MINISTRY OF EDUCATION · 2016-11-10 · MINISTRY OF EDUCATION NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC) 2010 ... – desktop publishing – computer-aided learning – data-logging

Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

2010

DEVELOPED IN COLLABORATION WITH UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

COMPUTER STUDIES SYLLABUS

HIGHER LEVEL

SYLLABUS CODE: 8324

GRADES 11 - 12

Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

COMPUTER STUDIES SYLLABUS

HIGHER LEVEL

This syllabus replaces previous HIGCSE syllabuses (1276) and will be implemented In

2010 In Grade 11

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia

© Copyright NIED, Ministry of Education, 2009 Computer Studies Syllabus Higher Level Grades 11 - 12 ISBN: 0-86976-962-6 Printed by NIED Publication date: 2009

TABLE OF CONTENTS 1. Introduction …………………………………………………………………………………… 1

2. Rationale ……………………………………………………………………………………… 2

3. Aims …………………………………………………………………………………………. 2

4. Overview Of Learning Content ……………………………………………………………… 3

Learning Content …………………………………………………………………………….. 4

5. Assessment Objectives ……………………………………………………………………….. 25

6. Scheme Of Assessment ……………………………………………………………………….. 26

7. Specification Grid …………………………………………………………………………….. 27

8. Grade Descriptions …………………………………………………………………………….. 28

9. Glossary Of Terms ……………………………………………………………………………... 29

Annexe A Assessment Criteria For Coursework …………………………………………………. 30

Annexe B INDIVIDUAL CANDIDATE RECORD CARD ……………………………………………… 37

NSSCH Computer Studies Syllabus, NIED 2009 1

1. INTRODUCTION

The Namibia Senior Secondary Certificate (NSSC) syllabus for Computer Studies Higher Level is designed as a two-year course for examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the requirements of the Curriculum Guide for Formal Senior Secondary Education for Namibia and has been approved by the National Examination, Assessment and Certification Board. (NEACB) The National Curriculum Guidelines, applicable at the stage of senior secondary education (Grades 11 and 12) and at equivalent stages of non-formal education, as a part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education. The Namibia National Curriculum Guidelines:

– recognise that learning involves developing values and attitudes as well as knowledge and skills

– promote self-awareness and an understanding of the attitudes, values and beliefs of others in a multilingual and multicultural society

– encourage respect for human rights and freedom of speech – provide insight and understanding of crucial “global” issues in a rapidly changing world

which affects quality of life: the AIDS pandemic, global warming, environmental degradation, distribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity

– recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively

– seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society

Thus the Namibia National Curriculum Guidelines provide opportunities for developing essential key skills across the various fields of study. Such skills cannot be developed in isolation and they may differ from context to context according to a field of study. The skills marked with an * are relevant to this syllabus. The skills are:

– communication skills * – numeracy skills * – information skills * – problem-solving skills * – self-management and competitive skills * – social and cooperative skills * – physical skills – work and study skills * – critical and creative thinking*


2. RATIONALE

Computer Studies is a dynamic, living and cultural product. It is more than an accumulation of facts, skills and knowledge. The learning of Computer Studies involves conceptual structures, strategies of problem solving and attitudes towards and appreciation of technology. Increasingly in the modern world, acquisition of computer skills is becoming necessary for employment, educational development and leisure. The Computer Studies course intends to furnish students with broad knowledge of the nature of information processing and how Information and Communications Technology (ICT) is used today. In a fast growing economic environment, entrepreneurship is a major vehicle for both development and job creation and students will be encouraged to explore how the use of computers can benefit society as a whole. The industrial economy worldwide is driven by ICT, which uses computers to process, analyse and communicate information in an increasingly efficient and effective way. Thus any developing industrial society must have a high level of computer literacy within its workforce who will then be capable of fully exploiting the opportunities made possible by ICT. The senior secondary curriculum for Computer Studies strives to prepare learners to function effectively in the 21st century by providing a basis to utilise the skills and knowledge of computing to:

- acquire a general understanding and perspective of the use of computer systems in order to be productive in a society increasingly dependent on technology

- acquire the necessary skills and knowledge to seek employment in areas that utilise computing

- continue developing their knowledge and understanding of computing for entry into higher education for seeking specialisation in chosen computing fields

