ITGS

Assessments in ITGS

Assessment in the DP - Assessment Outline—SL - Assessment Outline—HL - External Assessment - Internal Assessment

Assessment in the Diploma Programme

General

Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.

The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or towards, the end of the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices document.

The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment judges students’ work by their performance in relation to identified levels of attainment, and not in relation to the work of other students. For further information on assessment within the Diploma Programme please refer to the publication Diploma Programme assessment: Principles and practice.

To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety of resources can be found on the OCC or purchased from the IB store (http://store.ibo.org). Teacher support materials, subject reports, internal assessment guidance, grade descriptors, as well as resources from other teachers, can be found on the OCC. Specimen and past examination papers, as well as markschemes, can be purchased from the IB store.

Methods of assessment

The IB uses several methods to assess work produced by students.

Assessment criteria

Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.

Markbands

Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor.

Markschemes

This generic term is used to describe analytic markschemes that are prepared for specific examination papers. Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from the students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response. A markscheme may include the content expected in the responses to questions or may be a series of marking notes giving guidance on how to apply criteria.

Assessment Outline—SL

Assessment component

Weighting

External assessment (3 hours)

70%

Paper 1 (1 hour 45 minutes)

Five structured questions that assess in an integrated way the three strands of the syllabus.

  • Social and ethical significance
  • Application to specific scenarios
  • IT systems

Students answer three of five structured questions on any of the SL/HL core topics.

(60 marks)

40%

Paper 2 (1 hour 15 minutes)

This paper consists of one unseen article.

Students are required to write a response to this article.

(26 marks)

30%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Project (30 hours)

The development of an original IT product for a specified client. Students must produce:

  • a cover page using prescribed format
  • an original IT product
  • documentation supporting the product (word limit 2,000 words).

(30 marks)

30%

Assessment outline—HL

Assessment component

Weighting

External assessment (4 hours 45 minutes)

80%

Paper 1 (2 hours 15 minutes)

Seven structured questions in three sections that assess in an integrated way the three strands of the syllabus.

  • Social and ethical significance
  • Application to specific scenarios
  • IT systems

Section A
Students answer two of three structured questions on any of the SL/HL core topics.

Section B
Students answer one of two structured questions based on topic 3.10, “IT systems in organizations”.

Section C
Students answer one of two structured questions based on topic 3.11, “Robotics, artificial intelligence and expert systems”.

(80 marks)

35%

Paper 2 (1 hour 15 minutes)

This paper consists of one unseen article.

Students are required to write a response to this article.

(26 marks)

20%

Paper 3 (1 hour 15 minutes)

Four questions based on a pre-seen case study.

(30 marks)

25%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Project (30 hours)
The development of an original IT product for a specified client. Students must produce:

  • a cover page using prescribed format
  • an original IT product
  • documentation supporting the product (word limit 2,000 words).

(30 marks)

20%

External assessment

Three different methods are used to assess students.

The assessment criteria used in SL/HL paper 2 are related to the command terms and associated assessment objectives established for the ITGS course, which are linked to the group 3 grade descriptors.

The markbands used in SL paper 1, HL paper 1 and HL paper 3 are related to the command terms and associated assessment objectives established for the ITGS course, which are linked to the group 3 grade descriptors.

The markbands are:

The command terms used in external assessment indicate the depth of response that is required of students. These are classified according to the following assessment objectives.

There is a progression in demand from assessment objective 1 to 3.

A list of the different command terms used in the external assessment of the subject is provided here. Definitions of the command terms can be found in the “Glossary of command terms” in the appendix.

Assessment objective 1: Knowledge and understanding

Assessment objective 2: Application and analysis

Assessment objective 3: Synthesis and evaluation

External assessment details—SL

Paper 1

Duration: 1 hour 45 minutes

Maximum mark: 60

Weighting: 40%

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the three strands of the syllabus: social and ethical significance, application to specified scenarios and IT systems.

This paper consists of five structured questions based on stimulus material, drawn from across a range of specified scenarios, which assess in an integrated way the three strands of the syllabus.

Students are required to answer three questions from five.

There may be up to three questions common to this paper and HL paper 1, section A.

Each question will be structured with three parts; the first two parts may be subdivided.

