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COURSEWORK TRAINING
HANDBOOK
Cambridge IGCSE
Computer Studies
0420
Published 2010
0420 Cambridge IGCSE Computer Studies Coursework Training Handbook
Contents
Introduction
Overview of the Syllabus
2
The role of coursework in IGCSE Computer Studies
2
Additional Support from CIE
3
Section 1
Setting the Coursework Tasks
4
Choosing Suitable Projects
5
Reviewing Project Proposals
5
Use of Computers in Coursework
6
Managing Coursework within the Centre
6
Section 2
Administering Coursework
8
Health and Safety Issues
8
The role of the Teacher in Coursework
9
Formulating the Project
9
Suggested Framework for the Documentation of Coursework
12
Section 3
Assessment of Coursework
15
Guidelines for Assessment
15
Internal Moderation
15
External Moderation
16
Examples of Marked Coursework Projects
16
Project A
Project A Marked
17
Commentary for IGCSE Computer Studies Project A
66
Project B
Project B for Marking
68
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Introduction
This Coursework Training Handbook provides additional support for teachers preparing
candidates for the IGCSE examination in Computer Studies from 2011 (syllabus 0420). You will
also need a copy of the Computer Studies syllabus which is applicable to the year of entry for your
candidates. The syllabus can be downloaded from the CIE website, simply follow the links to the
Qualifications and Awards pages from www.cie.org.uk. You will also find further useful
information, including details of future training courses, on the website.
Overview of the Syllabus
The aims of the Computer Studies curriculum can be summarised as:
• to develop an appreciation of the range and power of computer applications
• to foster an interest, enjoyment of, confidence in the use of computing
• to develop an ability to solve problems using computing techniques
• to develop an awareness of the place of computing in society and issues computing raises in
society
• to gain a firm understanding of the basic techniques in programming and computing
applications.
The syllabus is divided into curricular objectives which overlap and inter-relate with each other.
Candidates are required to study the application of computers and their social and economic
implications; the use of system analysis; the solution of problems involving the design of
algorithms and associated programming concepts; the range of software applications and the
organisation of data; and the associated hardware, systems and communications.
Candidates will be assessed by a written examination paper (75% weighting) and a coursework
project or the alternative to coursework paper (25% weighting). Each candidate that is entered for
the project must complete one piece of coursework. It is advised that candidates use the headings
given in the syllabus and on the candidate record forms to structure their work. For each section
approximately half a page, or 60–70 words of text, is usually sufficient. Diagrams, screen dumps,
charts, Appendices (if used), etc. are NOT to be counted in the number of words used.
The Role of Coursework in IGCSE Computer Studies
The purpose of the coursework is to enable the candidates to demonstrate their ability to
document a computer-based solution to a significant problem. In completing their coursework
project, candidates are required to demonstrate:
• their ability in problem solving techniques
• their ability in design of algorithms and any associated programming
• the ability to apply their knowledge of the range of computer hardware, software tools and
techniques needed to solve a problem
• their ability to communicate their solution to a user by the documentation of the solution.
Clearly these skills are spread across the range of topics within the syllabus and form an
important part of the overall course. Before attempting the project candidates will need to have
studied different commercial and data processing applications so that they are able to set their
problem in a similar context (Section 1.1 of the syllabus). In order to consider the feasibility of
introducing their solution candidates will need to have considered the economic reasons for the
use of computers and the socio-economic effect on employment and training (Section 1.2).
Of particular importance is the candidate's ability to analyse a problem, evaluate any current
solution, to specify desired outcomes and consider different possible solutions (Section 2). These
techniques will be particularly important when completing their project and will form a significant
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part of the documentation. The knowledge of algorithm design, pseudocode, programming
language(s) and the ability to describe and justify why particular hardware and/or software is
needed for a solution (Section 3.1 & 3.2) will be assessed as part of their project.
The use of various software applications, organisation of data, validation and verification
techniques (Section 4.1 & 4.2) will be included in the design of the candidate's solution to their
problem. The project must be a 'computer-based solution to a significant problem ...and must
contain substantial practical work involving the use of a computer to produce a solution to a
problem and must be thoroughly documented'. In order to implement the solution, the candidate
will need to demonstrate their knowledge of hardware, systems and communications (Section 5).
