1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT ADDRESS? 2. WHY IS THE COMPLETION OF THIS ASSESSMENT IMPORTANT?

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12 SDD Task 1: RAD Programming Group Task Due Date: 1/12/2017 Date Distributed: 31/10/2017 Task Weighting: 15% Outcomes H4.2 applies appropriate development methods to solve software problems H5.

1 12 SDD Task 1: RAD Programming Group Task Due Date: 1/12/2017 Date Distributed: 31/10/2017 Task Weighting: 15% Outcomes H4.2 applies appropriate development methods to solve software problems H5.1 applies project management techniques to maximise the productivity of the software development H5.3 selects and applies appropriate software to facilitate the design and development of software solutions H6.3 uses and describes a collaborative approach during the software development cycle H6.4 develops and evaluates effective user interfaces, in consultation with appropriate people ASSESSMENT OUTLINE 1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT ADDRESS? Knowledge: Skills Software development cycle Defining and understanding a prescribed problem Planning an effective software solution Communication Preparing an initial plan and accompanying documentation 2. WHY IS THE COMPLETION OF THIS ASSESSMENT IMPORTANT? In software development, RAD (rapid application development) is a concept that was born out of frustration with the waterfall software design approach which too often resulted in products that were out of date or inefficient by the time they were actually released. During RAD, it is believed that software products can be developed faster and of higher quality through: The year 11 Preliminary Course has given you some basic training in the Python programming framework and a focus on RAD. This assessment task will provide the opportunity to further develop your previously acquired knowledge of programming to build a computer game in Python using Pygame. 1

2 3. WHAT STEPS DO I TAKE TO COMPLETE THIS TASK? Task Outline a) Game (Software Solution) CHECK THE MARKING RUBRIC Develop a game with a graphic user interface using the RAD approach. This will be a prototype game for which you will be building in groups of two. You may use PONG Pygame a Python based concept game provided in class to Re-create modified versions or make up your own. Marks will be awarded for demonstrable, documented improvements on the resources supplied on Moodle. Such improvements include, but are not limited to: Efficiency of the program Graphic User interface incorporates good design and ergonomics Graphic User interface is easy to read and understand Graphic User interface consistent across software product Easy to use Contains appropriate and relevant messages Variables are given meaningful names Variables and constants are of an appropriate data type for their purpose Program code contains comments Algorithm for your program. The game objectives must include the following: A Clear Goal or Challenge Scoring Timer Enemies or obstacles Rewards b) Project Report CHECK THE MARKING RUBRIC The project report is to be a well-formatted document containing: Brainstorming and Ideas Generation. Draw a hierarchical screen structure for your game. (read pages 141- fig in Davis Text for formats). You can also include flowcharts, concept designs, sketching or work drawing in this section. The appropriate storyboard format which illustrates your ideas, screen by screen navigation. (page 343- Fig 8.3 in Davis Text for formats) 2

3 Descriptions of modifications and developments A summary of any problems encountered and how these problems were resolved An evaluation of your software solution, particularly the effectiveness of the user interface. Documentation of resources used; this must include inspiration for game The report should have a heading containing the name of the project and the date. The report must include a comprehensive documentation of all resources used in the completion of the project. c) Individual Journal CHECK THE MARKING RUBRIC You are also required to maintain an individual daily log in which you record your activity each lesson. Each entry should be dated and include the following information: A plan for who does what in the group project Work aimed to be completed Work actually completed Any obstacles, challenges encountered Milestones that have been achieved or overcome. Countdown no. of periods until due date. d) Peer Reflection CHECK THE MARKING RUBRIC a) Peer Reflection Team Work Pie Graph At the beginning and at the end of the project, you are also required to submit a Team Work Pie Graph as part of your Online Log This aims to evaluate the performance of the other team member. Each team member must draw 3 pie graphs for this activity at the beginning of the project, then at the end. Areas of focus to be addressed include: The effort each individual team member makes as part of the team and their ability to reflect on learning which occurred Empathy The ability to understand the feelings of others in the group, and group members feel comfortable to express their feelings to one another. Cooperation The ability to cooperate with others to achieve group goals 3

4 Details for Submission You are required to submit the following as per guidelines and School Assessment Policy: a) Python Source Code of your game solution, uploaded to Moodle. b) Project report: Word document, uploaded through Moodle. You are to utilise Google docs and share a link to your folio in the online textbox in the Moodle Submission point. c) Online log, accessed through Moodle, to be updated daily. It will be checked regularly by your teacher and will determine final contribution for marking. d) Peer Reflection Team Work Pie Graph. 4

