8279 BTEC Nationals IT Practitioners
Unit 7 Systems Analysis and Design
| Assignment 1 | Assignment 2 | Assignment 3 |
| pdf version | pdf version | pdf version |
| Word version | Word Version | Word Version |
These are the questions that need to be answered in your assignments.
To achieve a pass grade the evidence must show that the learner is able to:
P1 describe the key drivers for initiating a particular systems analysis activity and explain the particular potential benefits
P2 describe two different development life cycle models and their suitability for particular situations
P3 describe the features, advantages and
disadvantages of a developmental
methodology
P4 undertake an investigation and document the specification requirements
P5 design and document a new system
P6 design a test plan.
To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:
M1 describe alternative solutions to a given requirements specification and explain in what circumstances such alternative solutions would be chosen
M2 take an independent role in planning and
undertaking the production of a
requirements specification
M3 explain the choice of a particular test strategy.
To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
D1 judge the effectiveness of a systems
analysis process in ensuring that the
design is fit for purpose and recommend
potential improvements
D2 explain the potential risks in undertaking a systems analysis and design activity and for each one offer ways of reducing or eliminating that risk.
Assessment
Learners should be assessed on all criteria in order to demonstrate their knowledge,
understanding and skills of the subject material. Assessments should be varied and
interesting and should include presentations, reports, observation and practical
activities. Wherever possible, the assessments should be set in a realistic working
environment, for example use of a stock control system would give scope for a
thorough analysis.
To achieve a pass grade, learners must achieve the six pass criteria listed in the
grading grid.
For P1, learners must describe the key drivers for initiating a particular
systems analysis activity and explain the particular potential benefits. The evidence
for this criterion should relate to a particular situation (possibly a case study) and
need not cover all potential drivers as indicated in the content — only those relevant
to the case study or situation. A structured report or presentation would be
appropriate or a two-column table where the descriptions of the drivers are related
to the potential benefits.
For P2, learners must describe two different development life cycle models and their
suitability for particular situations. Learners could produce a report, presentation,
poster or even a web page as evidence for this criterion. No comparison is required.
For P3, learners are required to describe the features, advantages and disadvantages of a developmental methodology. It is likely that centres will choose one particular developmental methodology, all of the example methodologies indicated in the content are indicative and so any of these or any other formal methodologies can be chosen. If possible it would be valuable to use one which is in common use within local employers.
For P4, learners must undertake an investigation and document the specification requirements. Logbooks, supported by further notes and a summary report, could be a natural basis for evidence or for those more adventurous a ‘blog’ could be used. Other potential types of assessment could include observation documents or records of discussions or questions/answers.
For P5, learners must design and document a new system. The design could most
usefully develop from the system that was investigated for P4. The specific elements
of the design should be consistent to the methodologies chosen. A related report, for
example, about constraints should be provided.
P6 requires learners to design and create a test plan. This could suitably be related to the previous criterion, the actual test plan itself will probably be the most appropriate evidence however, additional notes which confirm what testing strategy is being used and how confirmation of user acceptance would be gained could strengthen the evidence as this typically would not form part of the test plan itself.
To achieve a merit grade, learners must achieve all of the pass grade criteria and the three merit grade criteria.
For M1, learners must describe alternative solutions to a
given requirements specification and explain in what circumstances such alternative
solutions would be chosen. Evidence for this could be in the form of a report or
presentation or documented discussion or question and answer. Those who want to
could create a podcast.
For M2, learners must take responsibility without support in planning and undertaking the production of a requirements specification. Witness statements could be an appropriate form of evidence. A (b)log of activity could add additional credibility.
For M3, learners are required to produce a test plan and strategy that relates directly to the requirements specification and includes a wide variety of test data. The evidence for this is likely to be substantially based on the evidence submitted for P6, however the testing should be seen to match fully against the requirements specifications and learners should have shown independence in identifying a wide range of test data.
To achieve a distinction grade, learners must achieve all of the pass and merit grade
criteria and the two distinction grade criteria. For D1, learners are required to judge
the effectiveness of a systems analysis process in ensuring that the design is fit for
purpose and recommend beneficial changes. The evidence could be based on the
design produced for P5. There is the opportunity to involve peer assessment as part
of the evidence for this criterion. A presentation (possibly to other learners, staff or
visitors) could provide opportunities for sharing lessons learned and building
confidence. A report with recommendations could also provide appropriate evidence.
For D2, learners are required to explain the potential risks in undertaking a systems
analysis and design activity and for each one offer ways of reducing or eliminating
that risk. Evidence for this could be in the form of a formal report, presentation or
an instructive leaflet.