Additional Support from CIE
In addition to this Coursework Handbook for IGCSE Computer Studies, CIE has developed a
series of books – Cambridge Professional Development for Teachers – one of which is entitled
Teaching and Assessing Skills in Computer Studies. This book is published by Cambridge
University Press and can be ordered from CIE or the publisher. The book contains a variety of
activities for teachers and candidates which teachers, particularly new teachers of the subject, will
find useful. A variety of teaching strategies is described and the teacher is encouraged to develop
their own ideas. The completed teacher activities will result in a logical scheme of work together
with suggested teaching strategies and the associated assessment. A chapter is dedicated to the
coursework project and its documentation.
CIE is committed to the development of teachers preparing candidates for examinations and
offers a teacher support website http://teachers.cie.org.uk. There is a discussion forum for
teachers of IGCSE Computer Studies. As part of this discussion forum you will have the
opportunity to swap ideas or seek help from other teachers teaching the same syllabus.
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Section 1
Setting Coursework Tasks
Problem definition is one of the most important aspects of coursework in Computer Studies and is
crucial for a candidate to be awarded high marks. The candidates need to describe in detail the
problem and where this is done correctly it enables the candidate to score highly on this and
many other sections. Many candidates have access to real-life computer applications in the field
of business and commerce and where possible candidates should use this knowledge and
experience to develop the solution to their problem.
Candidates may choose to solve their problems by either the use of a software applications
package and/or by writing their own program(s). The exact method of solution will be the choice
of each candidate but the teacher will need to ensure that all options have been covered during
the course so as to allow the candidate maximum flexibility in their choice of solutions. The use of
a specific programming language is the responsibility of the school and will be determined by the
available resources within the school. However, if candidates choose to write their own program,
then the choice of language must allow them to construct their program in a structured modular
approach. Previous experience of candidates' work indicates that the choice of certain projects,
for example games, quizzes, word processing and websites that just provide information, make
unsuitable projects and are not capable of achieving high marks unless they are both very well
designed and clearly documented. Such projects may also be subject to a deduction of marks for
the solution of a trivial problem, this can be the case with word processing and DTP projects. The
following list is offered as a suggestion of suitable projects but it is in no way complete and
candidates should be encouraged to think of their own problem.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
An invoicing/sales system as part of stock control
Sports league
Running a school tuck shop
Cinema/theatre reservation system
Vehicle registration database
Cruise/holiday booking system
Estate agency
Computer controlled greenhouse, air conditioning, lift, traffic lights/sensors
Analysis of sales figures
Income/expenditure for an event
Seat Reservations
Doctor/dentist surgeries
Facilities guide
Sports club/Library/club membership details
Library book catalogue, membership details
Centres should be reminded that the project should be the candidate’s own work and so joint
projects must not be allowed.
It is advisable for every candidate to have a different topic for their project. However if a Centre has
a large number of candidates then several candidates may be solving similar problems but each
project will be set in a different context. For example, one candidate may be producing a database
to catalogue a membership database for a sports club, whilst another may be producing a
membership database for a school library, and a third candidate may be producing both a
membership database and a catalogue of DVDs for a DVD library.
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Choosing Suitable Projects
Successful projects usually involve the use of a database, either by the use of an existing software
application or by writing a specific package using a programming language. Where candidates use
an existing software application the additional use of a spreadsheet will enhance the quality of the
project. Database projects allow the candidates to achieve at different levels; the weaker
candidates may only be able to enter data into an existing package, other candidates may be able
to use validation techniques to check the input data and use primary and secondary sorts, create
queries and make use of linked tables. As the weaker candidates progress through their solution it
should be possible to extend the work gradually so that they can include some of these other
techniques. In the case of library projects, the candidate could start by compiling a membership
database and then progress to a book catalogue and finally to a small scale book issuing system.
When using spreadsheets, it is preferable for candidates to include the use of linked worksheets,
lookup tables, nested conditional statements and a variety of functions. Sometimes a candidate
may suggest a solution which at first might seem inappropriate, for example the use of a
spreadsheet to solve a problem which most candidates would solve by the use of a database. The
use of spreadsheets can provide opportunities for development of the solution, especially where
the candidate records and writes macros.