The number of marks for each part will be given on the paper, and is linked to the command term used. This will indicate to students the depth of the response required.

All command terms can be used in this paper with the exception of formulate.

The maximum mark for each question is 20.

Paper 2

Duration: 1 hour 15 minutes

Maximum mark: 26

Weighting: 30%

The paper

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the three strands of the syllabus: social and ethical significance, application to specified scenarios and IT systems.

The paper is based on an unseen article.

The IT-related article is chosen to provide suitable stimulus material, being contemporary in nature and related to at least one social/ethical consideration.

In addition to the 5 minutes’ reading time allowed in the examination, students are advised to take approximately 15 minutes to read and reflect upon the text carefully before formulating their response.

The response should be approximately 750 words.

The format of the examination paper requires students to:

The number of marks for each part will be given on the paper, and is linked to the command term used. This will indicate to students the depth of the response required.

Preparation for the examination

Throughout the course, students will be expected to study a range of articles similar in nature to the example in the teacher support material or from previous examinations, both as a learning tool and as preparation for the examination. Examples of ways in which this can be carried out during the course include the following.

External markbands and assessment criteria—SL

SL and HL paper 1 part (c) and HL paper 3 question 3 markband

Marks

Level descriptor

No marks
  • A response with no knowledge or understanding of the relevant ITGS issues and concepts.
  • A response that includes no appropriate ITGS terminology.

Basic

1–2 marks
  • A response with minimal knowledge and understanding of the relevant ITGS issues and concepts.
  • A response that includes minimal use of appropriate ITGS terminology.
  • A response that has no evidence of judgments and/or conclusions.
  • No reference is made to the scenario in the stimulus material in the response.
  • The response may be no more than a list.

Adequate

3–4 marks
  • A descriptive response with limited knowledge and/or understanding of the relevant ITGS issues and/or concepts.
  • A response that includes limited use of appropriate ITGS terminology.
  • A response that has evidence of conclusions and/or judgments that are no more than unsubstantiated statements. The analysis underpinning them may also be partial or unbalanced.
  • Implicit references are made to the scenario in the stimulus material in the response.

Competent

5–6 marks
  • A response with knowledge and understanding of the relevant ITGS issues and/or concepts.
  • A response that uses ITGS terminology appropriately in places.
  • A response that includes conclusions and/or judgments that have limited support and are underpinned by a balanced analysis.
  • Explicit references to the scenario in the stimulus material are made at places in the response.

Proficient

7–8 marks
  • A response with a detailed knowledge and understanding of the relevant ITGS issues and/or concepts.
  • A response that uses ITGS terminology appropriately throughout.
  • A response that includes conclusions and/or judgments that are well supported and underpinned by a balanced analysis.
  • Explicit references are made appropriately to the scenario in the stimulus material throughout the response.

Paper 2: Assessment criteria

Criterion A: The issue and stakeholder(s)

This criterion requires the student to make reference to relevant social/ethical concerns and stakeholders.

Marks

Level descriptor

0

The response does not reach a standard described by the descriptors below.

1

Either an appropriate social/ethical concern or the relationship of one primary stakeholder to the IT system in the article is identified.

2

Either an appropriate social/ethical concern or the relationship of one primary stakeholder to the IT system in the article is described or both are identified.

3

Either an appropriate social/ethical concern or the relationship of one primary stakeholder to the IT system in the article is described; the other is identified.

4

Both an appropriate social/ethical concern and the relationship of one primary stakeholder to the IT system in the article are described.
Criterion B: The IT concepts and processes

This criterion requires the student to make reference to relevant stakeholders, information technologies, data and processes.

Marks

Level descriptor

0

The response does not reach a standard described by the descriptors below.

1–2

There is little or no understanding of the step-by-step process of how the IT system works and it does not go beyond the information in the article.

The major components of the IT system are identified using minimal technical IT terminology.

3–4

There is a description of the step-by-step process of how the IT system works that goes beyond the information in the article.

Most of the major components of the IT system are identified using some technical IT terminology.

The relationship between the IT system referred to in the article and the concern presented in criterion A is identified, with some use of ITGS terminology.

5–6

There is a detailed description of the step-by-step process that shows a clear understanding of how the IT system works and that goes beyond the information in the article.

