Name _________________________________
CRITERIA FOR ASSESSMENT
Task Element	Comprehensive and highly developed	Detailed and well developed	Satisfactory	Met some of the requirements	Needed more effort/ Limited ability	
Analysis (10 marks)		
Comprehensive analysis of information problem…	Students were able to clearly and accurately
•	Define the organization.
•	Define the problem.
•	State organizational goals and relate them to the problem
•	Identify at least three decisions that need to be made.	Students were able to accurately
•	Define the organization.
•	Define the problem.
•	State organizational goals and relate them to the problem
•	Identify several decisions that need to be made.	Students were able to accurately
•	Define the organization.
•	Define the problem.
•	State organizational goals and attempt  to relate to the problem
•	Identify a decision that need to be made.	Students were able to do most of the following
•	Define the organization.
•	Define the problem.
•	State organizational goals 
•	Identify a decision that need to be made.	Students attempted to do some of the following
•	Define the organization.
•	Define the problem.
•	State organizational goals 
	
…students were able to clearly link the nature of the problem to input and output requirements that are capable of meeting all the decision making needs of the specific audience.

All constraints of the solution and information product. are identified.	Students were able to create a complete IPO chart which gave an initial but thorough overview of data required to meet these decisions. Should include
o	The data required for input
o	The processing that would occur identifying database tools that could be used.
o	Have a clear understanding of the output required and linked it to the decisions made.
Students were able to identify many  constraints related to
o	Hardware
o	Software
o	Time
o	Budget	Students were able to create a complete IPO chart which gave an overview of data required to meet these decisions. It included:
o	Some of the data required for input
o	Most of the processing that would occur identifying database tools that could be used.
o	Most of the output required and linked it to the decisions made.
Students were able to several constraints related to
o	Hardware
o	Software
o	Time
o	Budget	Students were able to create an IPO chart which gave an overview of data required to meet these decisions. It included:
o	Some of the data required for input
o	Some of the processing that would occur identifying database tools that could be used.
o	One example of an an output required and linked it to the decisions made.
Students were able to identify  a constraints related to
o	Hardware
o	Software
o	Time
o	Budget	Students attempted to create an IPO chart which gave an overview of data required to meet these decisions. The IPO chart included some of the elements below:
o	Some of the data required for input
o	Some of the processing that would occur identifying database tools that could be used.
o	An output required and linked it to the decisions made.
Students attempted to identify  a constraints related to
o	Hardware
o	Software
o	Time
o	Budget	o	Students attempted to create an IPO chart. The IPO chart was incomplete and/or poorly defined.
o	
Students did not correctly  identify  any constraints related to
o	Hardware
o	Software
o	Time
o	Budget	
Design (10 marks)		
All structures, functions and formats of the solution, including the user interface, and all the structures and formats of the information product are thoroughly explained in appropriate design tools, and demonstrate a thorough understanding of the capabilities of database management software to manipulate data.	Students were able to thoroughly and completely design prior to commencement 
•	All the required Tables 
•	Clear and thorough evidence of validation
•	Primary keys clearly identified
•	Relationships clearly identified
•	Queries created to link tables	Students were able to completely design prior to commencement:
•	Tables required
•	Identify evidence of validation
•	Primary keys clearly identified
•	Relationships clearly identified
•	Queries created to link tables	Students were able to completely design prior to commencement most of the following:
•	Tables required
•	Identify evidence of validation
•	Primary keys clearly identified
•	Relationships clearly identified
•	Queries created to link tables	Students attempted to design prior to commencement some of the following:
•	Tables required
•	Identify evidence of validation
•	Primary keys clearly identified
•	Relationships clearly identified
•	Queries created to link tables	Students struggled to create designs prior to commencement some attempt of the following were observed:
•	Tables required
•	Identify evidence of validation
•	Primary keys clearly identified
•	Relationships clearly identified
Queries created to link tables	
	Students were able to thoroughly and completely design prior to commencement:
•	All forms and reports
•	Correct use of layout tools
•	Clear and accurate annotations 
•	Clear user interface
•	Link to queries identified.	Students were able to completely design prior to commencement:
•	Forms and reports
•	Correct use of layout tools
•	Accurate annotations 
•	User interface
•	Some link to queries.	Students were able to design prior to commencement most of the following:
•	Forms and reports
•	Use layout tools
•	Evidence of annotations 
•	User interface
•	Some link to queries.	Students attempted to design prior to commencement some of the following:
•	forms and reports
•	use layout tools
•	evidence of annotations 
•	user interface
	Students struggled to create designs prior to commencement some attempt of the following were observed:
•	forms and reports
•	use layout tools
•	evidence of annotations 
•	user interface	
Testing (10 marks)		
A comprehensive test plan is proposed.
	•	Plan is outlined in a table. Clear and accurate evidence is present.
•	Tool for testing clearly shown.
•	Test data used is complete.	•	Plan is outlined in a table. Accurate evidence is present.
•	Tool for testing clearly shown.
•	Test data is used.	•	Plan is outlined in a table. Evidence is present.
•	Tool for testing are shown.
•	Some test data is used but may be incomplete.	•	Plan is outlined in a table. Evidence is present.
•	Some test data is used but may be incomplete.	•	Plan is outlined in a table. Some evidence is present.
	
