Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 1:
The core concepts and principles of the Informatics discipline are identified, described and explained.
The relationships among the core concepts and principles are demonstrated.
The range and limits of applicability of the core concepts and principles are identified.
The core concepts and principles are applied to standard problems.
Examples of changes in knowledge and understanding in the fields of Informatics are described and explained.
Each of the above can be assessed within the core modules of the BSc Informatics Programme.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 2:
The limitations of basic techniques used in Informatics are appraised.
The significance of contested scientific knowledge in a contemporary context is recognised.
An understanding of how scientific information and ideas become generally accepted is demonstrated.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 3:
Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
Thinking and reasoning processes are reflected upon.
The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.
Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
The knowledge of theory is applied to particular real-world contexts.
Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.
Assessed through various different types of assessments including practical assignments, research papers, visual presentations and the various formative assessment tasks in each module.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 4:
Evidence of successful and effective contributions in group work is provided within various activities during module assignments. (IDAT211, IISY111, IISY211, IISY221, IPRJ300).
The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
Organisational skills in managing group work are applied.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 5:
Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
Effective learning strategies which suit personal needs and contexts are developed and used (This include use of both summative and formative assessment procedures).
Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 6:
Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
Scientific information is presented verbally in front of others.
Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
Non-verbal forms of representation are used correctly and appropriately. Various module assignments include a visual presentation component which requires the learner to present information on a topic to the class (using visual aids and in some cases a PowerPoint Slide Show).
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 7:
Tasks related to basic computer literacy skills are performed.
The validity of ICT solutions for problems posed by the Informatics discipline are critically assessed.
ICT that is appropriate to the Informatics discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.
Above included in all modules with a practical component, where learners are required to complete practical assignments, class work and exams.
Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit- Level Outcome 8:
Scientific knowledge that is relevant to current societal issues is identified.
Public information dealing with current scientifically related issues is critically evaluated.
Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
The socio-economic impact of scientific interventions in society is identified.
Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community.
The module IPRJ300 further assesses this outcome by means of a practical project completed in learner groups for a Non-Profit Organisation (NPO).
For reference on Core Module Assessment Criteria see below.
Core Module Assessment Criteria:
Year 1.
Module Name: Information Systems IA – Introduction to Information Systems (NQF Level 5).
Module Assessment Criteria:
Define hardware, software and system concepts.
Differentiate between the management support systems and their associated functions.
Apply theoretical concepts of Information Systems and technology to real life business situations.
Construct a coherent argument in favour of or against a given viewpoint on Information Systems uses in business.
Module Name: Software Development for IS IA – Introduction to Programming (NQF Level 5).
Module Assessment Criteria:
Design, implement, test and debug a program that uses each of the following fundamental programming constructs: basic computation, assignments, simple I/O, standard functions, conditional and iterative structures, and the definition of functions.
Implement problem-solving techniques into a programming language such as Visual Basic.
Explain fundamental programming concepts.
Debug and execute a program properly within Visual Basic.
Create, design, modify and expand short programs that use standard condition and iterative control structures and functions.
Develop a fully functional application with various forms, structures.
Analyze and explain the behaviour of simple programs involving fundamental programming constructs.
Create, design, modify and expand short programs that use standard condition and iterative control structures and functions.
Describe and use the mechanics of parameter passing.
Module Name: Software Development for IS IB – Intermediate programming (NQF Level 5).
Module Assessment Criteria:
Create, design, modify and expand short programs that use standard condition and iterative control structures and functions.
Design, implement, test, and debug a program that uses each of the following fundamental programming constructs: basic computation, assignments, simple I/O through records, standard functions, conditional and iterative structures and string manipulation.
Describe and use the mechanics of parameter passing.
Justify the philosophy of object-oriented design and the concepts of encapsulation, abstraction, inheritance, and polymorphism.
Develop a fully functional application with various forms, graphical controls and objects.
Understand and use arrays.
Distinguish between sequential and random files.
Be able to access database files.
Validate user data at field and form level.
Show how to handle errors in ways that avoid disruption of a program.
Module Name: Financial Accounting IA (NQF Level 5).
Module Assessment Criteria:
Calculate financial ratios using income statements and balance sheets and interpret the financial information.
Prepare and draw up Income Statements and Balance Sheets, using the given information.
Analyze and prepare bank reconciliations.
Analyze the meaning and effects of profits and losses on the organization.
OR
Module Name: Human Resource Management I (NQF Level 5).