The major components of the IT system are identified using appropriate technical IT terminology.

The relationship between the IT system referred to in the article and the concern presented in criterion A is explained using appropriate ITGS terminology.
Criterion C: The impact of the social/ethical issue(s) on stakeholders

This criterion requires the student to evaluate the impact of the social/ethical issues on relevant stakeholders.

Marks

Level descriptor

0

The response does not reach a standard described by the descriptors below.

1–2

The impact of the social/ethical issues on stakeholders is described but not evaluated. Material is either copied directly from the article or implicit references are made to it.

3–5

The impact of the social/ethical issues on stakeholders is partially analysed, with some evaluative comment. Explicit references to the information in the article are partially developed in the response. There is some use of appropriate ITGS terminology.

6–8

The impact of the social/ethical issues on stakeholders is fully analysed and evaluated. Explicit, well-developed references to information in the article are made appropriately throughout the response. There is use of appropriate ITGS terminology.
Criterion D: A solution to a problem arising from the article

The single proposed solution must address at least one problem related to the impact identified in criterion C.

Marks

Level descriptor

0

The response does not reach a standard described by the descriptors below.

1–2

One feasible solution to at least one problem is proposed and described. No evaluative comment is offered. Material is either copied directly from the article or implicit references are made to it.

3–5

One appropriate solution to at least one problem is proposed and partially evaluated. The response contains explicit references to information in the article that are partially developed. There is some use of appropriate ITGS terminology.

6–8

One appropriate solution to at least one problem is proposed and fully evaluated, addressing both its strengths and potential weaknesses. Areas for future development may also be identified. Explicit, fully developed references to the information in the article are made appropriately throughout the response. There is use of appropriate ITGS terminology.

External assessment details—HL

Paper 1

Duration: 2 hours 15 minutes

Maximum mark: 80

Weighting: 35%

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the three strands of the syllabus: social and ethical significance, application to specified scenarios and IT systems.

This paper consists of seven structured questions based on stimulus material, drawn from across a range of specified scenarios, which assess in an integrated way the three strands of the syllabus.

Students are required to answer two questions in section A, one question in section B and one question in section C.

There may be up to three questions common to section A of this paper and SL paper 1.

Each question will be structured with three parts; the first two parts may be subdivided.

The number of marks for each part will be given on the paper, and is linked to the command term used. This will indicate to students the depth of the response required.

The maximum mark for each question is 20.

Paper 2

Duration: 1 hour 15 minutes

Maximum mark: 26

Weighting: 20%

The assessment for HL paper 2 is the same as the assessment for SL paper 2.

Paper 3

Duration: 1 hour 15 minutes

Maximum mark: 30

Weighting: 25%

The paper

This paper is based on a case study produced annually by the IB and published on the OCC.

A clean copy of the case study must be downloaded by the IB coordinator and be taken into the HL paper 3 examination.

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the three strands of the syllabus: social and ethical significance, application to specified scenarios and IT systems.

This paper consists of four structured questions, which assess in an integrated way the three strands of the syllabus.

Students are required to answer all of the questions.

The questions are related to the scenario in the case study.

In addition to the case study further stimulus material may be provided in the examination paper.

Questions 1 and 2 may be subdivided.

Question 4 will require the synthesis of information from a range of sources, including the citing of independent research and investigations, to develop an extended response to a specified issue.

The number of marks for each part will be given on the paper, and is linked to the command term used. This will indicate to students the depth of the response required.

All command terms can be used in this paper.

The case study

The case study is a valuable teaching tool that can be used to integrate all three strands of the syllabus.

This case study will be provided 12 months before the May examination session (18 months before the November session) so that students can carry out detailed research prior to the HL paper 3 examination, which consists of 25% of the final mark.

The ITGS case study provides the stimulus material for the investigation of a scenario involving the use of IT in a global context. The information obtained will prepare students and form the basis of the requirements for answering the questions in HL paper 3.

The case study is an opportunity to keep abreast of current technology by introducing new technical concepts or issues requiring a more in-depth investigation than that required for IT systems in the rest of the course.

It is expected that some of the hours allocated to the HL extension should be used for research into the case study and related scenarios.

