Assessment Overview
Assessment Task | Type | Weighting | Due | Length | ULO |
Assessment 1: Quizzes In-class quizzes – Students will complete in-class online quizzes about Python language essential elements, requirements, and UML. | Individual | 10% | Quizzes: weeks 4, 6, 8 | 15 minutes each (Equiv. 1500 words) | ULO1 ULO2 ULO3 ULO4 |
Assessment 2: Laboratory Practicum In-class activities – Students will complete in-class workshop assessments about Python language basic elements, requirements, and UML activities. | Individual Invigilated 
| 10% | Labs: weeks 3, 5, 7 | (Equiv. 1500 words) | ULO1 ULO2 ULO3 ULO4 |
Assessment 3: Programming Project and Report Design an algorithm to solve a given problem and implement the designed algorithm. | Individual | 40% | Week 8 | Report 1000 words + Code (equiv. 2500 words) | ULO1 ULO3 |
Assessment 4: Case Study Covers information system development and the SDLC. | Group | 20% | Week 11 | 2000 words | ULO2 ULO3 ULO4 |
Assessment 5: Final Exam Final exam: Students undertake an invigilated exam. | Individual Invigilated
| 20% | Week 12 | 1.5 hours (equiv. 1500 words) | ULO2 ULO4 |
Assessment 1: Quizzes
Due date: | Week 4, 6, 8 |
Group/individual: | Individual |
Word count/Time provided: | 15 minutes each (Equiv. 1000 words) |
Weighting: | 10% |
Unit Learning Outcomes: | ULO1, ULO2, ULO3, ULO4 |
Assessment 1 Detail
Quizzes assess students’ ability to understand theoretical materials. The quiz will be either multiple choice questions or short questions relevant to the lecture materials.
There will be three quizzes on Week 4, 6 and 8. The students must attempt the online quizzes individually using the unit site. In total, quizzes are worth 10% of the unit grade. There will be no practice attempt. The quizzes need to be completed in one sitting during tutorial time.
Assessment 1 Marking Criteria and Rubric
Assessment 2: Laboratory Practicum
Due date: | Week 3, 5, 7 |
Group/individual: | Individual/ Invigilated |
Word count/Time provided: | (Equiv. 2000 words) |
Weighting: | 10% |
Unit Learning Outcomes: | ULO1, ULO2, ULO3, ULO4 |
Assessment 2 Detail
There are weekly lab activities and exercises that assess students’ understanding of theoretical materials. The students must attempt the weekly lab activities individually and submit them using the unit site. In total, the lab activities are worth 10% of the unit grade.
Assessments 2 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 10% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 2 Marking Criteria and Rubric
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Week-2 lab activities (20%) | Fails to demonstrate a clear understanding of the concept of Techniques for analysing programming problems and answering the lab activities questions. | Demonstrates a clear understanding of Techniques for analysing programming problems and answering the lab activities questions. | Demonstrates an ability to apply the understanding of Techniques for analysing programming problems mostly correctly and answering the lab activities questions. | Demonstrates an ability to correctly apply the understanding of the concept of Techniques for analysing programming problems and answering the lab activities questions | Demonstrates a high ability to correctly apply the understanding of Techniques for analysing programming problems and answering the lab activities questions. The answer is clear, concise, correct and complete. |
Week-3 lab activities (20%) | Fails to demonstrate a clear understanding of Repetition Structures and functions concept and answer the lab activities question. | Demonstrates a clear understanding of the concept of Repetition Structures and functions and answer the lab activities question. | Demonstrates an ability to correctly understand the concept of Repetition Structures and functions correctly and answer the lab activities question. | Demonstrates an ability to apply the understanding of the concept of Repetition Structures and functions correctly and to answer the lab activities questions | Demonstrates a high ability to correctly understand Repetition Structures and functions concept and answer the lab activities questions. The answer is clear, concise, correct and complete. |
