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.
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