assessment


12COMP 2.6 AS91895 v1 Networks
12COMP 2.6 Networks Media Server Brief v1
12COMP 2.6 Networks Media Server Assessment Schedule v2

Topics to write about as discussed in class

Implications

OSI

Clarification of some common questions

ASSESSMENT

12COMP 2.6 Networks Media Server Assessment Schedule v2

From NZQA

91895: Use advanced techniques to develop a network

Updated December 2019. As a result of trialling and verification, the following information is available to assist in the assessment of Level 2 Digital Technologies standards. Clarification documents will be further developed when sufficient material has been submitted through the external moderation process. Further assessment support can also be found on TKI.


This standard could include the development of a complete network or could be the development of network components/devices that are integrated into an existing network. Devices based on Raspberry Pi, or other similar hardware may be suitable. The key concept is that this is in the context of a network. The inclusion of the device may require settings to be configured on other devices within the network.

Examples of advanced techniques are given in Explanatory Note 5. These provide guidance about the expectations at level 2, and are not an exhaustive list. Assessors may need to determine other techniques that are advanced. Students need to demonstrate at least two advanced techniques in their network outcome.


Students need to explain the relevant implications for the network. This could be used to inform the design and development of the network. There is a dedicated clarification that expands on what is meant by relevant implications.

Students should not follow an internet tutorial, as they are required to show some independence in the development of their network.

Students need evidence of how they have used hardware, software and peripherals in their network.

If the assessor is providing components, the students need to have a range of options so that they can investigate and choose suitable components from those available.


For Achieved, students must troubleshoot and identify faults. An assessor may have to provide a network with setup and configuration errors in it.


For Merit, students will need to provide evidence (for example annotated screenshots) of how the network’s quality was improved from information gained from troubleshooting, debugging and diagnosis using testing procedures. Students need to show how they have addressed the relevant implications.


For Excellence, accuracy will need to be a judgement made by an assessor. This will need to be documented. Students need to justify the choice of hardware and software.

From NZQA

Relevant implications

Updated December 2019. This is a new document to address issues that have arisen from moderation.

The criterion at level 2 requires students to ‘explain’ relevant implications (as opposed to ‘describe’ at level 1).


‘Explain’ requires some documentation. For example, a student might explain issues related to privacy when storing personal information in their database.


A student should identify and explain the implication. They explain how the implication applies to the outcome. They should explain what the outcome needs to do or to include to meet the implication.

The explanation of the relevant implications should be done in the early part of the design or development process so that the implications explained are used to inform the design/development of the outcome.


‘Address’ may be evident from naturally occurring evidence, for example the use of ALT tags, or might be given in documentation. For example, students may indicate that they have chosen colours which make a website accessible for colour-blind end users.

Quality, rather than quantity, is important. Assessment should not be based on the number of implications, but on how well they have been explained and on how effectively they have been addressed.


From TKI

Key Ideas for the assessment of the Achievement Standards

1. Explaining and addressing relevant implications

Several of the Level 2 and 3 Digital Technologies Achievement Standards require students to explain (Achieved) and address (Merit) relevant implications.

Examples of relevant implications include:


Achieved 

Students use information from research and/or classwork within the specific learning context, to identify the implications that are relevant to the outcome being developed. They can give reasons why the implications are important to consider when developing the outcome and how the implications would affect the development of the outcome. The explanation focuses on the specific context, rather than a general definition of the identified implications.

For example, in the context of website development, the student can explain why consistency of navigation, layout and icons enhance usability. They may also explain how they plan to utilise this knowledge when developing their outcome. 


Address

Students demonstrate that they can apply their knowledge of relevant implications to inform the development of their outcome. The evidence that they addressed the relevant implications can be seen within:

For example, in the same context, the student’s website has consistent navigation, layout and icons.  The student has tested navigation and layout options with the end-users and has improved both the layout and navigation based on the feedback from the end-users.


Examples of testing questions (in a website development context), linked to relevant implications


Refined Outcome (Excellence)

Although relevant implications are not specifically referred to in the Excellence criteria, the emphasis on iterative improvement and development to produce a high-quality outcome means that relevant implications are still a key aspect of Excellence. 

Students who are awarded Excellence will have shown that they have addressed a range of relevant implications to a high standard.  They will have iteratively tested the outcome to ensure it is meeting the relevant implications and used the information they gain from testing to refine the outcome and improve the quality of the outcome.