The use of the Internet for educational and recreational purposes has led to an increase in the
number of projects involving the design of websites. At its basic level this type of project is often
not well documented by the weaker candidates and so does not score highly. We would expect to
see the HTML code for such a project together with a site map and links to external sites. The
solution could be extended to include an email facility, use of forms and links to a database to
collect user information. In the case of web design the current solution to the problem may be
difficult to identify and so the candidate may find it more difficult to score marks in those sections
relating to describing or evaluating the current solution.
Reviewing Project Proposals
Each candidate will need to discuss with the teacher his or her initial proposal. You should
remember that not all projects will be capable of scoring marks in all sections but where possible
you should ensure that the project is capable of being extended in some way. Projects which can
be extended enable the candidates to use even more of the available software functions and
therefore show an increased level of technical skill, which can then be awarded marks in the
programming code part of the Implementation section.
As part of the initial discussion with the candidate it may be useful for you to note the initial
proposal together with any possible extension of the project. In this way, if the candidate
completes the initial specification then they will have the opportunity to improve their work.
As part of the course you will teach the candidates the importance of the system life cycle:
• Analysis
• Design
• Implementation
• Testing
• Documentation
• System evaluation and development.
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The scheme of assessment for the coursework project uses the system life cycle as a framework.
Similarly, successful projects are those that have well-structured documentation which usually
closely match the assessment criteria. An outline is offered as a suggestion at the end of
Section 2 and forms the basis for discussion in the remaining chapters concerning guidance during
the project and assessment of the project
Use of Computers in Coursework
The syllabus requires that the project must be a ‘computer-based solution to a significant problem
... and must contain substantial practical work involving the use of a computer to produce a
solution to a problem and must be thoroughly documented'. It is absolutely vital that the project
chosen is actually solved using a computer and that real results are obtained. Therefore projects
which involve the evaluation of an existing software application are not suitable for submission as a
project. In some cases weaker candidates may document the analysis and design of their solution
but not actually implement or test their solution. This will be an acceptable project even though
they do not fully complete the project which consequently will not score marks in the later sections.
In order to evaluate the success – or otherwise – of the solution, candidates will need to test their
solutions. Projects which do not have any test results cannot be properly evaluated or further
developments/improvements suggested, these projects, therefore, will score few or no marks in
any of these sections.
Most topics chosen by candidates could form the basis for a successful project but the points
which must be considered and discussed with the candidate before they actually work on the
project can be summarised as follows:
• What is the context for the problem? What is the 'business' or organisation?
• What is the problem to be solved? What are the objectives to be achieved?
• Is there an existing solution?
• Can the problem be extended, if needed?
• What is the proposed method of solution?
• Is the candidate capable of implementing the solution?
• Do we have the necessary hardware?
• Do we have the necessary software?
• Can the solution be tested?
• Can results be printed? If not, how can hard copy proof be obtained?
Successful projects are those which:
• are relevant to the candidates' experiences
• have positive responses to as many of the preceding questions as possible
• have structured documentation
• have objectives clearly specified at the outset
• produce actual test results
• have been evaluated
• can be extended if needed.
Managing Coursework within the Centre
Before offering the course to candidates, Centres need to ensure that they have the necessary
hardware and software to fulfil the requirements of the syllabus. Computer Studies is a practical
subject and the syllabus places emphasis on the use of commercial software application packages.
Centres should have sufficient hardware facilities to allow the candidates to have sufficient access
to systems which will enable them to become familiar with both, system and software application
packages, as well as developing their own software. The application software packages need to be
of sufficient quality and range to enable the candidates to gain practical experience of a wide
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variety of the computer applications. At the very least Centres should have applications which
include a word processor, spreadsheet, database, drawing package, programming language,
HTML language/web site design and control applications.
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Section 2
Administering Coursework
When?
One of the important features of administering the coursework task is to ensure that all the
necessary theory has been taught and that candidates have had sufficient practical work in order
to acquire the necessary skills. Your candidates will also need sufficient classroom time in order to
complete the project. Teaching and Assessing Skills in Computer Studies offers teachers the
opportunity to consider their scheme of work and the teacher tasks within the text involve putting
the syllabus into teaching order, assigning teaching strategies to these topics and the associated
assessment strategies. This will make it easier to plan a timetable for teaching the syllabus.
How?
The practical computing sessions and the acquisition of skills should take place alongside the
theory work and appropriate links made between the relevant sections. The project will involve the
candidate in planning, design, implementing, testing and documenting the solution. The time
needed by candidates to complete their project will vary and will be dependent on the ability of the
candidate, the scope of the problem chosen and the available computer resources within the
school. Most candidates should be able to complete their project in 20–25 hours of classroom time
plus the necessary time outside of class researching the problem and the business context.
Health and Safety Issues
As part of their studies candidates will learn of the need to consider health and safety requirements
when introducing computers into the working environment. As a reminder Centres will need to
ensure that they comply with any national legislation regarding health and safety. It is important to
ensure that the number of electrical sockets available is sufficient for the number of computers and
that there is only one plug per socket. Sockets should not be overloaded by the use of adapters or
extension leads because this may lead to overloading and frequent loss of electrical power as a
result of the safety fuses breaking the circuit. Overloading may also result in a higher risk of
overheating and a resulting fire. It is important that the correct type of fire extinguisher is available
in case of fire. In the event of fire, however, the most important issue is to ensure the safe
evacuation of staff and candidates. Trailing wires also present a hazard because people can trip
over any loose wires. Therefore all wires should be out of the way to prevent serious injury.
Whenever any electrical equipment is being used there is a danger of a user receiving an electric
shock from faulty plugs or equipment. For this reason, it is advisable to check that there is no
obvious damage to the wire on each occasion that the equipment is used. Centres will need to
ensure that any regular testing for electrical safety demanded by national health and safety
legislation has been carried out.
Centres also need to ensure that they meet any regulations regarding protecting the health of
computer users. Such issues include:
•
•
•
repetitive strain injury (RSI) which can be prevented by using suitable keyboards or wrist
supports
back problems which can be eased by the use of adjustable seating and footrests
eyestrain which can be eased by the use of adjustable screens, suitable lighting, screen filters
and regular breaks.
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The Role of the Teacher in Coursework
The teacher has a dual role in the administration of coursework: as teacher and as supervisor. As
a teacher you have the responsibility to help your candidates to achieve the highest possible
standard without giving too much help. It is not appropriate for some sections of the project to be
mainly the work of the teacher rather than the candidate's own work. In assessing the level of help
given to a candidate the important question is 'Did the candidate improve his/her solution beyond
the help given?' or 'Did the candidate simply use the help as part of their solution?' If a candidate
receives too much help then the Centre makes a deduction for assistance given, stating the reason
for such deductions on the reverse side of the individual assessment sheet for that particular
candidate. If such help forms part of the normal teaching process, then no deduction should be
made. Also if the help enables the candidate to achieve-a higher standard without further
assistance then no marks should be deducted. Marks should only be deducted where the teacher
tells the candidate exactly what to do and the candidate makes no further progress in that
particular area. As a supervisor you have to ensure that the project satisfies the
requirements of the syllabus and that the project submitted is the work of the candidate in
his/her own words.
Formulating the Project
You should help each candidate choose the project topic, ensuring that it is within the range of the
candidate's ability and interests. Suitable topics should be open-ended in that they can be
extended if the work proves to be easier than first determined, or it can be scaled back if the work
proves more difficult. You should ensure that candidates have a timetable of key dates and insist
on a first draft of key sections of documentation being completed according to this time scale.
A template is given in Teaching and Assessing Skills in Computer Studies which can be adapted
for your individual circumstances. As part of the candidates' timetable you should include, and
constantly remind them, of the final date by which the project has to be handed in to you for
marking. It is advisable to make this internal deadline date at least one month before the deadline
date when the work has to be submitted to CIE for external moderation. It is advisable that
candidates maintain backup copies of their work so that they can easily recover it in the case of
data loss. In addition, Centres should retain electronic copies of both the candidates' work files
and documentation, until after the publication of results.
The candidate's initial plan should include the problem to be solved and the context or business.
At this stage the proposal will be written in general data processing terminology and there is no
need for much detail. However, the proposal should not be too vague. For example, a candidate
might decide to solve the problem 'to computerise a library'. This is too vague and will need
discussion with the candidate to determine what needs computerisation: the book catalogue, the
membership lists, the book issue system, the library accounts or the ordering system. The example
below shows an initial project plan.
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Example of description of a problem to be investigated
Background to the project
Panaga club has recently opened a CD library. Members of the club can now rent out Video CDs,
Music CDs and CD-ROMs. It is a young business and is becoming increasingly popular. As a
result, more and more people are coming over to rent CDs from the library.