Module Assessment Criteria:
Identify the stages typical in Human Development.
Explain the basis of Human perception.
Describe the various approaches to motivation and how this can influence employees to increase their work performance.
Discuss attitudes and values and how these can affect work behaviour.
Discuss the various approaches to leadership.
Module Name: Financial Accounting IB (NQF Level 5).
Module Assessment Criteria:
Draft Income Statements, Balance Sheets for various business entities.
Explain the differences in drafting financial statements for the different entities.
Analyze and calculate the financial ratios (using the given information), for the various business entities.
OR
Module Name: Industrial Relations I (NQF Level 5).
Module Assessment Criteria:
Describe the systems approach to industrial relations.
Define and discuss collective bargaining as well as the collective bargaining structures.
Discuss the issues surrounding the disciplinary procedure.
Discuss the issues surrounding the grievance procedure.
Define and discuss the causes of conflict as well as how conflict can be managed.
Year 2.
Module Name: Information Systems IIA – Systems Analysis and Design (NQF Level 5).
Module Assessment Criteria:
Describe different development methodologies such as life cycle, workflow, OOA, prototyping, spiral and end-user.
Discuss concepts for the analysis, modelling, and definition of information systems problems.
Show how to collect and structure information in the development of systems requirement and specifications.
Apply the phases of the SDLC.
Identify quality metrics for assessment of customer satisfaction in all phases of the systems development life cycle.
Argue the use of a professional code of ethics to evaluate specific information system actions.
Module Name: Information Systems IIB – Project Management (NQF Level 5).
Module Assessment Criteria:
Discuss and relate the skills needed to design a project development and implementation plan.
Use and apply essential Project Management skills.
Use and apply project management tools and methods.
To initiate, design, implement, and discuss project close down.
Module Name: Management Accounting IIA (NQF Level 5).
Module Assessment Criteria:
Calculate costs according to different methods.
Analysis of costs in a manufacturing environment.
OR
Module Name: Human Resource Management IIA (NQF Level 5).
Module Assessment Criteria:
Explain the purpose of a job analysis and draw up a job analysis.
Draw up an interview guide.
Describe the use and purpose of the performance appraisal and explain when and how this appraisal is carried out.
Explain the purpose of an induction process and draw up an induction programme for new employees.
Module Name: Management Accounting IIB (NQF Level 5).
Module Assessment Criteria:
Make decisions as to whether projects and investments are financially viable.
Analyse and prepare budgets and forecasts to assist management in making financial decisions.
Understand the relevance of learning curves and apply learning curve theory.
Prepare relevant financial statements and reports particular to the industry in which management operates.
OR
Module Name: Human Resource Management IIB (NQF Level 5).
Module Assessment Criteria:
Discuss the effects of power, politics, conflict, negotiation on inter-group and individual behaviour.
Apply theories of motivation to an organization.
Illustrate how to implement organisational structure in terms of work design, culture and stress management.
Module Name: Databases IIA – Principles of Databases (NQF Level 5).
Module Assessment Criteria:
Construct a data model to help in the detailed design of the database.
Develop and utilize program specifications during the construction of the physical system.
Discuss different concepts, principles, issues and techniques in managing corporate data within a database.
Discuss the main concepts and components and the various architectures of the data warehouse.
Determine the effect client/server computing has on database design, implementation and management.
Discuss how database design, and database transactions are affected by a distributed database environment.
Identify different methods which can be used to manage database transactions and concurrency control.
Module Name: Databases IIB – Database Implementation (NQF Level 5).
Module Assessment Criteria:
Construct different database structures using SQL commands.
Write SQL and SQL*Plus script files using the iSQL*Plus tool to generate report-like output.
Describe the various components of the Oracle Database architecture.
Use and apply skills to start up and shut down an Oracle Database.
Use and apply skills to create an operational database.
Practice to mange Oracle control files, online redo files, data files, tablespaces, segments, extents and blocks.
Use and apply skills to manage users, privileges, and resources.
Module Name: Computer Science IIC – Operating Systems in Practice (NQF Level 5).
Module Assessment Criteria:
Describe the computer components and the difference between hardware and software.
Describe the differences between different operating systems placing emphasis on the strong and weak aspects.
Explain how to install an operating system.
Discuss the difference between the different managers and the operating systems.
Demonstrate the weaknesses and the strong points of open source versus licensed operating systems.
Year 3.