3. AIMS

The aims of the syllabus are the same for all learners. These are set out below and describe the educational purposes of a course in Computer Studies Higher Level for the NSSC examination. They are not listed in order of priority. The aims are to enable learners to: 1. develop an understanding of the main principles of computing 2. develop an understanding of using computer technologies to design and program user-friendly

computer-based solutions of problems 3. critically analyse the impact of computer usage on the social, economic, ethical and health

issues 4. use information systems to access various resources all over the world for learning purposes 5. competently gather, manage and critically interpret information, using appropriate computer

technologies and skills 6. use computer technologies in creative ways to enhance human interaction 7. effectively use computer technologies to:

o develop problem-solving skills o acquire effective communication skills o gain knowledge of using technology responsibly o develop teamwork skills o gain efficiency, precision and accuracy


4. OVERVIEW OF LEARNING CONTENT

NOTE:

1. The learning content outlined below is designed to provide guidance to teachers as to what will be assessed in the overall evaluation of learners. They are not meant to limit, in any way, the teaching program of any particular school.

2. The learning content is set out in three columns.

(a) Topics (b) General Objectives (c) Specific Objectives

3. Topic refers to those components of the subject which learners are required to study.

The General Objectives are derived from the topics and are the general knowledge, understanding and demonstration of skills on which learners will be assessed. The Specific Objectives are the detailed and specified content of the syllabus, which will be assessed.


LEARNING CONTENT THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

THEME 1: HARDWARE, SOFTWARE AND COMMUNICATION

Learners will: Learners should be able to:

1.1. Types of hardware 1.1.1 Input, output and storage

devices

• understand the purpose and operation of:

– input devices

– output devices

– storage devices (secondary storage)

• describe/select ways the use of the following devices can be

considered as input devices such as: – keyboard – mouse – touch screen – light pen – scanner – web cam – microphone

• describe the use of the following items as output devices such as:

– printers – projectors – monitors – speakers

• describe the purpose and give the characteristics of the following types of storage devices including the methods of data storage:

– optical – magnetic – solid state

1.1.2 Processor and primary storage components

• identify and understand the use of the main components of a processor

• explain the function and the purpose of the following individual parts of the processor:

– control unit (CU) – arithmetic logic unit (ALU) – registers such as:

� current Instruction Register (IR) � Program Counter (PC)


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand the fetch-execute cycle when a

computer performs tasks • demonstrate their understanding of

different types of processor • understand the need for and use of

different types of computers

• identify and understand the main primary

memories

• understand the memory management

� Memory Address Register (MAR) � Memory Data Register (MDR) � Accumulator (ACU)

• describe in simple terms the fetch/decode/execute/reset cycle and the effects of these stages of the cycle on specific registers

• explain the need for different types of processors

• explain the use of different types of computers focusing on the processor power such as:

– workstation computer and laptop or notebook computer – Personal Digital Assistant (PDA) – server – mainframe – supercomputer

• explain the functions of RAM and ROM

– Identify their differences • explain the use of virtual memory • describe the use of paging and segmentation

1.1.3 e-communication devices • demonstrate their understanding of the use of devices used to enable computers to communicate (locally and remotely)

• explain the purpose of the following hardware used to enable computers to communicate such as:

– modem – NIC (Network Interface Card) – switch – router – wireless devices – satellite – cables


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



1.2. Types of software 1.2.1 General application

software

• identify and understand the use of general

application software • demonstrate general understanding of the

design of databases

• describe the use of software such as:

– word processing – spreadsheet – database – graphics – information retrieval – desktop publishing – computer-aided learning – data-logging – authoring packages – computer-aided design (CAD) and computer-aided

manufacture (CAM) – communication software e.g. FTP software, VOIP

• define the relational database • design a relational database and set relationship between tables

1.2.2 Web applications • demonstrate an understanding of web application software

• define web-application software • describe features of a web-application software • design a webpage (using any application software generating html

code and forms) similar to what customers expect to see when: – ordering items over the Internet (e-commerce) – searching for information – Internet banking

1.2.3 Software suites • identify and understand the concept of a

suite of software

• define the term a suite of software • describe the purpose of a suite of software in terms of their

features, advantages and disadvantages 1.2.4 Custom-designed software • identify and demonstrate an understanding

of custom-designed software • describe the purpose of custom-designed software in terms of

features, advantages and disadvantages


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



1.2.5 Levels of languages, language translators and programming languages software

• identify and understand the purpose of language translators

• distinguish and understand the different

types of programming languages • distinguish and understand different levels

of languages

• explain the purpose of the following language translators: – interpreters – compilers – assemblers

• compare and contrast language translators by highlighting their different uses

• describe the features and give examples of the following types of

programming languages: – imperative languages

� procedural � event-driven � OOPs

– declarative languages � logic programming � functional

• discuss the levels of languages in terms of their relative merits:

– high-level languages – low-level languages

1.2.6 System software and communication

• identify and understand operating systems

• explain the role of an operating system • explain the use of the following operating system facilities:

– batch processing – real-time processing – transaction processing – multitasking – multi-access – single-user – multi-user – network operating systems (servers) – process-control operating system


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• identify and understand utility software • identify and understand user interfaces

• explain the management and control of peripherals using the following operating system features:

– interrupt – polling – spooling – handshaking – buffering

• explain the purpose of the following types of utility software: – disk formatting – hardware drivers – file compression – disk defragmenters – event viewers – performance viewers – virus checkers

• explain the use of the following operating system tools to manage files:

– create, copy, move, delete and rename – organise and display files in directories and sub-directories

(folders and sub-folders) • explain different types of interfaces such as:

– forms – menus – graphical User Interface (GUI) – natural languages – command line

1.3 Software strategies

• understand various systematic approaches for problem solving

• represent software requirement specifications as algorithms using any of the following methods:

– structure diagrams – pseudocode – flowcharts


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand various programming

paradigms

• describe the methodology of top-down design using stepwise refinement

• define the Object Oriented Programming (OOPs) paradigm. • define the Procedural Programming paradigm • describe the structured and unstructured approach within the

procedural programming paradigm • describe the following features of object-oriented programming

paradigm to solve problems: – classes and subclasses – objects – instances – methods – message passing – inheritance – encapsulation

• compare the paradigms of OOPs and procedural programming in terms of limitations and benefits

1.4. Data types, data structures and file handling

• identify and understand different data types

• demonstrate their understanding of

different models of data structures

• explain and give examples of the use of the following data types: – Integer – Boolean – Real – Date/time – Text – Object – Sound – Images

• describe the following data structures used to solve problems and

use diagrams or algorithms to explain how to initialise the structure add, read and delete data in each type:

– arrays (single and two-dimensional) – linked lists


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand ways data is managed

– stacks – queues

• explain the choice of data types/data structures for a given problem

and give advantages and disadvantages of alternative choices • explain how data is represented in computer memory considering

the limitations of storage: – binary – convert between denary, binary and hexadecimal – ASCII – Unicode

• explain the different types of file organisations: – Serial – Sequential – Indexed sequential – Random / direct access

• explain file generations

• describe steps taken when data is added into or deleted from the different types of file organisation

• describe how indexed sequential and random access files may be implemented using indexes and hashing algorithms

1.5. Networking • demonstrate their understanding of the use

of different types of computer networks

• describe the characteristics of a local area network (LAN) and a wide area network (WAN) focusing on their strategic usage

• describe the basic types of network such as:

– peer-to-peer – client-server

• describe how communication links are established between computers by the use of protocols such as:

– TCP/IP


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



– packet switching – circuit switching

• describe wireless technology such as: – wireless Internet – wireless Local Area Network (WLAN)

• discuss the advantages and disadvantages of networking


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

THEME2: PROGRAMMING, SYSTEM ANALYSIS AND DESIGN


2.1 Logic gates and circuits • understand the function of basic logic gates

• describe the use of AND, OR, NOT, NAND and NOR gates • recognise the gate symbols • interpret simple logic circuits using truth table • recognise two ways of representing the logic gates:

NOT

AND

OR

NAND

NOR


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• interpret simple logic circuits • design simple logic networks

• produce truth tables for given logic circuits (maximum of 3 inputs and 6 gates)

• produce a simple logic network from a given statement e.g.

if A AND B are on OR C is on then the light will be on

a b c output 1 1 1 1 1 0 1 0 1 1 0 0 0 1 1 0 1 0 0 0 1 0 0 0

2.2 Algorithm design and development

• develop algorithms based on given problems or derived from module specifications

• solve problems in a structured way, using logic and reason

• develop algorithms using algorithm tools such as:

– pseudocode – flowcharts

• design algorithms which relate clearly to the requirements of the system where the problem has been observed

• define the scope of separate modules • use the following algorithmic constructs of sequence, selection, and

repetition to solve problems: – decision structures:

� if ... then ... else ... end if or an equivalent � case of ... otherwise ... end case or an

equivalent – loops or iteration for conditional and unconditional

structures: � while ... do ... end while or an equivalent


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand test strategies to analyse and

evaluate algorithms

� repeat ... until or an equivalent � for ... do or an equivalent

• apply operators +, -, *, /, MOD and DIV appropriately to solve problems

• select appropriate test data and compare actual test results to expected results