The treasurer, who is responsible for keeping records of the CDs and money collected, suggested
that it would be useful to computerise the system. After initial discussion, the main requirements
are as follows:
The database of the CDs available and membership is to be maintained according to category,
with facility to add, change and delete records easily.
Using this initial description, the teacher can discuss with the candidate how the proposed
database will be developed, initial objectives to be set and how the objectives could be extended if
necessary, for instance by the additional use of a spreadsheet for accounts purposes.
In order to assist the candidates you may wish to consider the use of templates for them to use
whilst they conduct their research. The text in italics is designed to give the candidates clues as to
what they should include in this section.
Analysis
Background information of the club/business
• An introduction to the 'business, what does it do?
• How will you identify a problem? Questionnaire? Interview?
The problem to be solved
•
What problem are you going to solve?
•
List, in detail, exactly what you want the new system to achieve.
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Example of setting objectives
My objectives
Printed reports include:
i
A summary of the amount of money collected at the end of a month, in order to buy new CDs
and pay salary.
ii. A list of names of people who have had the CD(s) for over 12 weeks.
iii. A list of all the CDs available - sheet to be put in a folder for browsing.
iv. A list of requested CDs.
Spreadsheet of:
i. The total cost of renting the CD(s) for a duration of time rented.
ii. The total cost of renting for one month.
iii. The total amount of money collected at the end of the month.
This list of required output gives some indication of the objectives to be achieved. However, it fails
to indicate the data processing requirements for the creation of a database, insert/delete/amend a
record, or how to validate input.
At this stage a discussion can take place with the candidate before proceeding to the next section
of research.
Describe the existing solution
• How does the 'business' solve the problem at the moment? What data is input? How is it
processed? What information is output? How is the data input/output? Show designs of any
data input forms or output formats. Draw a spider diagram to show how a computer could be
used in the 'business'.
Evaluate the existing solution
• What are the advantages and disadvantages of the current system?
• Suggest improvements
Describe other possible solutions (including the proposed solution)
• Describe two possible ways to solve the problem, the one chosen and another possible
solution
At this stage you can introduce a formal framework for the actual documentation, either the whole
framework or section by section as and when needed. A suggested outline for documentation is
presented below. It follows that of the assessment criteria and candidates should be told that they
must include documentation for each section. In this way they should obtain marks in every one of
these sections and it also has the advantage that it should make it easier to mark.
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Suggested Framework for the Documentation of Coursework
V
ANALYSIS
1.
Description of the problem
2.
List of Objectives
3.
Description of Existing Solution
4.
Evaluation of Existing Solution
5.
Description of Possible Solutions
DESIGN
6.
Plan (linked to the objectives, including a timetable)
7.
Systems Flowchart
8.
Method of Solution (including the algorithms)
9.
Hardware Requirements
10.
Software Requirements
IMPLEMENTATION
Method of Solution related to the problem
Accurate method of solution (computer-related objectives met)
Programming code
11.
12.
13.
TESTING
Test Strategy ( linked to the objectives and including expected results )
Test Results for (i) Normal/acceptable data (ii) Extreme/boundary data and
(iii) Abnormal/unacceptable data; (all linked to the objectives)
14.
15.
DOCUMENTATION
16.
Technical Documentation and System Maintenance (must have contents page)
17.
User Guide
SYSTEM EVALUATION & DEVELOPMENT
18.
Evaluation ( linked to the objectives & test results )
19.
Future Development/Improvements
Note: Text in italics is for guidance only and should not be included in the project headings.
Once the candidate has formally documented the Analysis section of the solution you should insist
on seeing the draft before going on to discuss the format of the database/spreadsheet/web
page/control system, using the following as guidance.
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Design
Plan
• How you will solve the problem.
• How you will break it down into different modules.
• How long it will take to complete each module.
Systems Flowchart
• Represent the complete solution using a systems flowchart.
Method of solution
• Describe your method of solution including any top-down design, modular programming,
pseudocode, flowcharts.
System hardware requirements
• What hardware is needed?
• Describe the full technical specification of what hardware is needed.
• Say why at least two hardware items of a particular specification are needed.
Software requirements
• Describe what software you are using.
• Say why you are using this particular software.
Implementation
Method of solution related to problem
• Annotated coding, macros or pseudocode.
Testing
•
Test Strategy
•
What normal/acceptable data will you use? What results do you expect to get?