Through their investigation of the case study, students should be able to:

External markbands and assessment criteria—HL

Paper 1

Part (c) is assessed using the SL and HL paper 1 part (c) and HL paper 3 question 3 markband, as detailed in “External markbands and assessment criteria—SL”.

Paper 2

HL paper 2 is assessed using the same assessment criteria as detailed in “External markbands and assessment criteria—SL”.

Paper 3

Question 3 is assessed using the SL and HL paper 1 part (c) and HL paper 3 question 3 markband, as detailed in “External markbands and assessment criteria—SL”.

Question 4 is assessed using the HL paper 3 question 4 markband detailed below.

HL paper 3 question 4 markband

There must be evidence of independent research and investigation for students to reach the top level.

Marks

Level descriptor

No marks
  • A response with no knowledge or understanding of the relevant ITGS issues and concepts.
  • A response that includes no appropriate ITGS terminology.

Basic

1–3 marks
  • A response with minimal knowledge and understanding of the relevant ITGS issues and concepts.
  • A response that includes minimal use of appropriate ITGS terminology.
  • A response that has no evidence of judgments, conclusions or future strategies.
  • No reference is made to the information in the case study or independent research in the response.
  • The response may be no more than a list.

Adequate

4–6 marks
  • A descriptive response with limited knowledge and/or understanding of the relevant ITGS issues and/or concepts.
  • A response that includes limited use of appropriate ITGS terminology.
  • A response that has evidence of conclusions, judgments or future strategies that are no more than unsubstantiated statements. The analysis underpinning them may also be partial or unbalanced.
  • Implicit references are made to the information in the case study or independent research in the response.

Competent

7–9 marks
  • A response with knowledge and understanding of the relevant ITGS issues and/or concepts.
  • A response that uses ITGS terminology appropriately in places.
  • A response that includes conclusions and/or judgments that have limited support and are underpinned by a balanced analysis.
  • Explicit references to the information in the case study or independent research are made at places in the response.

Proficient

10–12 marks
  • A response with a detailed knowledge and understanding of the relevant ITGS issues and/or concepts.
  • A response that uses ITGS terminology appropriately throughout.
  • A response that includes conclusions, judgments or future strategies that are well supported and underpinned by a balanced analysis.
  • Explicit references are made appropriately to the information in the case study and independent research throughout the response.

Internal Assessment

Purpose of internal assessment

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching over a period of time and not be a short intensive activity in the course or after the course has been taught.

The internal assessment requirements at SL and at HL are the same. However, it contributes to a different percentage of the overall mark. Students are required to produce a project that consists of a cover page, the product (IT solution) and documentation. The focus of the ITGS project is on providing an original IT solution for a client.

The internal assessment component, as well as being interesting, practical and productive, forms an important part of the assessment of the ITGS course. It is imperative, therefore, that the teacher provides appropriate guidance to students.

Guidance and authenticity

The SL and HL project submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the ITGS teacher. Both the teacher and the client for the product should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the ITGS teacher to ensure that students are familiar with:

Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Handbook of procedures for the Diploma Programme.

It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own.

As part of the learning process, teachers can give advice to students on a first draft of the internally assessed work. This advice should be in terms of the way the work could be improved, but this first draft must not be heavily annotated or edited by the teacher. The next version handed to the teacher after the first draft must be the final one.

All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed malpractice. Each student must sign the coversheet for internal assessment to confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work to a teacher (or the coordinator) for internal assessment, together with the signed coversheet, it cannot be retracted.

Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following:

The requirement for teachers and students to sign the coversheet for internal assessment applies to the work of all students, not just the sample work that will be submitted to an examiner for the purpose of moderation. If the teacher and student sign a coversheet, but there is a comment to the effect that the work may not be authentic, the student will not be eligible for a mark in that component and no grade will be awarded. For further details refer to the IB publication Academic honesty and the relevant articles in the General regulations: Diploma Programme.

The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay.

Group work

The development of the project must be undertaken by the student on an individual basis. Collaborative or group work may not be undertaken by students.

Time allocation

It is recommended that a total of approximately 30 teaching hours for both SL and HL should be allocated to the work. This should include:

Additional time may be needed outside normal class time for students to acquire any additional IT skills required for the project, to consult with their client and to work on their own.

Requirements and recommendations

Teachers and students will need to discuss issues relating to the design of the product, the collection of data and subsequent consultation with the client. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and will not be penalized for seeking advice.

Ethical guidelines for internal assessment

Given the nature of the project, students must take into account ethical problems and implications for undertaking research and developing the product, for example, ensuring the confidentiality and security of data. Wherever possible, original data from the client should be used or be collected by the student.

The following guidelines must be applied.

Health and safety guidelines

Schools are advised to follow best practice in health and safety for ITGS research. Each school is ultimately responsible for the health and safety of students.

Using assessment criteria for internal assessment

For internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific levels of achievement, together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.

Teachers must judge the internally assessed work at SL and at HL against the seven criteria (A–G) using the level descriptors.

Internal assessment details—SL and HL

Project

Duration: 30 hours

Maximum mark: 30

Weighting: SL 30%; HL 20%

Introduction

The requirement of the project is to develop an original IT solution to a real problem for a specified client. Students should undertake a challenging task using advanced techniques published annually on the OCC to demonstrate their practical IT and project management skills.

Key terms

The terms developer and student are synonymous. In this scenario the developer is the student.

The terms product and IT solution are interchangeable. In general, the IT solution refers to the product before it has been completed.

Choice of topic

In identifying a problem, students can select any topic that interests them. It does not have to be directly related to the specified themes in the syllabus.

There are several possibilities in choosing the client: the client chosen may be from inside the school environment, but must not be the ITGS teacher, or from outside the school, such as family or friends.

Examples of clients from within the school could include the following.

Examples of clients from outside the school could include the following.

Students will need to work closely with the client throughout the lifetime of the project. Therefore, it is recommended that, wherever possible, students select a client who is known to them or their family. This could also include members of the school community, local clubs and/or businesses. It is strongly advised that a contributor’s agreement is signed.

Requirements

The project consists of three parts.

All must be submitted for moderation in digital rather than hard copy format. Instructions for the submission of student work can be found in the Handbook of procedures for the Diploma Programme.

Project components

Cover page

The cover page form is included within a ZIP file in either HTML or TXT format, available on the OCC. The cover page form must be used.

The cover page must be submitted in HTML format and provide access to the product and the documentation via relativehyperlinks.

The cover page is not included in the overall word count for the project.

If additional information to access or locate the product is required—for example, a username and password—this must be provided in the cell provided on the cover page.

The cover page must be called [cand_no]_[cand_name]_CoverPage.htm and be located in the top-level folder.

Product

The product is the IT solution.

Students should aim to develop a product that uses advanced techniques (see the list of appropriate techniques for the development of the project on the OCC), is fully functional, and the complete internal structure of the product must be available for moderation.

It should be noted that products created using templates that show no evidence of modification in their structure, design or functionality are not permitted. Examples of inappropriate products include:

Documentation

To assist students in the development and submission of the project, the ZIP file contains the cover page, analysis form, project schedule form and product design form.

The documentation must consist of eight files.

The final documentation consists of the following.

Organization of documentation

The documentation must be located in the documentation folder and consist of eight files. It is associated with criteria A–F.

The following table indicates the content and nature of each of the files and the criterion that it relates to.

File

Nature of submission

Criterion

Initial investigation [of problem]

Text

A

Initial consultation [with client]

Methods such as a written record of the interview (either a summary or transcript), a sound file, a video, or an exchange of emails that may be supported by a questionnaire

A

Analysis

Analysis form including additional text

B

Project schedule

Project schedule form

C

Product design

Product design form

D

Product development

Text with screenshot evidence

E

Feedback from client

Methods such as a written record of the interview (either a summary or transcript), a sound file, a video, or an exchange of emails that may be supported by a questionnaire

F

Product evaluation and future product development

Text

F

It is strongly recommended that the documentation is submitted in a commonly used format such as PDF, RTF or TXT.

Appendices are not required.

Development of the project

Students are advised to use the following guidelines to produce their project. This will ensure it fulfills the requirements of the criteria.

When developing the ITGS project, the student must follow the processes as set out in each of the criteria. Criteria A–D inclusive must be reviewed by the teacher before allowing the student to proceed to making the product in criterion E.

