Build and Test My Program - Assessment
This reflective assessment worksheet supports students in evaluating the success of their coded digital solutions. Students name their program, identify the problem it aimed to solve, describe which coding blocks were used and reflect on what worked, what didn’t and what they would improve or add in the future.
Ideal as a final task for a coding unit, this resource encourages metacognition and iterative thinking in digital technologies. It is a valuable addition to digital portfolios and provides insight into student understanding of programming concepts.
Learning goals
- We are learning to generate, communicate and compare designs.
- We are learning to implement simple algorithms as visual programs involving control structures and input.
- We are learning to explore and describe a range of digital systems and their peripherals for different purposes.
- We are learning to explore how to transmit different types of data between digital systems.
- We are learning to recognise different types of data and how the same data can be represented differently depending on the purpose.
- We are learning to define problems using design criteria and by co-creating user stories.
- We are learning to follow and describe algorithms involving sequencing, comparison operators (branching) and iteration.
- We are learning to identify and explore a range of digital systems with peripheral devices for different purposes and transmit different types of data.
- We are learning to collect, access and present different types of data using simple software to create information and solve problems.
- We are learning to recognise different types of data and explore how the same data can be represented in different ways.
- We are learning to define simple problems and describe and follow a sequence of steps and decisions (algorithms) needed to solve them.
- We are learning to plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols.
- We are learning to implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input.
Curriculum alignment
Implement simple algorithms as visual programs involving control structures and input
AC9TDI4P02 9Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration
AC9TDI4P01 9Define problems with given design criteria and by co-creating user stories
AC9TDI4K03 9Recognise different types of data and explore how the same data can be represented differently depending on the purpose
AC9TDI4K02 9Explore transmitting different types of data between digital systems
AC9TDI4K01 9Explore and describe a range of digital systems and their peripherals for a variety of purposes
AC9TDI4P03 9Generate, communicate and compare designs
ACTDIK007 8.4Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
ACTDIP011 8.4Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
ACTDIP013 8.4Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
ACTDIP010 8.4Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them
ACTDIK008 8.4Recognise different types of data and explore how the same data can be represented in different ways
ACTDIP009 8.4Collect, access and present different types of data using simple software to create information and solve problems
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.