspreadsheet.

You have explored various layoutoptions and taken the advice ofothers via an exchange of e-mailmessages. Your annotated draftsof the booklet show thedevelopment of new information.


You have used a range ofautomated spreadsheets anddatabase functions to select, filterand organise the data youextracted from the variouswebsites.

Your own calculation of thepercentage difference creatednew information, and workingcollaboratively with a fellowstudent provided evidence of anexchange of information.

✓

✓

✓

✓

✓

✓

Page 5



ASSESSMENT RECORDIT3.3 Present information from different sources for two different purposes and audiences.

Your work must include at least one example of text, one example of images and one example of numbers.



Date: Date:





Develop the structure andcontent of their presentationusing the views of others,where appropriate, to guiderefinements?

Present informationeffectively, using a formatand style that suits theirpurpose and audience?

Ensure their work is accurateand makes sense?


Develop the structure andcontent of their presentationusing the views of others,where appropriate, to guiderefinements?

Present informationeffectively, using a formatand style that suits theirpurpose and audience?

Ensure their work is accurateand makes sense?

(tick)

Yes No

Yes No

Yes No

(tick)

Yes No

Yes No

Yes No


The contents sheet, as a result ofan exchange of e-mail messages,shows you taking into account the views of others. The final,error-free booklet is presented ina style and language appropriate to the young people going on the trip.


Your draft versions of the reportshow suggestions forimprovement and the final versionis presented effectively in twocolumns.

✓

✓

✓

✓

✓

✓


Level 3

You must:

IT3.1 Plan and use differentsources to search for, andselect, informationrequired for two differentpurposes.


3.1.1 Plan how to obtain anduse the informationrequired to meet thepurpose of your activity;and

3.1.2 choose appropriate sourcesand techniques for findinginformation and carry outeffective searches.

Page 7


Level 3

You must:



3.1.1 Plan how to obtain anduse the informationrequired to meet thepurpose of your activity;and


Page 8Page 8


Level 3

You must:

IT3.2 Explore, develop andexchange information, andderive new information, to meet two differentpurposes.

IT3.3 Present information fromdifferent sources for twodifferent purposes andaudiences.



3.2.1 Enter and bring togetherinformation in a consistentform, using automatedroutines where appropriate;and

3.2.2 create and use appropriatestructures and procedures to explore and developinformation and derivenew information; and

3.3.1 develop the structure and content of yourpresentation using theviews of others, whereappropriate, to guiderefinements; and

3.3.2 present informationeffectively, using a formatand style that suits yourpurpose and audience; and

3.3.3 ensure your work isaccurate and makes sense.

Page 9


Level 3

You must:










Page 10Page 10


Level 3

You must:










Page 11


Level 3

You must:










Page 12Page 12


Level 3

You must:










Page 13


Level 3

You must:










Page 14Page 14


Level 3

You must:




3.2.2 create and use appropriatestructures and procedures to explore and developinformation and derivenew information.

Page 15


Level 3

You must:







3.3.1 develop the structure and content of yourpresentation using theviews of others, whereappropriate, to guiderefinements.

Page 16Page 16


Level 3

You must:








Page 17


Level 3

You must:








Page 18Page 18


Level 3

You must:








Page 19


Level 3

You must:



3.1.2 Choose appropriate sourcesand techniques for findinginformation and carry outeffective searches; and

3.1.3 make selections based onjudgements of relevanceand quality.

Page 20Page 20


Level 3

You must:




3.1.3 Make selections based onjudgements of relevanceand quality; and

3.2.1 enter and bring togetherinformation in a consistentform, using automatedroutines where appropriate.

Page 21


Level 3

You must:



3.1.1 Plan how to obtain and usethe information required tomeet the purpose of youractivity; and


Page 22Page 22


Level 3

You must:



3.1.1 Plan how to obtain and usethe information required tomeet the purpose of youractivity; and


Page 23


Level 3

You must:







3.2.3 use effective methods ofexchanging information tosupport your purpose; and


Page 24Page 24


Level 3

You must:







3.2.3 use effective methods ofexchanging information tosupport your purpose; and


Page 25


Level 3

You must:



3.1.1 Plan how to obtain anduse the informationrequired to meet thepurpose of your activity.

Page 26Page 26


Level 3

You must:



3.1.2 Choose appropriate sourcesand techniques for findinginformation and carry outeffective searches.

Page 27


Level 3

You must:



3.1.2 Choose appropriate sourcesand techniques for findinginformation and carry outeffective searches.

Page 28


Level 3

You must:




3.1.3 Make selections based onjudgements of relevanceand quality; and

3.2.1 enter and bring togetherinformation in a consistentform, using automatedroutines whereappropriate.

Page 29


Level 3

You must:



3.2.1 Enter and bring togetherinformation in aconsistent form, usingautomated routineswhere appropriate; and


Page 30


Level 3

You must:



3.2.1 Enter and bring togetherinformation in a consistentform, using automatedroutines whereappropriate; and


Page 31


Level 3

You must:





3.2.2 Create and use appropriatestructures and procedures to explore and developinformation and derivenew information; and


3.3.2 present informationeffectively, using a formatand style that suits yourpurpose and audience.

Page 32


Level 3

You must:





3.2.2 Create and use appropriatestructures and procedures to explore and developinformation and derivenew information; and

3.3.1 develop the structure andcontent of yourpresentation using theviews of others, whereappropriate, to guiderefinements; and


Page 33

A C

andi

date


Level 3

You must:





3.2.2 Create and use appropriatestructures and proceduresto explore and developinformation and derivenew information; and



Page 34


Level 3

You must:




3.3.1 Develop the structure and content of yourpresentation using theviews of others, whereappropriate, to guiderefinements; and


Page 35


Level 3

Page 36

You must:






Page 36


Level 3

You must:







Page 37



www.qca.org.uk/


(tel: 01787 884444; fax: 01787 312950)


ISBN 1 85838 534 2






Programme




(QCA/02/896)


(QCA/04/1216)


(QCA/04/1217)






This portfolio meets the requirements of the 2004 key skills standards for ICT level 3 in all aspects. The candidate has:

included at least one ICT-based information source included at least one non-ICT-based information source used at least one example of text, one example of image and one example of numberused one example of combined information such as text and number, or image and number or text and image presented evidence of purposeful use of email; one of these emails has an attachment related to the task.

The assessment checklists throughout the portfolio would need to be amended to reflect the new standards.

ICT3.1The candidate has provided evidence of searching for information using different sources and they have used multiple search criteria in at least one case.

ICT3.2The candidate has provided evidence of entering and developing the information to suit the task and of deriving new information. The requirement for candidates to annotate/document their work to show that they have understood the processes followed, and have taken account of the views of others, is evidenced on pages 27 to 31.

ICT3.3The candidate has presented combined information such as text with image, text with number, image with number.

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