Week-5 lab activities (20%) | Fails to demonstrate a clear understanding of the concept of object oriented programming and to answer the lab activities question. | Demonstrates a clear understanding of the concept of object oriented programming and answer the lab activities question. | Demonstrates an ability to correctly apply the concept of object-oriented programming correctly and answer the lab activities question. | Demonstrates an ability to apply the understanding of the concept of object oriented programming correctly and to answer the lab activities questions | Demonstrates a high ability to correctly understand the concept of object oriented programming and answer the lab activities questions. The answer is clear, concise, correct and complete. |
Week-7 lab activities (20%) | Fails to demonstrate a clear understanding of the Systems development lifecycle concept and answer the lab activities question. | Demonstrates a clear understanding of the Systems development lifecycle concept and answer the lab activities question. | Demonstrates an ability to apply the concept of Systems development lifecycle correctly and answer the lab activities question. | Demonstrates an ability to apply the understanding of the concept of Systems development lifecycle correctly and to answer the lab activities questions | Demonstrates a high ability to understand the concept of Systems development lifecycle correctly and answer the lab activities questions. The answer is clear, concise, correct and complete. |
Week-9 lab activities (20%) | Fails to demonstrate a clear understanding of the concept of UML to answer the lab activities question. | Demonstrates a clear understanding of the concept of UML and answer the lab activities question. | Demonstrates an ability to understand the concept of UML mostly correctly and answer the lab activities question. | Demonstrates an ability to apply the understanding of the concept of UML correctly and to answer the lab activities questions | Demonstrates a high ability to apply UML correctly and answer the lab activities questions. The answer is clear, concise, correct and complete. |
Assessment 3: Programming Project and Report
Due date: | Week 8 |
Group/individual: | Individual |
Word count/Time provided: | Report 1000 words + Code (equiv. 2500 words) |
Weighting: | 40% |
Unit Learning Outcomes: | ULO1, ULO3 |
Assessment 3 Detail
Task
Python Programming Assessment: Data Processing and Analysis
Project Objective:
The Python Programming Assessment aims to evaluate the students’ proficiency in using functions and various data structures (lists, tuples, dictionaries) to process and analyse data. The project should demonstrate their understanding of programming concepts, data manipulation, and the effective use of functions and data structures.
Project Description:
You are assigned a data analysis project for a company named “DataTech Solutions.” The company has provided you with a dataset containing information about their employees, and they require you to perform specific data analysis tasks. You will store the data directly in data structures within your Python program.
Dataset Structure:
The dataset consists of the following columns:
1. Employee ID (integer)
2. Employee Name (string)
3. Department (string)
4. Salary (float)
5. Years of Experience (integer)
Tasks: Create a Python program that uses data structures (lists, dictionaries) to perform the following tasks:
1. Load Data:
• Manually create a list of dictionaries to represent the dataset.
2. Display Employee Information:
• Create a function to display the information for a specific employee based on their Employee ID.
• Allow the user to input an Employee ID, and if the ID exists in the dataset, display the corresponding employee information.
3. Calculate Average Salary:
• Create an algorithm (called Algorithm 1) to calculate the following:
o Calculate and display the average salary of all employees.
4. Department-wise Salary Distribution:
• Create an algorithm (called Algorithm 2) to calculate the following:
o Create a function that displays the salary distribution for each department. o The output should show the total number of employees and the average salary for each department.
5. Identify High Experience Employees:
• Create a function that identifies employees with more than 10 years of experience. • Display the names and departments of these high-experience employees.
6. Update Employee Salary:
• Create a function that allows the user to update the salary of a specific employee based on their Employee ID.
• Prompt the user for the Employee ID and the new salary.
Assessment Evaluation:
• Proper usage of functions, lists, dictionaries, and data processing.
• Correctness and accuracy of data analysis.
• Clear and structured output presentation.
• Error handling for user inputs.