•
What extreme/boundary data will you use? What results do you expect to get?
•
What abnormal/unacceptable data will you use? What results do you expect to get?
•
Do your tests cover all the computer-related objectives?
Actual test results
• What were the actual results from your normal/acceptable data?
• What were the actual results from using your extreme/boundary data?
• What were the actual results from using your abnormal/unacceptable data?
• Have you tested all the functionality of the system?
Documentation
Technical Documentation
• List the technical documentation which would allow maintenance and/or modification of the
system
• Include a contents page
User Guide
• Write the user guide for a competent PC user to operate your system.
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System Evaluation and Development
Evaluation
• Compare your expected results for normal/acceptable data with your actual results to prove if
the solution works for normal/acceptable data.
• Compare your expected results for extreme/boundary data with your actual results to prove if
the solution works for extreme/boundary data.
• Compare your expected results for abnormal/unacceptable data with your actual results to
prove if the solution works for abnormal/unacceptable data.
Improvements
• What improvements could be made?
• How could the system be developed?
At each stage of this process you will have the opportunity to discuss the draft documentation with
the candidate. In order to assist the candidate without deducting marks for assistance, you will
have to phrase your comments and ask questions in ways that do not tell the candidate what to do
next. For example, if the candidate is testing the data input for a date field (DD/MM/YY) in a
database and uses a test strategy which inputs 19/6/02. Clearly this only tests for normal data; the
candidate has not tested for extreme/boundary or abnormal/unacceptable data. You could remind
the candidate that there are three types of data to be tested, or comment that only normal data has
been tested or suggest testing for abnormal/unacceptable and extreme/boundary data.
If the candidates have followed your advice, used the guidance notes and used the suggested
outline for the documentation of their project, then they can easily check that they have included all
the relevant required documentation. It is advisable to give each candidate a copy of the
assessment criteria so that they are able to see what is required in each section to score full
marks. Candidates should be informed that they need to clearly specify their objectives and to
refer back to these objectives in many sections of the documentation.
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Section 3
Assessment of Coursework
The scheme of assessment for IGCSE Computer Studies forms 25% of the final marks, and any
candidate not submitting a project will be marked as absent from the examination. Section 1 of this
Handbook contains advice concerning the setting of suitable tasks for the candidates. Section 2
outlines the administration and monitoring of coursework. Following completion of the project, the
work has to be assessed according to the assessment criteria defined in the syllabus. Particular
emphasis has been placed on the setting of objectives and continued reference to these objectives
in subsequent sections of the documentation.
The teacher should mark the project and where more than one teacher in a Centre is responsible
for marking the IGCSE Computer Studies projects, then internal moderation must take place.
Internal moderation is where the teachers check some or all of the other teacher's marking and
they agree that they are both marking to the same standard. The projects are then submitted to
CIE for external moderation. The external Moderator checks that the Centre is marking to the
same standard as other schools. If there is any deviation from the criteria then marks are added or
subtracted in order to ensure a consistent standard of marking across all Centres.
Projects will be assessed according to the assessment criteria on pages 37–40 of the syllabus and
the marks must be recorded on an Individual Candidate Record Card on page 35 of the
Syllabus.
Guidelines for Assessment
1.
2.
3.
4.
Where applicable, diagrams may be used to describe a process. For example, item 3 could be
described using a dataflow diagram.
Evaluations can be described in the form of advantages and disadvantages.
Any justification must give reasons why a particular item is being used.
In awarding marks you may wish to use the following technique:
If a section contains relevant documentation then it must score at least one mark, if
the criterion for one mark is met fully, then check the criterion for two marks, if that
is met fully then check the criterion for three marks (if there is one) and so on.
5.
If you think that overall the problem to be solved was a trivial task and that the project appears
to be overvalued then make notes in the relevant space on the back of the Individual
Candidate Record Card. Include this project in your sample, clearly marking it for the
Moderator's attention.
Internal Moderation
As described at the beginning of this section, when more than one teacher is involved in marking
the projects then arrangements must be made within the Centre for the work to be assessed
according to the same common standard. Teachers will have to mark some or all of the projects
marked by another teacher and agreement reached as to the marks for each project. This common
standard of marking is then subject to external moderation.