5 4. HOW WILL MARKS BE AWARDED TO MEASURE MY LEARNING? Game: 33 Marks Task 1: RAD Programming Task: 93 Marks Criteria Software Solution Outcom e H4.2 H Functional software solution Quality, functional software solution to a simple problem. Quality, functional software solution to complex problem. OR High quality, functional software solution to a simple problem Many parts of the user interface are confusing, difficult to read or difficult to understand. Some of the user interface is somewhat clear, easy to read and understand Software solution does not contain appropriate and relevant messages. Software solution contains some appropriate and relevant messages. Most of the user interface is clear, easy to read and understand. Software solution contains messages to the user that are clear, concise and nonthreatening and are used when and where appropriate High quality, functional software solution to a complex problem. All aspects of the user interface are clear, easy to read and easy to understand. Many parts of the software are difficult to use, even with the aid of the user help menu Most of the software can be used by a novice with the aid of the help menu, if necessary All of the software is easy to use by a notice with the aid of the user Help menu, if necessary. 5

6 1 2 3 Most variables in the software solution are not given meaningful names. Most variables used in the software solution have meaningful names. All variables used in the software solution have meaningful names. GUI Graphic User Interface of software Solution features include: ease of use. consistent in colour scheme. labels and worded messages during the game make sense and are appropriate. Icons and buttons used make sense. Minimal training for users H Many variables and/or constants are not of an appropriate data type for their purpose Most variables and constants are of an appropriate data type for their purpose. All variables and constants are of an appropriate data type for their purpose Program code contains no appropriate comments Program code contains some, but not sufficient, appropriate comments. Program code contains numerous appropriate comments to explain to a programmer what sections of code do, particularly unusual processing, and also to document modifications made Poor set of screen designs that fail to incorporate good GUI design and ergonomics. Features at least 1 element. Basic set of screen designs that incorporates some good GUI design and some ergonomics. Features at least 2 elements. Moderate set of screen designs that incorporates good GUI design and ergonomics. Features at least 3 elements. Student constructs a Detailed set of screen designs that incorporates good GUI design and ergonomics. Features 4 elements. Student constructs a Comprehensive set of screen designs that incorporates good GUI design and ergonomics. Features all 5 elements. 6

7 Project Report: 45 Marks Part B: Criteria Portfolio Presentation Defining and Understanding the problem A Clear Goal or Challenge Scoring Timer Enemies or obstacles Rewards Planning and Designing Software Solutions Brainstorming and Ideas Generation Outcom e H4.2 H4.2 H No formatting requirements met. Report addresses ONE of the formatting requirements. Report some of the formatting requirements. Report addresses most of the formatting requirements. Report is well presented and meets all formatting requirements At least 1 objective proposed was evident in final program. Does not execute correctly. At least 2 objectives proposed were somewhat evident in final program with some errors. At least 3 objectives proposed were somewhat evident in final executable program. At least 4 objectives proposed were somewhat evident in final executable program. At least 5 objectives proposed were evident in final executable program Student designed a poorly structured hierarchical screen design where no navigational links are described. Sketching and idea generation, prototyping, modelling and testing and in developing production and work drawings either not present or in elementary form(as appropriate) Student designed a basic hierarchical screen structure where not all navigational links are described. Demonstrates basic skills in limited areas of sketching and idea generation, prototyping, modelling and testing and in developing production and work drawings (as appropriate) Student designed a moderately structured hierarchical screen structure where some of the navigational links are described. Demonstrates moderate skills in sketching and idea generation, prototyping, modelling and testing and in developing production and work drawings (as appropriate) Student designed a detailed hierarchical screen structure where some of the navigational links are described. Demonstrates substantial skills in sketching and idea generation, prototyping, modelling and testing and in developing production and work drawings (as appropriate) Student designed a comprehensive hierarchical screen structure where all the navigational links are described. Demonstrates very high level skills in sketching and idea generation, prototyping, modelling and testing and in developing production and work drawings (as appropriate). 7

