Yesterday's two unfinished hex items were both run: the why-hex answer reached 1 of 2 at best and the handwritten conversion set scored 3 of 4 with full working, photographed; she stopped with one self-check question set and unanswered. Ran 13:05-14:46, starting ahead of block 33 (13:45-14:15; work counted against it), movement break 13:36-13:48; the paper set was given at 14:05 and its photo arrived at 14:41. Why hex (typed): the single-blank frame came back restating the point (fewer symbols) with no consequence; the either/or 'more or fewer mistakes' was answered correctly; the open 2-mark question then drew the storage idea again (hex said to make files smaller), 0/2; after a 12/twelve analogy, 'does AC use less memory' -> yes. After the break a switches picture was built with her: can a switch be A -> no; 2 or 8 switches -> 8; the same yes/no -> her own sentence that hex takes the same space; 'still stored as binary' completed; confirm 2/2. Open 2-mark again: about people but only 'easier to send messages', 0/2; asked to join her own two ideas: 'easier to write down' plus 'smaller messages', 1/2; model answer shown. Paper set, no route displayed: 11010110 -> D6 (1101 = 13, 0110 = 6, 13 = D); 5E -> 01011110; 200 -> C8 via a does-it-fit grid with both subtractions, 1100 = 12 = C, written joined; 9C -> 154, wrong (156): C = 12 written as 1010, then 10011010 added correctly with plus signs. First photo unreadable (pencil, window behind); second legible. 14 items attempted, 0 blank, 1 set and not answered. Not run: the three no-notes starter items; the end-check loop, held for the next coding block. No status changes.
FIRST: the self-check from Friday's paper - she wrote 1100 = 12 = C in one question and C = 12 = 1010 in another: which is 12? Then 9C to decimal again by hand (same question). Then cold, no notes, one per message: does writing a number in hex make the computer use less memory, yes or no; then why; then the full 2-mark 'why do programmers use hex' with only the cue 'fact, then so-what' - 2/2 needs fewer digits plus a consequence for people. One binary-to-decimal with 'show the working' NOT said; one binary addition by hand with the overflow sentence. THEN the whole of the next coding block on the loop that checks at the end (while True with break; REPEAT...UNTIL in the exam's pseudo-code): worked example line by line with say-backs, one trace and one production item, Code Lab 'Translate the pseudo-code' capped at 3 runs, then a handwritten while loop with no checklist. Owed since 25 Sep. Paper tasks: ask for pen, sheet flat on the table, and agree the photo time when the task is set.
9C to decimal by hand came out 154: self-check set (1100 = 12 = C in one answer, C = 12 = 1010 in another - which is 12?) and not answered at the stop. Full 2-mark why-hex answer 1/2 at best, model shown. Three no-notes starter items not run.
| Topic | Name | Change | Evidence recorded |
|---|---|---|---|
| D01 | Gap → Gap | 2 Oct, why hex is used; bar: 2-mark points-marked explain. Frame 'so people ___' restated the point, no consequence; either/or (more or fewer mistakes) right. Open 2-mark cold: storage idea again, 0/2; 'does AC use less memory' -> yes after an analogy. Switches picture built: no / 8 / own sentence that hex takes the same space / 'still stored as binary', confirm 2/2. Open 2-mark again 0/2; guided join 1/2 ('easier to write down'). Below the bar: stays gap. | |
| D03 | Developing → Developing | 2 Oct, later session, by hand on paper, photographed, working shown, no route displayed; bar: points-marked, secure about 80% unaided. 11010110 -> D6; 5E -> 01011110; 200 -> C8 via binary with a does-it-fit grid, written joined; 9C -> 154, wrong (156): wrote C = 12 = 1010 although 1100 = 12 = C is right in the 200 item. 3/4 unaided = 75%, under the secure bar; hex to decimal is the direction that failed. Stays developing. | |
| D02 | Developing → Developing | 2 Oct, inside the handwritten hex set, photographed: 200 -> 11001000 with a does-it-fit grid and both subtractions written (200 - 128 = 72, 72 - 64 = 8); 10011010 -> 154 by column addition 128 + 16 + 8 + 2 with the carry shown, correct for the pattern written. 2/2 unaided, 3 days after teaching; working had been asked for. Not moved: proposed secure for adjudication - two embedded items, no standalone retest. |