• Overall code organization, readability, and adherence to Python best practices. Your report will consist of:
1. Your algorithm (pseudocode)
2. Source code for your Python implementation
Assessments 3 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 40% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 3 Marking Criteria and Rubric
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Algorithms Content (10%) | The Algorithm does not meet the pass criteria. Missing many tasks, use of decisions incorrect | Algorithms follow the convention, contain three notation errors, and produce an algorithm at a high level. | Algorithms have at most one notation error. The algorithm matches the program code. | Algorithms precisely describe the algorithm design. Flowcharts do not have any unnecessary components. | Algorithm design is efficient in terms of time and memory. |
Algorithms layout (10%) | The Algorithm is cluttered looking or confusing. It is often difficult to locate important elements | The Algorithm has a usable layout, but it is not easy to locate the most important elements. | The Algorithm has a usable layout. It is easy to locate all of the important elements. | The Algorithm has an attractive and usable layout. It is easy to locate all important elements | The Algorithm has an exceptionally attractive and usable layout. It is easy to locate all important elements. Graphic elements are used effectively to organise material. |
Identify correct input/ output (10%) | Unable to identify any input and output | Able to identify only one input or output | Able to identify some input and output correctly | Able to identify all input and output correctly | Able to identify all input and output correctly and provide alternative |
Appropriate choice of variable names or data structure (10%) | Unable to identify the required data type or data structure | Able to identify the required data type or data structure but does apply correctly | Able to apply required data type or data structure but does not produce correct results | Able to apply required data type or data structure and produce partially correct results | Able to apply required data type or data structure and produce correct results |
A correct choice of sequential, selection or repetition control structure (10%) | Unable to identify the required control structure | Able to identify required control but does apply correctly | Able to apply the required control structure but does not produce correct results | Able to apply the required control structure and produce partially correct results | Able to apply the required control structure and produce correct results |
Free from syntax, logic, and runtime errors (10%) | Unable to run program | Able to run program but have a logic error | Able to run the program correctly without any logic error | Able to run the program correctly without any logic error and display inappropriate output | Able to run the program correctly without any logic error and display appropriate output |
Validate input for errors and out-of range data (10%) | The program produces incorrect results | The program produces correct results but does not display them correctly. Does not check for errors and out-of-range data | The program produces correct results but does not display them correctly. Does little check for errors and out-of range data | The program works and meets all specifications. Does some check for errors and out-of-range data | The program works and meets all specifications. Does exceptional checking for errors and out-of range data |
Program functionality (10%) | Python code is produced that does not execute properly. It may contain many syntax errors | Functionality is mainly implemented, but the code may contain minor syntax or logical errors. | Python code produces correct results. | The program meets all specifications. | Python code contains only necessary functions, collections statements and variables. |
Program output (10%) | The program produces completely incorrect results. | Program output has significant formatting errors. | Program output has minor formatting errors. | The program output format is correct as required. | The program handles all exceptions and errors correctly, including those which are not part of specifications. |
Code style (10%) | Incomplete or largely dysfunctional code. | The student uses many global variables. Most variables have exact names. The student only uses a small number of inline comments. | Student avoids unnecessary global variables. All variables have meaningful names. Sufficient inline comments are present. Indentation is consistent throughout. Functions are used, but they are not generic (reusable). | Code design is modular, containing several reusable functions. Named constants are used instead of magic numbers. White space is appropriately used for code readability. | Code includes function header comments and module-level docstrings. |
Assessment 4: Case Study
Due date: | Week 11 |
Group/individual: | Group |
Word count/Time provided: | 2000 words |
Weighting: | 20% |
Unit Learning Outcomes: | ULO2, ULO3, ULO4 |
Assessment 4 Detail
Assessment Specifications: E-Commerce Website Development
Assignment Type: Case Study Analysis
The purpose of this assessment is to analyze a case study regarding the development of an E Commerce website and identify key aspects including stakeholders, requirements, use cases, and system classes.
Case Study
GreenLife Grocery is a prominent grocery chain with numerous outlets across the country, specializing in organic and health-focused products. Historically, GreenLife Grocery has thrived through its physical stores, offering an extensive range of fresh produce, health foods, and eco friendly products. Recognizing the shift in consumer behavior towards online shopping, particularly for groceries, GreenLife Grocery is eager to establish an online presence. The goal is to create an E Commerce platform that facilitates online shopping, offering a seamless, user-friendly experience for customers to purchase groceries from the comfort of their homes.
The proposed E-Commerce website aims to provide functionalities such as browsing products, adding items to a shopping cart, online payment, order tracking, and customer support. Moreover, GreenLife Grocery intends to synchronize the online platform with their existing inventory systems to ensure accuracy in stock levels and incorporate features like subscription-based purchases and personalized product recommendations.
The success of this venture is vital for GreenLife Grocery’s expansion and maintaining a competitive edge in the grocery retail sector. The development of this E-Commerce website requires careful planning, understanding customer needs, and a system that aligns with both the company’s and its customers’ expectations.