Module Name: Information Systems IIIA – Object Oriented Systems Analysis & Design (NQF Level 6).
Module Assessment Criteria:
Learn about the history of and the potential benefits of the object-oriented approach.
Be able to discuss a computer system as a collection of objects; recognise that in some ways, everything can be an object.
Should understand all of the following object-oriented concepts: object, class, attributes of a class, association relationships, methods or operations, encapsulation or information hiding, message sending, polymorphism, generalisation/specialisation hierarchies and inheritance, and reuse.
Have a general understanding of the modelling techniques and UML notation.
Show an understanding of how to interpret the behaviour of objects in a system, through the use of use cases, class diagrams, sequence diagrams, and written scenarios.
Should understand how to interpret generalisation/specialisation hierarchies and use of inheritance. Additionally, students should understand whole-part hierarchies and some of the benefits of using them in object-oriented requirements models.
Know common general features of life cycle models for object-oriented development methodologies.
Describe the object-oriented analysis process and have a good understanding of the way the requirements models are developed.
Discuss the types of OO tools that are available and some of the issues that might arise with the use of them.
Argue the transition from traditional system development to object-oriented development; and discuss some of the challenges related to this transition.
Module Name: Information Systems IIIB – Information Systems Strategic Management (NQF Level 6).
Module Assessment Criteria:
Demonstrate how information systems are managed internally in an organization from the point of view of the CIO.
Examine alternative strategies and tactics available to management to achieve goals.
Interpret what it is about a strategy planning situation that is important.
Show and explain how strategy situations are influences and are influenced by other situations within a business environment.
Judge whether and when IS management decisions and actions are appropriate.
Explain what is meant by strategy, strategic management and strategic planning.
Module Name: Management Accounting (NQF Level 6).
Module Assessment Criteria:
Performance of calculations and application of methods in financing.
Analysis and interpretation of financial statements of entities.
Make decisions on methods to be utilized and substantiate these decisions.
OR
Module Name: Compensation and Reward Management (NQF Level 6).
Module Assessment Criteria:
Outline what the broad objectives might be in the design of a reward strategy and justify these choices.
Critically analyse contingency versus best-practice approaches to reward management.
Illustrate the relationship between the corporate strategy and the human resource strategy and how the reward strategy emanates from these.
Assess the importance of “equity” and “fairness” in payment systems.
Assess the significance of Thorpe & Homan’s key principles in the design of a company’s reward strategy and the possible implication thereof on employee motivation.
Identify and describe the different kinds of pay structures that an organisation might adopt and assess ways in which flexible pay systems can be designed to support organisational requirements.
Evaluate the influence of trade unions in the determination of pay.
Differentiate between time-based pay, competency-based pay, team-based pay and performance-related pay.
AND
Module Name: Contemporary Human Resource Management (NQF Level 6).
Module Assessment Criteria:
Describe the relationship between human resource management and competitive advantage.
Explain the strategic role of human resource management.
Criticize human resource management in the international domain.
Module Name: Project (NQF Level 6).
Module Assessment Criteria:
Use and apply skills needed to design a project development and implementation plan.
To practice essential project management skills.
To select the proper project management tools and demonstrate their use.
To initiate, design, implement and discuss project close down.
To determine and analyse a significant problem using the systems approach to problem solving.
To discuss management of time and interpersonal relations.
Module Name: Web Design and DTP (NQF Level 5).
Module Assessment Criteria:
Apply the fundamentals of layout and design through a demonstrated ability to use various design programmes. The role and importance of design in the development of a publication and an awareness of the relationship between content and design. Design as content in the origination and implementation of a design concept that conforms to professional requirements.
Integrated Assessment:
Learning and assessment should be integrated. Midrand Graduate Institute practices such an integrated system of assessment. Continual formative assessment is conducted so that learners are given feedback on their progress in the achievement of specific learning outcomes. The formative assessment tasks occur every fortnight and can be in the form of one of the following:
A 5-item multiple choice test.
A short questions test.
Construction of concept maps.
Take home tests with long questions.
Short practical tasks.
Short class presentations.
For each of these activities learners will be supplied with the model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecturer for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing.
Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such judgement includes integrated assessment(s) which test the learners’ ability to integrate the larger body of Informatics knowledge, skills and attitudes that are represented by the exit-level outcomes as a whole. At MGI summative assessment takes the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contribute to the learners’ final mark for the module.
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