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External Moderation
External moderation is undertaken by CIE to ensure consistency of marking of coursework across
all Centres. Individual Candidate Record Cards and Coursework Assessment Summary Forms
must be received by CIE no later than 30 April for the June examination and 31 October for the
November examination along with a sample of the coursework undertaken by the candidates.
The samples should cover the full ability range. If there are ten or fewer candidates all the
coursework that contributed to the final mark for all the candidates must be sent to CIE. Where
there are more than ten candidates all the coursework that contributed to the final mark for ten of
them will be required. The Centres should select candidates covering the whole mark range, with
the marks spaced as evenly as possible from the top mark to the lowest mark. If appropriate, the
samples should be selected from the classes of different teachers. A further sample of coursework
may subsequently be required. All records and supporting written work should be retained until
after the publication of the results.
Examples of Marked Coursework Projects
Two projects (A and B) have been reproduced. A is followed by the marks and a commentary.
Project B is to mark using the marking criteria from the syllabus.
These projects have been chosen to illustrate assessing the projects and should not be taken as
ideal examples of coursework. Any spelling mistakes, logic errors, or any other kind of mistake,
which the candidate made in documenting their solution, have not been corrected and the projects
are exactly as they were submitted by the candidates for assessment.
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Project A
Marked
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Commentary for IGCSE Computer Studies Project A
ANALYSIS
Section 1 Description of Problem
There is a description of the charity and the nature of the problem to be solved is set out on page
3.
Mark 2/2
Section 2 Specific Objectives
Objectives are listed in general business terms on page 3 but not in computer-related terms as well
Mark 1/3
Section 3 Description of existing solution
There is a brief description of the current situation on page 3.
Mark 1/2
Section 4 Evaluation of existing solution
The evaluation on page 4 is just enough for 1 mark as it does include some disadvantages but
there are no suggested improvements.
Mark 1/2
Section 5 Description of other possible solutions
There is a brief description of the proposed solutions on page 4, it is related the production of a
charity website but no other possible solutions are mentioned
Mark 1/2
DESIGN
Section 6 Overall Plan
There is an overall plan including a time schedule on page 6 but no Gantt chart.
Mark 2/3
Section 7 Systems Flowchart
There is no systems flowchart for the complete solution but correct systems flowchart symbols are
used in the module flowcharts on pages 7 & 8.
Mark 1/2
Section 8 Description of Method of Solution
There are flowcharts of the separate modules on pages 7 & 8 together with an example of the
database tables used on page 9. But the information about the tables lacks the required detail as
they are just sample screen shots and there are no descriptions of the methods used
Mark 1/3
Section 9 Hardware
There is a list of hardware on page 19, but no reasons why the hardware is needed for this
solution.
Mark 1/3
Section 10 Software
There is a list of software on page 10; the descriptions and reasons for use are in general terms
and obviously not written by the candidate.
Mark 1/3
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IMPLEMENTATION
Section11 Method of solution related to the problem
There is HTML and ASP code broken down into modules on pages 17-30; this could have been
improved by clearer annotation but the candidate has explained what is included on page 16.
Mark 2/2
V
Section 12 Accurate method of solution
The solution appears to meet some of the objectives set out on page 3 but this is not clearly
supported by the testing evidence elsewhere in the project.
Mark 2/3
Section 13 Programming code
There is HTML and ASP code broken down into modules on pages 17-30 but it has not been
annotated by the candidate.
Mark 2/3
TESTING
Section 14 Test Strategy
There is a test strategy set out on page 32 but this does not clearly relate to this project.
Mark 1/3
Section 15 Test Results
There is some evidence of testing on pages 32 – 37, normal/acceptable data has been used, but
extreme/boundary and abnormal/unacceptable data are clearly not understood.
Mark 1/4
DOCUMENTATION
Section 16 Technical Documentation
Technical documentation is on Pages 39, it’s there but incomplete, as maintenance or modification
would be impossible from this documentation and there is no contents page.
Mark 0/2
Section 17 User Guide
User guide is on Pages 40-45, but there are very few instructions just some screen shots of the
system in use.
Mark 1/3
SYSTEM EVALUATION & DEVELOPMENT
Section 18 Evaluation
There is a brief evaluation on page 47 but it is not linked to the objectives and the testing.
Mark 1/3
Section 6 System Development
The developments on page 47 don’t really relate to the solution provided.
Mark 1/2
Total mark
23/50
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Project B
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