Application of appropriate testing techniques produce a very efficient solution and a very effective information product.
	•	Evidence that all validation data has been tested
•	Testing of relationship links
•	Testing of forms and reports
•	Testing of calculations
•	Clear indication that tool used make solution more efficient and more effective.	•	Evidence that most validation data has been tested
•	Testing of relationship links
•	Testing of forms and reports
•	Testing of calculations
•	Indication that tool used make solution more efficient or more effective.	•	Some evidence that validation data has been tested
•	Testing of relationship links
•	Some testing of forms and reports
•	Testing of calculations
	•	Some evidence that validation data has been tested
•	Some testing of forms and reports
•	Some testing of calculations	•	Some evidence that validation data has been tested

Development (20 marks)		
Highly developed skills in the relational database management software including data validation tools. 

	Students were able to produce Table Structure that demonstrate high skills of understanding of the software should include:
•	Clear and accurate set out tables with particular purposes.
•	Clear names and descriptions of all fields.
•	Range of data types correctly and efficiently set.
•	Thorough use of validation techniques. Including good use of:
o	Validation rules
o	Input masks.
•	Formats and sizes of all fields are appropriate.
•	No unnecessary duplication of data	Students were able to produce Table Structure that demonstrate very good skills of understanding of the software should include:
•	Clear set out tables with particular purposes.
•	Clear names and descriptions of all fields.
•	Range of data types correctly set.
•	Use of validation techniques. Including some use of:
o	Validation rules
o	Input masks.
•	Formats and sizes of all fields are appropriate.

	Students were are able to produce Table Structure that demonstrate some skills of understanding of the software should include:
•	Tables with particular purposes.
•	Clear names and descriptions of all fields.
•	Range of data types set.
•	Some use of validation techniques. 
•	Formats and sizes of all fields are set. able to produce Table Structure that demonstrate good skills of understanding of the software should include:
	Students were able to produce Table Structure that demonstrate some skills of understanding of the software should include:
•	Tables with particular purposes.
•	Clear names and descriptions of all fields.
•	Range of data types set.
•	Some use of validation techniques. 
•	Formats and sizes of all fields are set.	Students struggled e to produce Table Structure that demonstrate some skills of understanding of the software. However were showed some of the folllowing

•	Tables 
•	Names and descriptions of all fields.
•	Some data types used.
	
Highly developed skills in the relational database management software including data validation tools.	•	Primary keys established
•	Relationships are accurate and demonstrate purpose. Will help avoid duplication in data
•	No redundancy of data or irrelevant duplication in fields when using queries	•	Primary keys established.
•	Relationships identified and show some purpose. 
•	Little irrelevant duplication in fields when using queries	•	Primary keys established.
•	Relationships attempted. 
	•	Primary keys not always appropriate.
•	Relationships not clear or relevant.	Little attempt to identify primary keys and no relationships determined.	
Highly developed skills in the relational database management software including data validation tools.	Use of forms and reports to create a very efficient solution. High use of software techniques:
o	Use of queries to create forms and/or reports
o	Evidence that data has been thoroughly and accurately organized and sorted. (use of page, report, group headers and/or footers)
o	Techniques used to ensure data is accurate and valid (calculations…)
o	Good use of macros to make user interface easier to use.	Use of forms and reports to create an efficient solution. Good use of software techniques:
o	Use of queries to create forms and/or reports
o	Evidence that data has been accurately organized and sorted. (use of page, report, group headers and/or footers)
o	Techniques used to ensure data is accurate (calculations…)
o	Use of macros to make user interface easier to use.	Use of forms and reports to create a solution. Satisfactory use of software techniques. Most of the following demonstrated:
o	Use of queries to create forms and/or reports
o	Evidence that data has been organized and sorted. (use of page, report, group headers and/or footers)
o	Techniques used to ensure data is accurate (calculations…)
o	Use of macros to make user interface easier to use.	Use of forms or reports to create a solution. Some use of software techniques demonstrated:
o	Some use of queries but not efficiently used.
o	Some evidence that data has been organized and sorted. (use of page, report, group headers and/or footers)
o	Some techniques used to ensure data is accurate (calculations…)
	Use of either a form or report to create a solution. Limited of software techniques demonstrated:
o	Some evidence that data has been organized and sorted. (use of page, report, group headers and/or footers)
o	Some techniques used to ensure data is accurate (calculations…)
	