Assessment Tasks:
As a system analyst, you are tasked with aiding GreenLife Grocery in the development of their new E-Commerce website. Utilize your knowledge of information systems development and the Software Development Life Cycle (SDLC) to analyze the provided case study and complete the following tasks:
1. Identify and briefly describe the stakeholders for the proposed E-Commerce website. 2. Identify and briefly describe the most effective technique for gathering requirements for the E-Commerce website.
3. Identify and briefly describe both functional and non-functional requirements for the E Commerce website.
4. Identify the major use cases and actors for the new E-Commerce website and create use case diagrams to represent them.
5. Identify the major classes for the new E-Commerce website and develop UML domain model class diagrams to illustrate the system’s structure.
Assessments 4 Marking Criteria and Rubric
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Identify and briefly describe the stakeholders for the proposed information system. (10%) | Stakeholders are identified with major errors. | Stakeholders are identified and described for some parts of the new information system. Minor omissions. | Stakeholders are identified and described for some parts of the new information system. | Stakeholders are identified and described for most parts of the new information system. | Stakeholders are identified and described for the new information system. |
Identify and briefly describe the best gathering technique for collecting the proposed information system requirements. (10%) | The best gathering technique is identified with significant errors. | The best gathering technique is identified and described for some parts of the new information system. Minor omissions. | The best gathering technique is identified and described for some parts of the new information system. | The best gathering technique is identified and described for most parts of the new information system. | The best gathering technique is identified and described for the new information system. |
Identify and briefly describe Functional and non-functional requirements. (25%) | Functional and non functional requirements are identified with major errors. | Functional and non functional requirements are identified and described for some parts of the new information system. Minor omissions. | Functional and non functional requirements are identified and described for some parts of the new information system. | Functional and non functional requirements are identified and described for most parts of the new information system. | Functional and non functional requirements are identified and described for the new information system. |
Identify the major use cases and actors for the new information system and draw use case diagrams. (25%) | Use cases and use case diagrams are wrong. | Few use cases are identified for the new information system. | Some of the major use cases are identified with mostly accurate use case diagrams for the new information system that show some use cases and actors. | Major use cases are Identified with mostly accurate use case diagrams for the new information system that show major use cases and actors. | Major use cases are identified with accurate use case diagrams for the new information system that show major use cases and actors. |
Identify the major classes for the new information system and draw UML domain model class diagrams. (20%) | UML domain model class diagrams have major omissions | UML domain model class diagrams are not always accurate for new the information system; domain classes and their attributes are not always accurate, logical relationships have some errors among domain classes. | UML domain model class diagrams are accurate for the new Information system; however, Domain classes and their attributes are not always accurate, logical relationships have some errors among domain classes. | UML domain model class diagram is mainly accurate for the new information system; identified all possible domain classes and some attributes, showing logical relationships among all domain classes. Some omissions. | UML domain model class diagram is accurate for the new information system; identified all possible domain classes and some attributes, showing logical relationships among all domain classes. |
Presentation, clarity and reference. (10%) | The writing style is not fluent or well organised, and many Grammatical and spelling mistakes. Word limit is ignored completely. Referencing is absent /unsystematic. | The writing style is not always fluent or well organised and Grammar and spelling contain errors. Word limit is exceeded or falls short by more than 20%. The attempt at referencing but not Exactly according to APA standard and only a few references are cited in the text. | Mostly fluent writing style appropriate to the assessment with mostly accurate grammar and spelling. Minor omissions only. Word limit is exceeded or falls short by more than 10%. Some attempt at Referencing and according to the APA standard. Few references are cited in the text | Mostly Fluent writing style appropriate to the assessment with accurate grammar and spelling. Word limit is maintained. Referencing is mainly accurate and according to the APA standard. Most of the references are cited in the text. | Fluent writing style appropriate to the assessment with accurate grammar and spelling. Word limit is maintained. Referencing is mainly accurate and according to the APA standard. All references are cited in the text. |
Assessment 5: Final Exam
Due date: | Week 12 |
Group/individual: | Individual |
Word count/Time provided: | 1.5 hours (equiv. 1500 words) |
Weighting: | 20% |
Unit Learning Outcomes: | ULO2, ULO4 |
Assessment 5 Detail
The final exam assesses students’ ability to understand theoretical materials. The exam will be multiple choice questions and short questions relevant to the lecture materials.
The students must attempt the online exam individually using the subject site. The exam weighted 20% of the subject grade. There will be no practice attempt.
Assessments 5 Marking Criteria and Rubric
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