• use a trace table to dry run an algorithm containing more than one loop/iteration and more than one decision structure

2.3 Translate algorithms into computer programs

• understand strategies to select appropriate implementation tools to solve problems

• understand that algorithms are the design

of solutions to problems • know and apply organisation standards to

develop programs and maintenance

• select implementation tools and write code according to the complexity of the problem to be solved. An implementation tool can be one or a combination of the following:

– programming language – query language – macro coding

• design and implement graphical user interface (GUI) or any other

interface • translate each step of the algorithm into an instruction a computer

can understand • describe and apply the following to facilitate the maintenance of

programs: – use of comments in program codes – meaningful identifier names (variables, constants,

programs, functions, etc.) – program indentation

• use data structures accordingly such as: – arrays or – records

• describe the importance of organisational standards such as:

– programming style – conventions for naming identifiers – annotation


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand and use facilities offered by

the IDE (Integrated Development Environment)

• demonstrate the understanding and use of

object oriented or procedural/event driven programming paradigms to solve a given problem

• understand and apply test strategies to

evaluate modules and programs developed

– hardware use – management of program versions

• use the following facilities offered by the IDE:

– code editing – debugging tools – libraries

• use built-in functions and procedures available within the programming language selected

• either create functions and procedures to supplement existing standard functions and procedures within the programming language selected and use techniques of passing parameters by value and by reference within a function or a procedure

• or create simple classes with their attributes (properties), create objects set to existing classes, add methods (functions or procedures) in created classes and use object properties inherited from classes within codes

• either write simple code using OOP or procedural/event driven techniques to connect to an existing database or a file of data and apply the following:

– add new record in table or file – delete record in table or file – update data in a record

• describe and give examples of the following types of programming

errors: – syntax error – logic error

• select and apply suitable test data for the developed programs • use debugging tools to identify errors within programs • use module integration testing to identify errors caused by the

interface between modules


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



2.4 System analysis • understand the system life cycle as an iterative process

• broadly analyse an application or a situation where problems were encountered within an organisation

• define a system life cycle • describe each stage of the system life cycle

– analysis – design – development – testing – documentation – implementation and installation – evaluation – maintenance

• explain why a system has a limited life span • explain the importance of defining a given problem accurately • describe the function of a feasibility study • explain the importance of determining the system requirements in

order to solve a problem • describe the following methods of fact finding used to collect

information about data flow (data input and output, data processing and storage) together with the associated hardware of the existing system :

– questionnaire – structured interviews – observation – study documents used in the existing system

• identify the new system requirements • predict the needs for development and maintenance of the new

system

2.5. System specification and design

• demonstrate a general understanding of the method of system design to fit requirements

• design a portable system which is independent of particular computer systems

• design a system which allows future development to be made without major re-organisation of the system

• design the following components: – data input – including data validation


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• understand the specifications and the

selection of suitable hardware and software for new system configuration

• understand the necessity to develop the

new system in line with the system design specifications

• understand the importance of documenting

the system life cycle’s components • understand the usefulness of system

review and reassessment

– data processing – data output – data storage

• design an effective interface – e.g., user-friendly input and output • explain the importance of evaluating the system design against

initial specifications • describe the hardware and software required for the new system

based on: – system requirements and task specifications – cost implications – skills level of staff – including training to use the new

system • explain the relationship between the system design and the system

requirements • develop programs (coding process) that are intended to perform

tasks in line with the design specifications • explain the importance of testing and implementation planning • explain the content and importance of documentation of the

following system life cycle’s components: – technical documentation – user documentation

• explain the need to evaluate the results of the new system against

initial specified objectives • explain the need of reassessment of the system after a given period

to find if it is still performing at the organisation’s expectations • explain the usefulness of system maintenance


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

THEME3: INFORMATION SYSTEMS AND THEIR USAGE IMPLICATIONS


3.1 Information systems in specific application areas

• demonstrate their understanding of information systems concept

• demonstrate their understanding of the

concept of Internet and be familiar with terminology used

• identify and understand the role of

Information systems in communication and data processing purposes

• define and explain the general concept of information systems • give examples of, and explain the difference between:

– passive information systems – interactive information systems

• describe the features and uses of management information systems (MIS)

• explain the terms Internet and World Wide Web • describe and apply search-engine techniques and features by

refining keywords to get desired information • discuss security issues when using Internet facilities focusing on:

– how secure payment features are built-in (encryption) – use of smart card slots in keyboard to allow access – people’s fear of using Internet

