MIS501 Principles of Programming

ASSESSMENT BRIEF

Subject Code and Name

MIS501 Principles of Programming

Assessment

One – Peer Assessment of UML Diagram

Individual/Group

Individual

Length

Diagram + 1000 Peer Assessment

Learning Outcomes

This assessment addresses the following subject learning outcomes:

Propose solutions using programming and universal modelling language (UML) diagrams to meet business need

Weighting

30%

Total Marks

30 marks

Context:

The MIS501 Principles of Programming subject is designed for you to progressively add to your understanding of software development using a mid-level programming language that supports object-oriented development. It also introduces you to some of the systems analysis techniques that will feature in later subjects of the Master of Business Information Systems. In order for you to do well in this subject, it is imperative that you undertake all of the learning activities in the modules. The learning activities are presented as a way of scaffolding your learning so that you can attempt the building blocks of the assessments and be in a safe environment to fail and to learn from them. Therefore, doing your learning activities and seeking feedback from them from peers and from the learning facilitator is the single best way of preparing for doing well in this assessment.

Instructions:

There is a hurdle requirement in this assessment; you must submit a use-case diagram by Wednesday of week 4 at midnight. The use-case diagram should ideally be hand-drawn and either photographed or scanned into your document (diagramming packages may be used but are not necessary for this assessment). The use-case diagram should be composed based on the following scenario:

Torrens University Australia (TUA) is interested in a new enrolment and timetabling system. The system is intended to be built in-house. The university has a very strong information systems suite of programs and the students of that program are showing great insight and promise. It has signalled its intention to seek input from those students in a consulting arrangement.

The enrolment system is to be web-enabled so that students, teaching- and other university staff can access it easily from their computers, phones or tablets on a variety of operating systems and platforms. The process of offering classes is, roughly as follows:

The Program Director will survey the progression of current students and make an educated guess about any students who will enter the program. From there, they will schedule classes at Torrens University campuses in Brisbane, Sydney, Melbourne and Adelaide, aiming to provide all current and future students with an optimum number of core and elective subjects. The Program Director will then allocate classes to teaching staff. The timetabling manager allocates classrooms to the classes and the classes are made available to students to enrol into.

The system should allow the Program Director to do their job of opening classes, the timetabling manager to be able to schedule the classes in rooms and at times that work for the whole university. The Program Director should then be able to allocate classes to teaching staff. Students should be able to enrol into classes that suit their private timetable, allowing time for sleep, work, socialising and, of course, study. The system should generate a timetable for each user that interacts with it.

Based on this scenario, you should draw a use-case diagram and submit it. On the morning following submission, the learning facilitator will allocate you with another student’s diagram to assess.

The word limit prescribed above is the maximum number of words you can use for your peer assessment. You should use the scenario and provide feedback to the other student on their usecase diagram. You are free to use whatever framework you like and the following should be minimum inclusions:

  • Comment on the overall suitability of the use-case diagram for communicating high-level requirements to the programmer
  • Provide constructive criticism on how the other student can improve their use-case diagram in the future
  • Provide some useful readings the other student may peruse that helps them develop their diagramming, pointing out aspects of the readings to focus on

Learning Rubric: Assessment One

Assessment Criteria

Fail(Unacceptable)

0-49%

Pass (Functional)

50-64%

Credit (Proficient)

65-74%

Distinction (Advanced)

75 -84%

High Distinction(Exceptional)

85-100%

Understanding of theUML Notation

30%

Demonstrates limited understanding of UML notation.

Fair understanding of UML concepts demonstrated. May neglect to provide resources or that these are cursorily provided without reference to specific areas in the source.

Good understanding of UML concepts demonstrated. May provide a limited number of sources the peer can use to develop their technique from.

Very good understanding of UML concepts demonstrated. Makes recommendations to other external sources the peer can access to develop their understanding and practice of UML diagramming.

Outstanding understanding of UML concepts demonstrated through recommendation of other sources with specific references to components of it that the peer will benefit from.

Application and Evaluation of the UML diagram

40%

Limited understanding of the use-case concept and its applicability to software development.

Understands the context and impact the use-case concept represents for software development and provides a critique for the peer.

Understand the context and impact the use-case concept represents for software development. Identifies logical flows and questions the viewpoints of the peer.

Evaluates the use-case concept, providing a critique of the peer’s work, relevant to the scenario. Identifies logical flows and presents suggestions the peer can use to develop their technique.

Expertly evaluates the usecase diagram presented by the peer. Provides a thoughtful critique in the context of the scenario that the peer can use and genuinely develop from.

Effective communication

30%

Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning.

Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow.

Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow.

Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Demonstrates cultural sensitivity.

Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity.