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Itgs internal assessment guide project


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2012 Candidates SL/HL Project Guide

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Itgs internal assessment guide project

  1. 1. Overview of internal assessment Summary of the internal assessment task30 hours of class timeIndividual collaboration with specified clientIndividual documentation2,000 words (maximum)Marked by the teacherExternally moderated30% of total marks for SL; 20% of total marks for HLFull details are provided in the “Internal assessment” section of the Informationtechnology in a global society guide.Stages in the processFive stages are suggested here as essential procedures.Stage 1: Planning and preparationThere are a number of steps in stage 1.Background readingBefore starting the project, teachers must read the Information technology in a globalsociety guide, referring specifically to the “Internal assessment” section. These pagesgive essential information on the nature of the internal assessment.In addition, the following documents provide detailed information that teachers arestrongly advised to read. • 3/IAF forms: Following each examination session, schools receive subject- specific feedback on their internal assessment from the moderator. For group 3 subjects including ITGS, these are called 3/IAF forms. An example of a blank feedback form is provided in the “Sample forms” section. • Subject report: At the end of each examination session, schools receive a subject report. The internal assessment section of this report provides teachers with an overall review of projects undertaken in all schools entered for the examination session and recommendations are made for improvement. • The online curriculum centre (OCC) at is a website that provides an ITGS discussion forum where ITGS teachers exchange ideas on developing the project. • Checklists for teachers and students that are included within this publication.
  2. 2. Integrating the project into the course for SL and HL studentsThe project is common to both SL and HL students.It is recommended that 30 hours of teaching time is devoted to the project for both SLand HL students. This will enable adequate supervision and reduce the pressure onstudents in out-of-school hours.Other demands of the Diploma ProgrammeTeachers should consider all the demands of the Diploma Programme. These becomeparticularly acute during year 2, when the majority of students complete coursework inother subjects and the extended essay.It is recommended that students submit the first draft of the project to teachers by the endof year 1. Alternatively, teachers could liaise with their IB coordinator and design aworkable time frame that would ensure that their students have staggered deadlines for allinternal assessment submissions.Integrating the project into the courseInternal assessment work should be incorporated into normal classroom activities and berelated clearly to the study of one of the parts of the course. It is recommended that 10 ofthe 30 hours allocated to the project are spent on introducing the product developmentlife cycle.The development of practical IT skills should be regarded as an integral part of teachingthe course. In fact, practical IT skills often provide a good reinforcement of theoreticalwork in class and will enable students to evaluate the strengths and weaknesses ofdifferent software packages and their ability to use them effectively.The topics on multimedia/digital media, databases and spreadsheets within the ITGSsyllabus lend themselves to the development of practical IT skills and it may be helpfulfor students to be given the opportunity to practise these IT skills before embarking uponthe project that will be used for final submission and assessment.Suggested classroom activitiesSome suggested activities that could be done during this time include: • identifying possible scenarios where an IT solution may be required and providing opportunities for the class to discuss them • exposing students to exemplar material (see “Assessed student work” within this publication) • exposing students to different IT tools and software
  3. 3. • presenting and discussing the nature of the internal assessment and the assessment criteria • discussing the different types of software available and their relative strengths and weaknesses • discussing the way in which the initial research into an issue related to ITGS can be carried out • providing opportunities for students to expand their ideas and to develop the scope of their work • providing opportunities for students to develop one draft of their work through regular consultation with the teacher.Choice of clientThe choice of a suitable client is a major contributing factor to the final success of theproject. It is recommended that the client is either a teacher, with the exception of theITGS teacher, within the school, a friend or member of the student’s family. Furtherinformation is available in the “Choice of topic” section of the guide.Selecting a topic for the projectIt is important that students, with the teacher’s guidance, choose an issue that: • engages their interest • meets the criteria for assessment • involves a client who is accessible and can provide feedback within the required time frame • is realistic in terms of resources, their technical ability and the time frame for completion.Stage 2: Gathering information for the projectMeeting with the clientThe student should ensure that the first, and any subsequent, meetings with the client arein an environment that is conducive to gathering the relevant information. The meetingsshould be scheduled at mutually convenient times.Method(s) of information collectionStudents may use a range of methods to gather information from the client. It must beremembered that evidence of the consultation must be included in the final submission ofthe project.Additional information may need to be collected in the development of the project. Forexample, this may relate to hardware, software or techniques required to develop theproduct.
  4. 4. Stage 3: Preparing to develop the productFollow-up work in class should be used to ensure that students have an opportunity to: • check they have sufficient data from their client to develop the product • check they have the hardware, software and practical skills to develop the product • check that the timeline proposed is realistic • use the checklists in this publication to provide a framework for the development of the project.Stage 4: Creating the projectThere are a number of steps in stage 4.The information within this section should be read in conjunction with the following. • “Guidance for the development of the project” in this publication • “Additional guidance for developing the product” in this publication • The section on “Development of the project” in the guideUsing the criteriaIt is the teacher’s role to inform the student fully of the internal assessment requirements,the assessment criteria, and the student’s responsibility to fulfill these requirements.Teachers should give all students a copy of the assessment criteria. This helps whenstudents are developing the product and associated documentation because the criteria area guide to the way in which marks are allocated and provide recommendations for furtherdevelopment of the product.Teachers should advise students to follow closely all seven assessment criteria (A–G).Individual work and authenticityThe project must be entirely the work of the individual student. Students should be givena strict timetable and internal deadline for the submission of the rough draft of the project.Supervision by the teacher should be on an individual basis and the rough draft checkedonce only. Repeated submission, redrafting and remarking of the project is not permitted.Where there is evidence of collaboration and where there are strong similarities in theappearance of projects, the work should not be accepted in rough draft. The final draftshould only be accepted if the teacher is convinced of its authenticity.If teachers suspect that the student’s work is not individual or authentic and they havereasonable evidence, they should make the student redo his or her project. If time doesnot permit this, teachers must not sign Form 3/CS (described in stage 5) and must submitthe reasons for their suspicion under the heading “Relevant information”.
  5. 5. Word limitStudents and teachers must ensure that the word limit is not exceeded. If a student doesexceed the word limit of 2,000 words, the moderators are instructed not to read beyondthis point. This means that students could potentially lose marks from the last sections ofthe project, such as in criteria E and F (potentially worth 12 marks). Regulationsregarding the use of annotations and tables should be closely followed.During the writing of the report, students should bear in mind the suggested word lengthfor each section provided in this publication. Students should include the total number ofwords on the coversheet.See the table in the section “Word count and format”.SourcesStudents must acknowledge all of the secondary sources they have used in the project incriterion E. These can include websites and any other published material. Students whofail to cite any of the sources they have used will lose some of the marks available incriterion E.If students do not reference their work, they could be accused of malpractice.Sources should be referred to in the text and a standard referencing format (title, authorand date) should be used for bibliographies and footnotes. Students should ensure thattheir method of referencing is consistent throughout, that all relevant information isprovided, and that their system enables the reader to locate their original sources.Guidance on how to reference is provided in the section “Information sources for theproject”.Use of appendicesAppendices are not required.Stage 5: Completion and submissionThere are a number of steps in stage 5.Marking and commentsTeachers should mark the written report for each student using criteria A–G as specifiedin the Information technology in a global society guide. The teacher-generated marks arethen externally moderated. This external moderation may change the teacher-generatedmarks.
  6. 6. Teachers are advised to annotate the project with brief comments showing where thestudent’s work demonstrates a particular skill that is worthy of credit or has a seriousomission or error. These comments are also extremely helpful to the moderator inunderstanding the rationale behind the teacher’s marking.Annotations should be presented using a method that clearly indicates that they are by theteacher, such as comment boxes, highlighted text (with some explanation of the exactmethod used) or an additional linked document.Teacher marking and moderationThe purpose of moderation is to confirm the marks awarded by the teacher with respectto a sample of students’ work. However, in some cases the marks given by the teacher areincreased or reduced by the external moderator. The final mark given by the moderator toeach of the students represented in the sample will affect the marks received by the rest ofclass.Atypical projects may have been completed at a different time, may be unfinished, maybe highly unusual, may be different from those produced by the rest of the class, mayhave had significant extra assistance given by the teacher, or the teacher may haveexperienced particular difficulty in assessing the work. Full details of atypical work aregiven in the section on “Internal assessment” in the Handbook of procedures for theDiploma Programme, which is available to the Diploma Programme coordinator in eachschool and on the OCC for teachers. Teachers must assess atypical work using the ITGSinternal assessment criteria and the same standards as applied to the rest of the class,indicate that it is atypical, and state the nature of the problem.Correct submission proceduresThe Diploma Programme coordinator in each school is responsible for following thecorrect procedures in submitting the sample reports to moderators and predicted marks tothe IB. Further information is found in the Handbook of procedures for the DiplomaProgramme.Teachers should note that each report must be accompanied by the following form: • Form 3/CS: a coversheet for the project for each student.Each report should include this coversheet with details of the student’s name and numberalong with the marks awarded. The teacher and the student must sign this form.The reports selected for moderation must also include: • Form 3/IA: a summary sheet of the sample sent for moderation.
  7. 7. The sample of projects selected to be sent for moderation must be accompanied by thissummary sheet. This provides the total marks for each project in the sample together withadditional details about the work undertaken. The teacher must sign this form.The entry of marks on these forms must be in line with the procedures in the Handbookof procedures for the Diploma Programme.The number of projects selected as a sample to be sent to the moderator will depend onthe size of the group. Samples are automatically selected for each school. The samplesshould arrive with the moderators by 20 April for May examinations and by 20 Octoberfor November examinations. Predicted marks should be sent to the IB by 10 April forMay examinations or 10 October for November examinations. In schools where morethan one teacher assesses the work, internal moderation should take place before marksare submitted.If the automatic selection process results in an atypical project being chosen, supplementthe moderation sample with another more typical project, at or as close as possible to thesame mark as the atypical project. The atypical work should still be included in thesample to the moderator with a note of explanation on the form provided.Teachers are advised that either they or the student should make a copy of the projectbefore it is sent for moderation as a contingency measure and for future reference. Afterthe process of moderation, the coursework is kept for several months by the moderatorand then disposed of or deleted.Information sources for the projectUsing the libraryThe school library should be used actively to enable students to acquire the skills ofindividual research through a variety of media such as books, periodicals and electronicdatabases. The ability to locate and use appropriate sources effectively is essential forworthwhile research in ITGS.The professional librarian is a trained information specialist, whose knowledge of, andinsight into, information will complement that of the subject specialist teacher. Thelibrarian can help students and teachers with information gathering and research skills.The teacher may wish to build on the work of the librarian with study skills sessions toensure that students make the best use of their time. Noting down resources in a standardformat, prescribed by the teacher, can be a useful starting point. In addition, teachers cangive general guidance on information gathering, note-taking and the construction of awell organized file of preparatory material.How to reference sources
  8. 8. ReferencingReferences must be included to show where statements, ideas and evidence come from. Itis very important to cite all sources used. If students do not reference their work,issues about the authenticity of the work may be raised.Sources should be referred to in the text, and a standard referencing format should beused for the bibliography and footnotes. Students should ensure that their method ofreferencing is consistent throughout, and that all the relevant information is provided. Thereferencing system must enable the reader to locate the original sources easily.The following guidance is based on the Harvard author–date system. It is offered only asan example: the IB permits any accepted convention for citing and acknowledgingsources.Body textUse brackets or parentheses to set off a reference in the text. Give the author’s last name,if it is not part of the text, the page number(s) and the date of publication.(Johnson, p98, 2006)A full reference should appear in the bibliography at the end of the piece of work.FootnotesFootnotes provide related information that does not belong in the text. There should be asfew of these as possible and they should be identified with a superscript number (1) andplaced at the bottom of the same page.BibliographyThe bibliography, or list of references used, should appear at the end of the piece of work.In this case the bibliography can be accessed via a link on the cover page.List sources alphabetically by the last names of authors or editors. If there is no author oreditor, list sources by titles and put them in order by date.Books: Author’s last name and first name, or initial if name is unknown. Date. Title (initalics). Place of publication. Publisher’s name.Baase, S. 2009. A Gift of Fire (3rd edition). Upper Saddle River, New Jersey. PearsonInternational.Articles in journals: Author. Date. Title of the article (in quotation marks). Name of thejournal (in italics). Volume number, first and last pages.
  9. 9. Lawes, Sheila. July 2008. “Moving towards a new IT paradigm”. Journal of InformationTechnology. Volume 47 Number 3, pages 13–28.Information from the internet: Author’s name if possible. Title (in italics). Date sitewas visited. URL (address for the home page). Heading as listed on the web page (if thereis one).Lindsay, Julie. Welcome to Flat Classroom Project 2007. Visited 17 July 2006. interviews with a client and personal research such as questionnaires:Name (last name, first name). Type of source, pertinent identifying information. Date.Student’s name. Initial consultation with Mr Roberts, a garage owner. 12 September 2008.Guidance for the development of the projectStudents should note the iterative nature of the development of the product and ensurethat they continually refer back to the specific performance criteria during this process.
  10. 10. Word count and formatThe word count figures in the table below are guidelines.The overall word limit for the project is 2,000; however, it is possible to complete theproject in 1,500 words without a significant loss of quality.If students write extended prose in the sections where the word count does not apply,these words will be counted in the overall word count.
  11. 11. It is strongly recommended that the documentation is submitted in a commonly usedformat such as PDF, DOC or HTM/HTML.There are no appendices.Prescribed format(s) of presentation are indicated in bold. Recommended Criterion Comments: Format of presentation word countA: Initial investigationInitialinvestigation of 200–250 Extended writing.problem A written record of an interview either as a summary or transcript, a sound file, a video or anInitial consultation n/a exchange of emails that may be supported by awith client questionnaire, providing evidence of the initial consultation with client.B: AnalysisRequirements n/a Requirements specification form withspecification justification of proposed solution appended asJustification of extended writing. 250–350proposed solutionC: Project schedule Project schedule form. May be presented in theProject schedule n/a form of a table.D: Product design Product design form. Includes scanned sketches,Product design n/a lists or concise statements, table for assets and techniques and for test plan.E: Product development Extended writing. Justification of techniques usedProduct 750–1,000 including annotated screenshots and sources wheredevelopment appropriate.F: Product evaluation and future product development A written record of an interview either as a summary or transcript, a sound file, a video or anFeedback from exchange of emails that may be supported by a n/aclient questionnaire, providing evidence of the gathering of feedback from the client after the development of the product.Product evaluation 300–400 Extended writing.and future product
  12. 12. developmentG: Formal requirementsSufficient content Sufficient data within product for n/ato evaluate product tests/queries/links to be meaningful. Cover page form developed in HTM/HTMLUse of cover page n/a format including relative hyperlinks to product and documentation.Folder and file n/a Appropriate file naming and folder structure(s).management TOTAL 2,000Framework of the projectA ZIP file ( is available that provides the basicstructure of the project for students. This should be downloaded from the OCC andplaced in an area of shared access. Students can copy the ZIP file into their workspaceand extract the contents.It is most strongly recommended that the contents of this ZIP file are used as theframework for the project.The initial file format of the documentation files is RTF in order to ensure maximumcompatibility with a range of different software types. However, particularly with theinsertion of screenshots, the file size may increase to become unmanageable, so it isstrongly recommended that the file type is saved as PDF, DOC or HTM/HTML.Guidance in modifying the links in the original cover page form is included later in thissection.The ZIP file unpacks as follows.
  13. 13. The documentation folder should contain the following files.The links in the cover page (cover_page.htm) will not open the documentation files, asthe links are based on these documents being saved as PDF files.Using the formsStudents are required to use the following forms in the development of their project.The forms are as follows. Item Criterion FormatCover page G TXT/HTMAnalysis B RTFProject schedule C RTFProduct design D RTFBlank RTF files for extended writing are also included in the ZIP file and may be used.
  14. 14. The files are for the following criteria. Item CriterionInitial investigation AConsultation with client AProduct development EFeedback from client FProduct evaluation and future product development FLinks on the cover pageDuring the development of the project the student may have converted the RTF files inthe forms into other formats such as PDF, DOC or HTM/HTML. This will mean that theoriginal links on the cover page will no longer function as intended.Reasons for the conversion of the file type may include the following. • The insertion of images into the RTF file has caused the file size to become too large to manage and transfer easily. • The student may wish to link all the documentation files as web pages so as to facilitate easy navigation and viewing.Where file extensions have changed, the HTML on the cover page must be edited toenable the links to function. For example, if the student has saved the initial investigationas a DOC file, the original link on the cover page does not function.It is strongly recommended that students use a simple text editor such as Notepad orTextEdit to edit the cover page. This will ensure that the links are maintained as relativerather than absolute, which may occur if more complex word processing software is used.The easiest method of doing this is to open the cover_page.htm page using the “OpenWith” option, as shown below.
  15. 15. This will allow the HTML code for the cover page to be edited easily. In this case, it isthe link to the initial investigation that needs to be edited (see screenshot below).It will be necessary to change the text in the screenshot highlighted in the screenshotabove from rtf to doc. There is no need to change the name of the file in the code, onlythe file extension (see screenshot below).On completion the file should be saved (see screenshot below) and cover_page.htmopened using a web browser to check all the links.
  16. 16. It is strongly recommended that students test the links from the cover page to thedocumentation files on different computers before the project is submitted. This willensure that the links are relative and the project functions as intended.Where the product cannot be opened directly from a link, this link on the cover pageshould be disabled.Additional guidance for developing the productCriterion D: Product designDesign toolsThe student should use the following top-level design tools. Product Recommended top-level design toolMultimedia: Website Hierarchical navigation model/Site mapMultimedia: Presentation Outline layoutMultimedia: Video StoryboardMultimedia: Sound StoryboardDesktop publishing Page layoutDatabase Entity relationship diagram (ERD)Spreadsheet Workbook layoutCriterion D: Product designIn order to ensure that equal levels of complexity are found between different producttypes, teachers should make students aware of this information when designing anddeveloping their product. Examples of inappropriate products include: • the development of a product solely using a web-based template • a product consisting of a data mashup consisting only of secondary data • the use of unmodified exemplar products provided with software; for example, the Northwind database in Microsoft Access®.
  17. 17. Although there is no lower limit on the number of pages in a website or the duration of avideo, sound clip or other digital product, it is important that there is sufficient scopewithin it for the student to use at least three advanced techniques. For example, if astudent can use three advanced techniques in a four-page website without compromisingits quality or functionality, this is acceptable. However, if a student submits a product of alimited extent, they will need to justify why this appropriate.The key determinant of whether the product—for example, a website—is simple orcomplex is the number of advanced techniques used within it, not the number of webpages. Duplication of techniques used will not increase the complexity of the product.The list of appropriate techniques and their complexity is located on the OCC and isupdated annually.Criterion E: Product developmentThe following are guidelines for the justification of the choice of techniques used in thedevelopment of the product. • The sizing, positioning and legibility of a screenshot are the key determinants of its effectiveness. • Relevant screenshots should be kept in an appropriate folder during the development of the product. • Diagrams, screenshots and other visual evidence must be referred to in the accompanying text. • Explanations can be enhanced by the use of arrows, circles clearly identifying the key feature of the screenshot and/or highlighting. • Screenshots should be cropped to ensure that only the relevant parts remain. • All explanations or justifications should use the correct ITGS terminology.Assessment criteriaInternal assessment criteria—SL and HLCriterion A: Initial investigationMarks Level descriptor0 The work does not reach the standard described by the descriptors below.1 A client and a problem with the present situation are identified. A client is identified.2–3 The inadequacies of the present situation are explained with cited reference to the consultation with the client.Criterion B: Analysis
  18. 18. Requirements specificationThe specific performance criteria within the requirements specification will be used incriterion F to evaluate the effectiveness of the product.Justification of proposed solutionThis is completed in extended writing.Marks Level descriptor0 The work does not reach the standard described by the descriptors below. 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 evaluate1 the effectiveness of the IT solution or a limited explanation of why the IT solution was chosen. 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 the2–3 effectiveness of the IT solution and an adequate explanation of why the IT solution was chosen. 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 the4–5 success of the IT solution and a detailed justification of why the IT solution was chosen.Criterion C: Project scheduleThe project schedule must include the following. • Dates • Actions • DetailsMarks Level descriptor0 The work does not reach the standard described by the descriptors below. 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 tasks1 involved in planning, designing, developing, testing and implementing the IT solution. 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 IT2–3 solution. The project schedule can be used as a basis for the development of the IT
  19. 19. solution.Criterion D: Product designThere are four significant components to the product design. • Overall structure • Internal structure • List of resources • List of techniquesThe following information should also be included as part of the product design. • Test plan • Agreement of clientMarks Level descriptor0 The work does not reach the standard described by the descriptors below. 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 create1–2 the product from them, but they lack sufficient detail for an IT-literate third party to see how the product was created. The product designs for the IT solution identified in criterion B use the product3–4 design form and include sufficient detail for an IT-literate third party to see how the product was created.Criterion E: Product developmentThe student must demonstrate the techniques, with screenshots, that were used to developthe IT solution identified in criterion B for the client identified in criterion A and justifywhy they have been used.A complex product is defined as one that includes at least three appropriate advancedtechniques. The list of techniques will be posted on the OCC annually.Marks Level descriptor0 The work does not reach the standard described by the descriptors below. The IT solution identified in criterion B is created. The techniques used to1–2 develop the complex product are identified or the techniques used to develop the simple product are described. 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) or3–4 the structure of the simple product and the choice of techniques used to create it are justified (with screenshots).