• give examples of applications available via the Internet such as the: – ability to access Learning Management Systems for

educational purposes – ability to use live satellite maps – ability to use interactive maps combining traditional maps

with satellite images – use of tracking devices to locate the position of objects on a

map • describe the use of intranets and extranets and explain the reasons

why they are commonly used by many organisations • explain the differences between the Internet, intranets and extranets • explain the use and the facilities of e-mail • describe the hardware used for video-conferencing • describe the advantages and limitations of video conferencing • describe the use of information retrieval and remote database

systems • discuss the use of electronic communications within an organisation


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• explain the use of computers for data processing in :

– banking – hospital administration – staff records and payroll – stock control

• discuss the concept of office automation in terms of the use of: – word processors – spreadsheets – databases – electronic filing

• describe the computer library systems in terms of: – files containing information about stock and borrowers – automatic reminders – use of barcodes to track stock and members’ IDs

• explain the purpose of multimedia features like sound, animation, graphics and video in the following areas:

– education/training sector – marketing – entertainment industry

• describe and give examples of the use of computer systems in the increasingly developing e-commerce activities such as:

– Internet banking – Internet ordering and payment

• discuss the use of wireless technology with regard to: – security aspects – local area networks (LANs) – wide area networks (WANs)

• describe the factors that influence the transmission speed of data on the Internet

• identify with reasons applications that require batch processing • identify with reasons applications that require transaction

processing


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



• demonstrate their understanding of the use

of information systems to automate tasks and control machines

• demonstrate their understanding of the

expert systems

• identify with reasons applications that require transaction processing

• identify with reasons applications that require real-time processing • define nanotechnology • describe the use of nanotechnology in the following areas:

– medicine – energy production and conservation – environmental cleanup and protection

• explain how computer systems are used in automated and robot equipment such as:

– smart cookers – production lines

• describe, including benefits and limitations, the use of GPS (Global Positioning Systems)

• describe the use of voice synthesis for giving directions and give the benefits and limitations

• describe the use of robots in industries such as: – their use in car industries or other automated processes – their benefits in terms of quality control and the

environment – their impact on the work force

• describe the use of CCTV (closed-circuit television) for surveillance purposes

• describe an expert system • describe how expert systems are created, including the role of:

– the inference engine – the rule base – the knowledge base – human-machine interaction

• describe the use of expert systems in: – fault diagnosis (e.g. car engines, electronic devices)


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



– geological surveys – medical diagnosis

3.2 Implications of information systems uses

• identify and demonstrate their understanding of the impacts brought by the use of computer systems on our society

• discuss the positive and negative impact on society due to the use of computer systems, such as:

– economic effects – social effects – legal effects – ethical effects – health and safety effects

• discuss the methods used to ensure security and integrity of data, such as:

– use of passwords – use of biometric passwords – use of firewalls – use of backups

• describe the need for data protection legislation • discuss the consequences of system failure in different areas of

applications, such as: – business applications – air traffic applications

• discuss the impact of computer crimes such as: – hacking – identity theft – phishing – piracy – spam attacks – virus attacks

• compare methods of preventing computer crimes such as: – physical security – development of complex security code systems – encryption of sensitive and confidential data – audit of access to the computer system (successful and not


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES



successful attempts) – use of updated anti-virus software – use of firewalls (hardware and software)


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

THEME 4: COURSEWORK Learners will: Learners should be able to: 4.1 Analysis of the problem

• use the following steps involved in systems analysis:

– General statement – Specific objectives – Data flow and system requirement in

the current situation – Evaluation of current situation and any

other alternative solution

• define a problem concisely, including the background to the

organisation with the problem to be solved • state clearly the specific objectives to be achieved in order to solve

the defined problem • identify the flow of data including system requirement in the

current situation. This is achieved by the use of fact finding methods.

• describe the current situation using results of fact finding • evaluate the current situation • propose and evaluate alternative solutions to the problem

4.2 The candidate’s solution to the problem

• use the following steps in the solution: – Design

– Implementation (Development)

– Testing

• present a clear overall plan including a Gantt chart • break the whole problem into sub-problems as separate modules

that are easily distinguishable • design the solution for each module using algorithm tools • select hardware in line with the system requirements and give at

least two reasons why such hardware is needed • list the software needed with reasons why such software is

needed in the context of the proposed solution • draw a system flowchart for the system requirements • code each module’s algorithm using a programming language or

macro coding • apply test strategies to test programs developed and select

appropriate test data, expected results linked to the specific objectives identified in the analysis


THEMES AND TOPICS

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

THEME 4: COURSEWORK Learners will: Learners should be able to: – Documentation

– Evaluation

– Technical skills

• show the results of testing using normal, extreme and abnormal data and covering all aspects of functionality