Application of appropriate formats, conventions to produce a very efficient solution and a very effective information product.
	Excellent use of forms and reports to create effective information. All of the following techniques were used.
o	Pages are correctly laid out.
o	appropriate conventions were used .
o	Use of editing techniques to ensure reports and forms clear and accurate and consistent report and or page headers and footers. Logos….
o	Use of editing techniques for headings labels, data, dates….
o	All appropriate conventions used for the particular information required i.e. if letter used all conventions looked at in class.
o	Forms fit the screen resolution
o	Reports fit on page.	Good use of forms and reports to create effective information. Most of the following techniques were used.
o	Pages are correctly laid out.
o	appropriate conventions were used .
o	Use of editing techniques to ensure reports and forms clear and accurate and consistent report and or page headers and footers. Logos….
o	Use of editing techniques for headings labels, data, dates….
o	Many appropriate conventions used for the particular information required i.e. if letter used all conventions looked at in class.
o	Forms fit the screen resolution
o	Reports fit on page.	Satisfactory of forms and reports to create information. Many of the following techniques were used.
o	Pages are correctly laid out.
o	appropriate conventions were used .
o	Use of editing techniques to ensure reports and forms clear and accurate and consistent report and or page headers and footers. Logos….
o	Use of editing techniques for headings labels, data, dates….
o	Some appropriate conventions used for the particular information required i.e. if letter used all conventions looked at in class.
o	Forms fit the screen resolution
o	Reports fit on page.	Some use of forms and/or reports to create information. Several of the following techniques were used.
o	Pages are correctly laid out.
o	appropriate conventions were used .
o	Use of editing techniques to ensure reports and forms clear and accurate and consistent report and or page headers and footers. Logos….
o	Some appropriate conventions used for the particular information required i.e. if letter used all conventions looked at in class.
o	Forms fit the screen resolution
o	Reports fit on page.	Limited use of a form or reports to create information. Few of the following techniques were used.
o	Pages correctly laid out.
o	conventions were used .
o	Use of editing techniques to ensure reports and forms clear and accurate and consistent report and or page headers and footers. Logos….
o	Some appropriate conventions used for the particular information required i.e. if letter used all conventions looked at in class.
o	Forms fit the screen resolution
o	Reports fit on page.	
Application of appropriate formats, conventions to produce a very efficient solution and a very effective information product.
	All File Management have been met
o	consistency of naming
o	no spaces
o	good use of  underscore
o	use of folders 
	Most File Management have been met
o	consistency of naming
o	no spaces
o	good use of  underscore
o	use of folders 
	Some File Management have been met
o	consistency of naming
o	no spaces
o	good use of  underscore
o	use of folders	Poor File Management has been met some with no consistency in management of files but some attempt to address some conventions.	Poor File Management with no consistency or purpose.	

Evaluation (10 marks)		
Soundly based and complete set of evaluation criteria
	o	Complete set of criteria that thoroughly evaluates all aspects of the solution. 
o	Criteria are well worded and complete.
	o	A set of criteria that evaluates most  aspects of the solution. 
o	Criteria are well worded and complete.	o	Criteria developed that evaluates most  aspects of the solution. 	Criteria not clearly identified.	No set criteria.	
Report clearly identifed how the solution efficiently and effectively solved the problem.
	Criteria clearly identifies both efficiency of solution and effectiveness of information product. Clear evidence is given. 	Criteria identifies both efficiency of solution and effectiveness of information product. Evidence is given.	Criteria identifies at least one efficiency of solution and one effectiveness of information product. 
	Criteria identifies either efficiency of solution or effectiveness of information product. 
	No clear understanding of efficiency of solution or effectiveness of product. 	
Comprehensive annotations to the solution and information product are linked to the evaluation criteria to demonstrate how the decision –making needs of the specific audience are met.	Evidence that many tools and techniques have been used appropriately, including clear and complete annotations to demonstrate that all techniques used improve efficiency and effectiveness.	Evidence that tools and techniques have been used appropriately, including clear annotations to demonstrate that many techniques used improve efficiency and effectiveness.	Evidence that tools and techniques have been used, some clear annotations to demonstrate that techniques to improve efficiency and/or effectiveness have been used.	Evidence that tools and techniques have been used, some annotations to demonstrate that techniques have been used.	No annotated evidence that tools and techniques have been used.	

Shaded areas are worth1/2 marks

TOTAL		60 marks

CONVERTED to TOTAL				
30 marks

Disclaimer: This assessment is a school-based assessment. It is a preliminary result only. The total result for all School assessed Coursework in a study will be statistically moderated (against the June if applicable) and exam results.