8 Storyboard which illustrates your ideas, screen by screen. H5.3 A Poor storyboard is presented. Hard to read and one cannot tell what goes where. A Basic storyboard is hard to read with rough drawings and labels. Interaction between screens not communicated. A Moderate collection of screen designs which are easy to read and some elements are missing or not labelled or drawn properly. It somewhat documents the flow of data between screens A Detailed collection of screen designs which are easy to read and some elements are clearly written, labelled, and drawn. It documents the flow of data between screens A Comprehensive collection of screen designs together with diagrams describing the links between screens. Easy to read and all elements are clearly written, labelled, and drawn. It documents the flow of data between screens. Building Software Solutions Creates Syntax Diagrams for the intended problem. E.g. Algorithm / flowchart / IPO / DeskCheck Checking Software Solutions Demonstrate and describe the testing process in your program Include documentation user testing H5.1 H Poor set of syntax diagrams that does not define data types or control structures used. Basic set of syntax diagrams that attempts to define some data types and control structures used. Moderate set of syntax diagrams that attempts to define all data types and control structures used. Detailed set of syntax diagrams that defines data types and control structures used. Comprehensive set of syntax diagrams that defines data types and control structures used Poor evaluation using surveys. Basic evaluation by peers using interviews & surveys to extract results. Moderate evaluation with reference to the objectives by interviewing peers using interviews & surveys. Detailed evaluation with reference to the objectives by interviewing peers using interviews & surveys to extract results. Comprehensive evaluation with reference to the objectives by interviewing peers using interviews & surveys to extract results that are conveyed in a useful manner. Modifying the Software Solution Re-create modified versions or make up your own. H5.1 H5.3 Student completes a Poor documentation of one modification Student completes a Basic documentation of two modifications that have been encountered within the checking & testing phase. Student completes a Comprehensive documentation of two modifications that have been encountered within the checking & testing 8

9 phase and includes suggestions as to possible solutions Project Log Book: 10 Marks CRITERIA Define date, task aim each lesson achieved tasks and teacher feedback. A plan for who does what in the group project Work aimed to be completed Work actually completed Any obstacles, challenges encountered Milestones that have been achieved or overcome. Countdown no. of periods until due date. Pie charts completed correctly. H6.3 H6.4 Logbook is poorly maintained Logbook has some meaningful and appropriate entries. Logbook is well maintained, with each entry dated and most of them containing all of the required information. Logbook is well maintained, with each entry dated and almost all of them containing all of the required information. Logbook is well maintained and presented, with each entry dated and all tasks achieved. Evidence of up to date teacher feed-back. 9

10 Literacy: 5 Marks LITERACY MARKING CRITERIA Vocabulary Uses technical vocabulary to explain concepts and/or range of precise and appropriate words for effect Punctuation Use of correct and appropriate punctuation for effect and to aid in reading of the text Sentences Intentionally constructs a variety of sentences to match purpose and audience Paragraphs Paragraphs are used to effectively structure information and partition events and ideas Text Structure Uses features of the appropriate text type Descriptors Symbols or drawings - No or minimal evidence of correct sentence punctuation (less than 25%) - No evidence of sentences - Drawings, symbols, a list of words OR text fragments - No correct use of paragraphing - may be a block of text or random breaks - No evidence of structural components of the appropriate text type - Only simple and nontechnical words are used. - Limited evidence of correct sentence punctuation (at least 25%) - At least one sentence is used correctly. - Ideas are separated, provides at least ONE correct break between ideas - Paragraphs may contain some unrelated ideas - Minimal evidence of the structural components of the appropriate text type. - Some precise and technical words are used. - Some correct sentence level punctuation (at least 50%). - Some correct formation of sentences. (at least 50%) - At least ONE paragraph is well structured and develops an idea - Some evidence of the structural components of the appropriate text type. - Sustained use of precise and technical words. - Mostly correct sentence level punctuation (80%) and at least two examples of other punctuation. - Most sentences (80%) are correct but are largely unsophisticated. - All paragraphs are focused on one idea or a set of like ideas but may not be linked effectively. - Substantial evidence of the structural components of the appropriate text type. -Sustained, consistent and fluent use of precise and technical words. -Writing contains accurate use of all applicable punctuation. - All sentences are correct including sophisticated sentences. - Paragraphing creates flow, connectivity and supports argument. - Coherent and controlled use of the appropriate structural components of the text type. 10

Edexcel GCSE ICT. Controlled Assessment. Teacher Support Book 2012

Edexcel GCSE ICT. Controlled Assessment. Teacher Support Book 2012 Edexcel GCSE ICT Controlled Assessment Teacher Support Book 2012 Edexcel GCSE ICT Controlled Assessment Teacher Support Book Unit 2: Using Digital Tools Unit 4: Creating Digital Products Welcome to the