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Examples of marked learner responses
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For each section of the report marked extracts from learners' work are included, together with a completed section of the marking grid showing the teacher’s comments and examiner’s comments.
The extracts are from a wide range of projects including:
· Sports day
· Flat Management
· Garden Centre
· Bridal Shop
· Projectile Motion simulation
· Pupil records
· Library system
· Draughts* game
(* 'Draughts' is a less complex version of Chess, played by two people on the same size and style of chequered board, using small circular black and white pieces. In the USA it is known as 'Chequers')
6.1 Quality of report [Total 3 marks]
A learner should produce a well ordered report that covers all the information from the sections set out below. The report must be the learner’s own work and any evidence that has been included from elsewhere, including other learners’ work, must be properly referenced as such and cannot be credited towards the learner’s mark for that section. For full marks to be awarded for this section, the learner must provide clear well-illustrated evidence for all the given sections of the report.
Also, the text must be understandable to the reader and without obvious mistakes in spelling, punctuation and grammar. Where there are two or more recognised spellings for a word, the learner should be consistent throughout in their choice of spelling.
| (a) Quality of report (2/3 marks) | Mark | Comments | |
| Evidence for most sections is included; there may be errors of spelling, punctuation and grammar. | Teacher’s comment none Examiner’s comment – an excellent well-ordered report but quite a few errors of spelling punctuation and grammar. | ||
| Evidence for all sections is included, the report is well ordered, and there are few errors of spelling, punctuation and grammar. | |||
| The report is complete, well organised with good use of illustrations, and there may be a few minor errors of spelling, punctuation and grammar. |
Examiner’s note: although this is the first section of the report the examiner would check this mark after they have looked through the whole report. However, inclusion of a contents page is good practice and can help to show the organisation of the report.
The contents page set out below provides some evidence for the mark awarded by the teacher as it is clearly set out and well organised. Most word processors provide tools to automatically create contents pages from headings within a document, the use of these tools should be encouraged.
Example 1: typical contents page
| Contents (a) Definition, investigation and analysis........................................................................................... 2 (i) Definition - nature of the problem........................................................................................... 2 (ii) Investigation and Analysis........................................................................................................ 4 Investigation:................................................................................................................................ 4 Analysis:........................................................................................................................................ 10 (b) Design..................................................................................................................................................... 17 (i) Nature of the solution.............................................................................................................. 17 (ii) Intended benefits:................................................................................................................... 41 (iii) Limit of the scope solution.................................................................................................... 42 (c) Software development, programming, testing and installation....................................... 45 (i) Development................................................................................................................................. 45 (ii) Programming................................................................................................................................. 64 (iii) Testing............................................................................................................................................ 85 (iv) Installation................................................................................................................................. 123 (d) Documentation................................................................................................................................... 124 (i)Systems maintenance documentation................................................................................... 124 (e) Evaluation............................................................................................................................................. 130 (i) Discussion of the degree of success in meeting the original objectives............. 130 (ii) Evaluate the client's and user's response to the system......................................... 131 |
6.2 Definition, investigation and analysis [Total 11 marks]
(i) Definition – nature of the problem [3 marks]
A learner should not expect the examiners to be familiar with the theory and practice in the area of the chosen system. There should be a brief description of the client (for example, teacher, local organisation or business) and the current methods used in the chosen areas that may form the basis of the project. A clear statement of the origins and form of data should be given. At this stage the exact scope of the project may not be known and it may lead to the arranging of an interview with the client.
Example 2a: Draughts Club project.