  20. 20. 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 explained5–6 (with screenshots), with minor omissions. Sources have been acknowledged. 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 justified7–8 (with screenshots). Sources are cited appropriately.Criterion F: Product evaluation and future product developmentThe student must evaluate the effectiveness of the finished product, based on feedbackfrom the client. This must include direct references to the specific performance criteriaidentified in the requirements specification as part of criterion B.The student must recommend proposals for future improvements of the product.Marks Level descriptor0 The work does not reach the standard described by the descriptors below. 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.1–2 There is limited reference to the specific performance criteria identified in the requirements specification. The product is evaluated, based on feedback from the client and the specific3–4 performance criteria identified in the requirements specification, and appropriate recommendation(s) are made for future development of the product.Criterion G: Required elementsThis criterion assesses the extent to which the three formal requirements are met. • The content within the product is sufficient for an IT-literate third party to reliably evaluate its effectiveness and the product functions as required. • The prescribed cover page is used and functions as required. • Appropriate file names and folder structures are used throughout the project.Marks Level descriptor0 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.
  21. 21. 3 All three of the formal requirements are met.Assessed student workOverviewThis section of the teacher support material includes a number of examples of actualstudent work and exemplar materials developed for this document.The documentation has been developed in consultation with various members of thesenior examining team to ensure its effectiveness as exemplar material and to provideguidance in the depth of the documentation that is required.Example 1 provides teachers with a completed project, including the product and all thedocumentation required.The subsequent examples provide a product and documentation for selected criteria only.These enable teachers to focus on the criteria where more guidance might be required,and in particular on criterion B, where the student must use the form provided in the ZIPfile and add extended writing to justify the choice of IT solution. For this criterion,further examples are also provided to show where it is appropriate to consider only onepossible solution. For criterion E, the examples indicate different methods that a studentcan use to justify the choice of techniques used in the development of the product. Theremay be inconsistencies between the forms in the examples of student work and the formsin the ZIP file.The information provided in the teacher support material must be read in conjunctionwith the guide.Example Topic TitleExample 1 Web authoring Keith Findlater PhotographyExample 2 Web 2.0 Digiteen CompassExample 3 Desktop publishing Florence History BookletExample 4 Database (OpenOffice) Steve Roberts GarageExample 5 Database (Access) French DVD LibraryExample 6 Multimedia Spanish in ViennaEach example includes the following information. • Student work • Blank assessment sheet • Annotated student work • Moderator’s comments
  22. 22. To view the various elements of this example, please use the icons at the side of thescreen.You can use the blank assessment sheet if you would like to assess the work yourselfbefore viewing the examiner’s marks and comments.Teachers may simply wish to see how a project was assessed by an examiner. Using theicons it is possible to compare the unmarked student work with that where annotationshave been added.Alternatively teachers may wish to mark the student work themselves. Using the icons onthe side of the screen, the unmarked student work and a blank assessment sheet can beaccessed. Teachers can then compare their own marking to that of the examiner and goon to look at the annotated student work.