Criterion A: Initial investigation and initial consultation with client

The client and the information problem

The student must identify a specific client who has a problem with the present situation that can be best addressed by an IT solution. The client is the person(s) who needs the IT solution (product). After consulting with the client, the student must explain the inadequacies of the present situation, which may or may not involve the use of an IT system.

The following key questions should be considered.

This information must be obtained from the client and can be presented in a variety of ways, such as a written record of the interview (either a summary or transcript), a sound file, a video, or an exchange of emails that may be supported by a questionnaire.

Criterion B: Analysis

The student must ensure that the proposed IT solution addresses the inadequacies identified in criterion A.

The analysis form must be used.

The analysis must consist of the following two parts, which must be submitted as a single document.

Requirements specification

The following information must be included.

Justification of proposed solution

The rationale behind the choice of the proposed solution must be in extended writing justifying how the choice of this particular product is the most effective IT solution to the problem identified in criterion A. It is expected that this is based largely on the information within the requirements specification.

Other information that can be included in the justification for the proposed IT solution may refer to:

Criterion C: Project schedule

The project schedule form must be used.

The project schedule must be implemented for the proposed IT solution in criterion B.

A plan based on the research into the proposed IT solution and the factors involved (stakeholders, software, hardware, network requirements, data, input and output, processes and policies) is developed that addresses:

Criterion D: Product design

The product design form must be used. It should include:

The product design should be in sufficient detail so the product could be independently created by an IT-literate third party.

Criterion E: Product development

The product is created using the information submitted in the requirements specification (criterion B), project schedule (criterion C) and the product design (criterion D).

The student must present a list of the techniques used in the product at the start of this criterion.

A complex product is defined as one that includes at least three appropriate advanced techniques. The list of techniques will be posted on the OCC annually.

A simple product cannot be awarded more than 4 marks for criterion E.

The information in the documentation linked to the development of the product must provide a detailed account, using extended writing, to justify the following.

Any reference material such as templates, program code, applets or other materials that have been used or modified must be acknowledged. Failure to do so will be considered a significant omission.

Criterion F: Product evaluation and future product development

This criterion should be completed as two parts. The first part deals with the evaluation of the product by the client, including any feedback given and including any problems identified. The second part makes recommendations for the future development of the product.

Feedback from client

This information must be obtained from the client and can be presented in a variety of ways, such as a written record of the interview (either a summary or transcript), a sound file, a video, or an exchange of emails that may be supported by a questionnaire.

The evaluation of the completed product should refer directly to the specific performance criteria that form part of the requirements specifications in criterion B, as well as any other appropriate feedback obtained from the client at handover.

Recommendations for the future development of the product

The student will use the client feedback and the evaluation of the specific performance criteria to recommend possible future developments to the product. These recommendations should succinctly explain how possible future developments of the product will be of benefit to the client and/or other stakeholders.

Criterion G: Required elements

The three required elements are marked independently.

  1. The content and functionality of the product are sufficient to reliably evaluate its effectiveness.

    If the product contains insufficient content to reliably evaluate its effectiveness, such as a database with insufficient records to test the output of queries or a single-page website, this required element has not been fulfilled and no marks will be awarded.

    If the product does not function as intended, this required element has not been fulfilled and no marks will be awarded.

  2. The prescribed cover page is used and functions as required.

    The prescribed cover page has been used and the moderator can successfully use this to navigate to both the product and the documentation.

    • If the links do not function, this required element has not been fulfilled and no marks will be awarded.
    • If the nature of the product means it cannot be directly accessed by the link, there must be clear and concise instructions on the cover page. If they are not sufficiently clear for the moderator to easily locate the product, this required element has not been fulfilled and no marks will be awarded.
  3. Folder structure and file naming.

    Folder structure

    The project should be organized in such a way that there is evidence of the use of appropriate folder names and structures that enable individual files to be located if links fail.

    File naming

    The project should be organized in such a way that there is evidence of:

    • the use of appropriate file names to enable the client or an IT-literate third party to be able to locate and modify files if necessary
    • the use of an appropriate file-naming convention that would allow either the client or an IT-literate third party to make future modifications to the product.

    If the product does not demonstrate appropriate file names and folder structures, this required element has not been fulfilled and no marks will be awarded.