• develop technical documentation to enable the understanding and

the maintenance of the new solution • develop user documentation including instructions and sample runs

of the new solution • evaluate the new system to assess if it matches the objectives in (2) • highlight suggestions for development • demonstrate a level of technical skills mastery in the use of object

oriented or procedural/event driven programming or the use of query language or macro code


5. ASSESSMENT OBJECTIVES

The NSSC Computer Studies Higher Level syllabus has three assessment objectives as follows: A. Knowledge with Understanding

The candidate should be able to: 1. describe and explain the importance of computing in a range and scope of information processing

applications 2. analyse and reflect critically the impact of the use of computer technologies on social, legal, ethical

and economic aspects 3. describe and explain the range of equipment, tools and techniques used to develop and implement

high quality solutions to problems 4. describe and explain the functions of the main hardware and software components of information

processing systems 5. use appropriate information systems terminology B. Skills (Problem Solving)

6. identify and analyse a problem and identify which part can be solved using computing tools 7. analyse problems and draw up specifications for their computer-based solutions 8. design solutions by developing data structures and algorithms, in line with the specifications of the

system 9. implement and document solutions using appropriate hardware and software including programming 10. test, evaluate and refine solution systematically C. Communication

11. interpret and organise information 12. present information in a variety of forms 13. communicate information about computers, applications, problems and their solutions in appropriate

ways


6. SCHEME OF ASSESSMENT

Assessment consists of one written paper and a coursework paper. All candidates must take both papers, and there is no choice of questions in either paper. Paper 1 (3 hours) of the NSSC Computer Studies higher level examination will contain a variety of compulsory questions of variable mark value, which require answers of varying length and difficulty. The questions will be based on section 1, 2 and 3 of the syllabus in line with the assessment objectives. At least one question will require the construction of algorithms. Paper 2 of the NSSC Computer Studies higher level examination will consist of a coursework where candidates must identify a significant problem and document their attempts to solve it as stipulated in section 4 of this syllabus.

Papers Weighting of papers Marks Time

Paper 1

70%

100

3 hours

Paper 2

30%

60

Extended period


7. SPECIFICATION GRID

A rigid association between particular Assessment Objectives and individual examination components is not appropriate since any of the objectives can be assessed in any question. Nevertheless, the two components of the scheme will differ in the emphasis placed on the various objectives. For example, the assessment of the analysis of the impact of computer technologies uses (Objective 3: see assessment objectives) is particularly important in Paper 1. While the implementation and documentation of solutions (objective 9: see assessment objectives) is particularly important in paper 2. The grid below is for general guidance only and illustrates where particular objectives might receive most emphasis.

Written Paper (%)

Coursework (%)

Total (%)

A Knowledge and understanding

30 5 35

B Problem-solving and realisation

20 20 40

C Communication 20 5 25

TOTAL 70 30 100

In general, Paper 1 of the NSSC Computer Studies Higher Level examination will assess section 1, 2 and 3 whilst Paper 2 will concentrate on section 4 of the NSSC Computer Studies Higher Level syllabus. The assessment objectives will be interpreted as appropriate to the different topics in the four sections of the curriculum content.

Objectives Paper 1 Paper 2 1 to 5 √ 6 to 10 √ √ 11 to 13 √


8. GRADE DESCRIPTIONS

The scheme of assessment is intended to encourage positive achievement by all learners. Grade descriptions are therefore provided for judgmental grades 1, 3 and 4 to give a general indication of the standards of achievement expected of learners awarded particular grades. The description must be interpreted in relation to the content specified by the Computer Studies syllabus but are not designed to define that content. The grade awarded will depend in practise upon the extent to which the learner has met the assessment objective overall. At Grade 1, the learner is expected to demonstrate mastery in: (Paper 1) • knowing and understanding the principles and applications of computing • understanding and formulating algorithms • expressing ideas about the effects of computing on society and individuals (Paper 2) • applying methods and techniques of:

– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using an object oriented programming or

procedural/event driven programming paradigms in a chosen programming language • communicating clearly the solution to a given problem At Grade 3, the learner is expected to demonstrate general competence in: (Paper 1) • knowing and understanding the principles and applications of computing • understanding and formulating algorithms • expressing ideas about the effects of computing on society and individuals (Paper 2) • applying methods and techniques of:

– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using an object oriented programming or

procedural/event driven programming paradigms in a chosen programming language • communicating generally the solution to a given problem At Grade 4, the learner is expected to demonstrate a basic competence in: (Paper 1) • knowing and understanding the principles and applications of computing • understanding and formulating algorithms • expressing ideas about the effects of computing on society and individuals (Paper 2) • applying methods and techniques of:

– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using only query language and macro facilities

• communicating generally the solution to a given problem


9. GLOSSARY OF TERMS Algorithm : in computer environment, algorithm is a logical sequence of steps for solving a problem, often written out as a flowchart or pseudocode that can be translated into a computer program Arrays constitute a container object that holds a fixed number of values of a single type. The length of an array is established when the array is created. After creation, its length is fixed. Define is to give a precise meaning of word or expression Describe is to state in words the main points of the current topic Discuss requires the learner to give a critical account of the points involved in the topic and advantages and disadvantages should be used to emphasise and support ideas and arguments highlighted. Dry run : it is a testing tool used in programming to verify the correctness of a programme (algorithm or computer programme) Explain is to give an account of something with enough clarity and detail to be understood by somebody else Extranets an extension of the intranet of a company or organization, giving authorized outsiders controlled access to the intranet Intranets computer network within organization: a network of computers, especially one using World Wide Web conventions, accessible only to authorized users such as those within a company OOP: it stands to Object Orientated Programming; it is a programming language model organised around "objects" rather than "actions" and data rather than logic. Personal Digital Assistant (PDA): portable electronic notebook: a small handheld computer with facilities for taking notes, storing information such as addresses, and keeping a calendar, usually operated using a stylus rather than a keyboard State implies a concise answer with little or no supporting argument Solid state: In computer engineering, this term refers to active medium (e.g. hard drive) which consists of a glass or crystalline host material to which is added a dopant substance such as ions Translators is software used to translate a high level language into machine language such as compilers Web application is software that is designed to support the development of dynamic websites where users are interacting with the system through web pages. Such systems include a database where data are accessed and manipulated via web pages. World Wide Web it is a system of interlinked hypertext documents accessed via the Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia materials and navigate between them using hyperlinks.


ANNEXE A ASSESSMENT CRITERIA FOR COURSEWORK

(SCHOOL-BASED ASSESSMENT)

ANALYSIS

0 mark

1 mark

2 marks

3 marks

4 marks

1. Description of the problem

Problem not identified at all

Brief description of the background of the business or organisation

Description of the background of the business or organisation, together with the nature of the problem to be solved

2. Objectives (must be stated in relation to the proposed solution)

Not started at all Objectives listed in general business terms, e.g., to make a process faster, to save time or resources

Objectives listed in computer-related terms, e.g., create a database, sort, search a database, edit a record etc.

Objectives listed in both general business terms and computer-related terms

3. Description of data flow in existing solution

Not done or unclear Clear but incomplete Clear and complete

4. Description of existing solution and investigation

Not described at all Incomplete description of the current solution

A full description of the current solution, including data input requirements (data capture methods and data dictionary, if applicable) and specifications, the data processing and output requirements and specifications

A full description of the current solution, including data input requirements (data capture methods and data dictionary, if applicable) and specifications, the data processing and output requirements and specifications using algorithms tools. Proof of fact finding (interviews, questionnaire, etc…)


5. Evaluation of current situation

Not evaluated at all or Incomplete evaluation of the current situation

Complete evaluation of the current situation highlighting advantages, disadvantages

Complete evaluation of the current situation highlighting advantages, disadvantages and any suggested improvement(s)

6. Description and evaluation of other possible solutions, (including the proposed solution)

No other solutions proposed or only one proposed solution

Description of the proposed new solution and at least one other solution;

Description of the proposed new solution and at least one other solution with detailed advantages and disadvantages

Candidate’s solution to the problem

DESIGN

0 mark

1 mark

2 marks

3 marks

4 marks

7. Action plan, in terms of systems life cycle

Incomplete or unclear action plan

Detailed action plan, including time schedule

Detailed formal plan, including a Gantt chart

8. Separate modules (top-down design)

Not done or unclear Clear but incomplete Clear and complete Clear and complete and related to objectives in step 2

9. Design algorithms of each module

Not done Done but unclear Clear and complete Clear and complete and linked to storage of data


10. Hardware requirement

Not done A list of hardware only A list of hardware needed with one reason why such hardware is needed in the context of the proposed solution

A complete list of hardware needed with at least two reasons why such hardware is needed in the context of the proposed solution

11. Software requirement

Not done A list of software used only

list of software needed with reasons why such software is needed in the context of the proposed solution

12. System flowchart Not done Correct use of symbols of systems flowchart for system requirement but no logic

Correct and logic use of symbols of systems flowchart for system requirement

IMPLEMENTATION

0 mark

1 mark 2 marks

3 marks

4 marks

13. Accurate method of solution

Partly successful, some of the computer-related objectives achieved

Mostly successful, all of the computer-related objectives achieved

Completely successful, all of the computer-related objectives achieved

TESTING

0 mark

1 mark

2 marks

3 marks

4 marks

14. Test strategy

(Must include the expected results)

No test strategy Incomplete test strategy, which must include the data to be tested together with the expected results

Complete test strategy, which must include the data to be tested together with the expected results

Complete test strategy, which must include the data to be tested together with the expected results and linked to the computer objectives in section 2


15. Test results

(Normal, Extreme, Abnormal data)

No test done or only one type of data tested

Two types of data tested

Three types of data tested

Three types of data tested covering all aspects of functionality (data input and processes)

DOCUMENTATION

0 mark

1 mark

2 marks

3 marks

4 marks

16. Technical documentation

No documentation available

Overall report including contents page but unclear or inadequate documentation

Overall report contents page and clear and complete documentation which would enable maintenance or modification of the system

17. User documentation

No user documentation Unclear and/or incomplete

Clear and incomplete user guide

Clear and complete user guide

SYSTEM EVALUATION & DEVELOPMENT

0 mark

1 mark

2 marks

3 marks

4 marks

18. Evaluation

No evaluation done, Inaccurate or trivial evaluation

Reasonable evaluation (stating advantages and disadvantages)

Reasonable evaluation linked to the computer objectives in section 2 and the testing

19. Opportunities for developments

No further developments Some minor improvements suggested

Realistic and meaningful suggestions for development


20. Technical skills 0 mark

1 – 3 marks

4 - 6 marks

7 - 10 marks

11 -14 marks

Level of technical skill and mastery shown in the use of software or programming

A simple project that may not be fully functional – create a database

and use only simple select query to display data from a single table through forms and reports

A working project that meets some of the stated objectives. – create database and

define clear relationships between tables and use advanced queries features (select, action and parameter queries)

– create advanced forms for data input and search of information using GUI features such as combo or list boxes

– create useful reports related to the system requirements

A fully working project that meets most of the stated objectives. – create database and

define clear relationships between tables and use advanced queries features (select, action and parameter queries)

– create advanced forms for data input and search of information using GUI features such as combo and list boxes

– create useful reports related to the system requirements

– write simple macros and/or use SQL to write queries

An imaginative and creative project, that includes all of the features from the previous column, where additional advanced features can be observed such as: – for a database

use of extra programming features

– automation of events etc

No

impl

em

ent

atio

n


OR – create a

spreadsheet and use functions (average, sum, count, if…)

OR – write code trivial

or not related to the system requirements

OR – create a

spreadsheet using advanced functions such as vlookup, hlookup and use of formulas to solve the problem in line with the system specifications

– link the spreadsheet to other applications such as word processor using mail merge

– use of graphs and charts if applicable

OR – write simple code

related to the system requirements that includes � selection � iteration

OR – create a

spreadsheet using advanced functions such as vlookup, hlookup and use of formulas to solve the problem in line with the system specifications

– link the spreadsheet to other applications such as word processor using mail merge

– use of graphs and charts if applicable

– manipulate data within worksheets using macro code

OR

– use the following programming skills to solve problems in line with the system requirements: � different data

types � selection � iteration � searching or

sorting

OR – for a

spreadsheet, use of extra programming features

– automation of events etc

OR – for a program

use of – objects, arrays,

records


techniques � procedures

and/or functions with parameters


ANNEXE B COMPUTER STUDIES HIGHER LEVEL INDIVIDUAL CANDIDATE RECORD CARD

Centre Number Centre Name

Candidate Number Candidate Name Teaching Group/Set

Please use the space on the reverse for any comments about the project(s), marking, and help given to the candidate beyond normal supervision. Comments are especially important where the marks awarded differ from what might have been expected on the sole evidence of the submitted material.

Title(s) of Project(s)

Analysis Design & Implementation Testing Documentation Evaluation Overall

De

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Spe

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De

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of o

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Ha

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Opp

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Section 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Max 2 3 2 3 2 2 2 3 3 3 2 2 2 3 3 2 3 2 2 14 60 Mark Page(s) =

Name of teacher completing this form Signature Date Name of internal moderator Signature Date

I declare that this project is my own work Name of the learner Signature Date

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 509 000 Facsimile: + 64 62 509 073 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2009

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