Information Systems Unit 4 Outcomes
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For this unit students are required to demonstrate achievement of two outcomes. As a set these outcomes encompass all areas of study for the unit.

Outcome 1

On completion of this unit the student should be able to apply the principles of software development to produce purpose-designed software that takes into account the information system objectives and the needs of end-users.

Key knowledge

In achieving this outcome the student will draw on knowledge described in areas of study 1 and 2. To achieve this outcome the student should demonstrate knowledge of

·         the systems development life cycle, including analysis, design, development, implementation and evaluation;
·         stages of software development: analysis, design, development, testing, implementation, documentation and evaluation;
·         methods of organising files to suit particular software needs, including serial, sequential and random access;
·         factors affecting access of data; for example, size of files, storage medium, organisation of files;
·         a high-level programming language as a method of implementing software design;
·         factors affecting software design, including user interface, audience needs, processing efficiency, development time;
·         forms and uses of data structures to organise similar and dissimilar pieces of data, including sets, lists and tables,
        records and fields, strings and stacks;
·         types and purposes of algorithms, including pseudo code, data flow diagrams (DFDs), flow charts to describe methods
        of accessing, updating, sorting and searching files, processing data;
·         methods for designing, developing and testing algorithms;
·         applications and purposes of system programs, such as loaders to combine subroutines, debugging tools to facilitate
         error detection;
·         nature and types of user documentation;
·         causes of conflict between the developers of purpose-designed software and end-users, such as the use of programs for
        purposes that they are not intended; piracy of programs so that end-users incur no economic expense, but the
        developer receives no economic benefit; corporate piracy; security loopholes in a program may result in unauthorised
        tampering of end-users' information.

Key skills

To achieve this outcome the student should demonstrate the ability to
·         identify factors affecting the design and implementation of a software solution;
·         define the requirements of the software solution;
·         represent specifications in the form of algorithms and data tables;
·         develop and justify data-validation techniques;
·         develop testing procedures;
·         write the program, including appropriate internal documentation;
·         write appropriate user documentation;
·         run and debug the program so that it produces output that is well organised and readable and that meets user needs;
·         explain how purpose-designed software may cause possible conflict between the person or organisation responsible for
        developing it and an end-user.

Teacher Notes

Sample Task (Java)

Sample Task Partial answers

Assessment Sheet

SAC part B

Outcome 2

On completion of this unit the student should be able to propose and justify development, implementation and evaluation strategies for introducing to an organisation an information system that will operate in a global environment.

Key knowledge

In achieving this outcome the student will draw on knowledge described in areas of study 2 and 3.  To achieve this outcome the student should demonstrate knowledge of

·         the systems development life cycle, including analysis, design, development, implementation and evaluation;
·         purposes for organisations using networked information systems in a global environment; for example, increasing the
        competitive edge by tapping into global markets, conducting business transactions online regardless of geographic
        location of partners and consumers;
·         types of problems associated with using networked information systems in a global environment; for example, data theft,
        viruses, sabotage, incompatible file formats, English as the main language, low bandwidth;
·         types and capabilities of networks and network topologies;
·         network operating systems;
·         technical, human, procedural, economic and management factors influencing the acquisition of specific hardware and
        software components to fulfil design specifications, such as availability of components, geographic location of suppliers,
        compatibility of all components, establishment and ongoing costs, reliability and robustness of equipment, ergonomic
        requirements, reliability of suppliers, training of operators;
·         testing techniques to ensure that the components operate as intended and to gain acceptance of the information
        system, including equipment testing, processing and system management testing, acceptance testing;
·         methods for implementing the proposed information system, including direct, phased, pilot and parallel conversions;
·         types of system support documentation to assist with the implementation of the proposed information system;
·         training requirements for the users of the proposed information system, including location of training and nature of
        training;
·         procedures to govern the relationships between the components of the information system, including protection and
        security of data in storage and during transfer;
·         project management tools and techniques, including Gantt charts and PERT charts, to schedule and monitor tasks, to
        assign resources, to identify milestones, to determine contingency plans;
·         criteria for evaluating the performance of the proposed information system, including usability, effectiveness, efficiency,
        costs, maintainability;
·         strategies for evaluating the performance of the proposed information system, such as logging equipment breakdowns,
         checking staff absentee rates, random and controlled testing of specific functions, recording customer complaints;
·         advantages and disadvantages for organisations and society in using information systems in a global environment; for
         example, organisations reduce their cash flow problems because of lower transaction costs and faster payment
         systems, customer support can be diminished due to geographic locality, online fraudulent practices can affect both
         customers and organisations.

Key skills

To achieve this outcome the student should demonstrate the ability to

·         identify the purpose of the information system;
·         select and justify the hardware and software components to fulfil the physical specifications;
·         devise appropriate testing techniques;
·         propose an implementation strategy that includes a description of the changeover method, types of documentation,
        training and procedural requirements;
·         formulate strategies to evaluate the performance of the proposed information system;
·         propose project management strategies to coordinate the development, implementation and evaluation of the proposed
        information system;
·         explain one way in which the organisation and its end-users will be affected by the implementation of the proposed
        information system.
 

SAC 2 Preparation

Practice SAC - Wally's Whale Watch

Practice SAC - suggested solutions

SAC 2

SAC 2 Solutions

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher's assessment of the student's overall performance on assessment tasks designated for the unit.

The key knowledge and skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed separately.

Assessment of levels of achievement

The student's level of achievement in Unit 4 will be determined by school-assessed coursework and an end-of-year examination.
School-assessed coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.

 

2003 VCAA sample exam

School-assessed coursework

Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an assessment of the student's level of achievement. The score must be based on the teacher's rating of performance of each student on the tasks set out in the following table and in accordance with an assessment guide published annually by the Victorian Curriculum and Assessment Authority. The assessment guide will also include advice on the scope of the task and the criteria for assessment.

Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Where optional assessment tasks are used, teachers must ensure that they are comparable in scope and demand.