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ASSESSMENT BRIEF
Subject Code and Name MIS501 Principles of Programming
Assessment One – Peer Assessment of UML Diagram
Individual/Group Individual
Length Diagram XXXXXXXXXXPeer 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
Submission Wednesday 11:59 PM AEST/AEDT of Module 2 (week 4)
Sunday 11:59 PM AEST/AEDT of Module 2 (week 4)
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:
To
ens 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
a
angement.
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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 cu
ent students and make an educated
guess about any students who will enter the program. From there, they will schedule classes
at To
ens University campuses in Brisbane, Sydney, Melbourne and Adelaide, aiming to
provide all cu
ent 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 use-
case 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
equirements 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
Submission Instructions:
Your use-case (UML) Diagram should be submitted by Wednesday at midnight of week 4. Do not
include any identifying information on your diagram (i.e. not your student number, name or
anything else that might identify you). This is important because the peer review is to be done
anonymously. Non-submission or lateness of the use-case (UML) diagram will be treated in
accordance with the late assessment policy of the university.
You should be sure that your UML diagram is clear for the person who will assess it. Handwrite
clearly and be sure to scan or photograph the diagram at a resolution that is legible.
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Learning Ru
ic: 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 the
UML Notation
30%
Demonstrates limited
understanding of UML
notation.
Fair understanding of UML
concepts demonstrated.
May neglect to provide
esources or that these are
cursorily provided without
eference 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
eferences 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 use-
case 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
easoning is often difficult
to follow.
Information, arguments
and evidence are well
presented, mostly clear
flow of ideas and
arguments. Line of
easoning 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.