Assessing the project

There are seven criteria for the project.

The criteria should be applied systematically against the relevant parts of the project.

Criterion

Marks

Criterion A: Initial investigation

3

Criterion B: Analysis

5

Criterion C: Project schedule

3

Criterion D: Product design

4

Criterion E: Product development

8

Criterion F: Product evaluation and future product development

4

Criterion G: Required elements

3

Total

30

Internal assessment criteria—SL and HL

Criterion A: Initial investigation

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1

A client and a problem with the present situation are identified.

2–3

A client is identified.

The inadequacies of the present situation are explained with cited reference to the consultation with the client.

Criterion B: Analysis

Requirements specification

The specific performance criteria within the requirements specification will be used in criterion F to evaluate the effectiveness of the product.

Justification of proposed solution

This is completed in extended writing.

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1

The analysis form is used, refers to the scenario described in criterion A and includes either a requirements specification that can be used to partially evaluate the effectiveness of the IT solution or a limited explanation of why the IT solution was chosen.

2–3

The analysis form is used, refers to the scenario described in criterion A and includes a requirements specification that can be used to partially evaluate the effectiveness of the IT solution and an adequate explanation of why the IT solution was chosen.

4–5

The analysis form is used, refers to the scenario described in criterion A and includes a requirements specification that can be used to effectively evaluate the success of the IT solution and a detailed justification of why the IT solution was chosen.

Criterion C: Project schedule

The project schedule must include the following.

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1

The project schedule uses the project schedule form and refers to the proposed IT solution identified in criterion B, providing an outline schedule of the tasks involved in planning, designing, developing, testing and implementing the IT solution.

2–3

The project schedule uses the project schedule form and refers to the proposed IT solution identified in criterion B, providing a detailed schedule of the tasks involved in planning, designing, developing, testing and implementing the IT solution.

The project schedule can be used as a basis for the development of the IT solution.

Criterion D: Product design

There are four significant components to the product design.

The following information should also be included as part of the product design.

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1–2

The product designs for the IT solution identified in criterion B use the product design form but have significant omissions. It is possible for the student to create the product from them, but they lack sufficient detail for an IT-literate third party to see how the product was created.

3–4

The product designs for the IT solution identified in criterion B use the product design form and include sufficient detail for an IT-literate third party to see how the product was created.

Criterion E: Product development

The student must demonstrate the techniques, with screenshots, that were used to develop the IT solution identified in criterion B for the client identified in criterion A and justify why they have been used.

A complex product is defined as one that includes at least three appropriate advanced techniques. The list of techniques will be posted on the OCC annually.

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1–2

The IT solution identified in criterion B is created. The techniques used to develop the complex product are identified or the techniques used to develop the simple product are described.

3–4

The IT solution identified in criterion B is created. The structure of the complex product and the techniques used to develop it are described (with screenshots) or the structure of the simple product and the choice of techniques used to create it are justified (with screenshots).

5–6

The IT solution identified in criterion B is created. The structure of the complex product and the choice of techniques used to develop it have been explained (with screenshots), with minor omissions.

Sources have been acknowledged.

7–8

The IT solution identified in criterion B is created. The structure of the complex product and the choice of techniques used to develop it have been fully justified (with screenshots).

Sources are cited appropriately.

Criterion F: Product evaluation and future product development

The student must evaluate the effectiveness of the finished product, based on feedback from the client. This must include direct references to the specific performance criteria identified in the requirements specification as part of criterion B.

The student must recommend proposals for future improvements of the product.

Marks

Level descriptor

0

The work does not reach the standard described by the descriptors below.

1–2

A limited evaluation of the product, based on feedback from the client is completed, and superficial and impractical recommendations are made for its further development.

There is limited reference to the specific performance criteria identified in the requirements specification.

3–4

The product is evaluated, based on feedback from the client and the specific performance criteria identified in the requirements specification, and appropriate recommendation(s) are made for future development of the product.

Criterion G: Required elements

This criterion assesses the extent to which the three formal requirements are met.

Marks

Level descriptor

0

None of the formal requirements are met.

1

Any one of the formal requirements is met.

2

Any two of the formal requirements are met.

3

All three of the formal requirements are met.