database assessment
basic outline of project
some questions to ponder about the project
from NZQA: Computing/digital technologies clarifications
91902: Use complex techniques to develop a database
Updated December 2021. This document has been updated in its entirety to address new issues that have arisen from moderation.
Complex techniques are given in Explanatory Note 4. Student evidence needs to demonstrate at least two of these complex techniques in the database.
Design of the structure of the data will include some planning for the database, including:
planning the nodes or tables to be used
selecting appropriate types for the data
planning the queries expected or data manipulation that may be required
planning the connections between tables or nodes
designing the input and output interfaces.
The evidence must present data. This can be done in various ways depending on the assessment task and the database application used, and may include the use of forms, reports or web-based interfaces.
The evidence needs to show how the identified relevant implications have been addressed. There is no dedicated clarification document for relevant implications at Level 3. Guidance and definitions are provided in the Level 2 clarification.
Data integrity and testing needs to show that the database functions as intended, and that the data is relevant for the intended purpose and end user. Evidence needs to include testing to show that the data in the database is correct.
For Achieved, a working outcome is required.
For Merit, evidence of how the outcome was improved using testing procedures is required such as using annotated screenshots.
For Excellence, iterative improvement is required throughout the design, development and testing process. Iterative improvement will involve cycles of improvements. For example, evidence of developing the outcome in sprints throughout the process. Evidence needs to show the use of efficient tools and techniques in producing the database. Examples of efficient tools and techniques are provided in the published assessment resources on TKI.
There is a dedicated clarification document that expands on what is meant by iterative improvement; see the panel on the right.
Moderation requirements
Where the evidence uses PHP and SQL or similar web-based methods, a link to show the database running on a webserver should be provided rather than submitting the evidence to be unpacked into a webserver by the moderator.
Alternatively, a screencast showing the functional database and website operation could be submitted. The video should include voice-over or subtitles which describe what is happening and explain what the database does and how it functions.
Assessors will need to ensure that all prepared supporting evidence such as voice-over video files, online version control tools or separate testing documents are accessible to the moderator. When files are password-protected the access settings should be changed appropriate
from NZQA: Computing/digital technologies clarifications
Level 3: Iterative Improvement
Updated December 2021. This document has been updated in its entirety to address new issues that have arisen from moderation.
For Excellence in 91902, 91903, and 91904, iterative improvement requires that students develop a functional outcome using documented cycles of improvement. This may include adding features to the outcome.
Student evidence needs to show deliberate cycles of improvement based on testing and trialing, rather than just incremental development.
Iterative improvement goes beyond just debugging or correcting errors in a non-functioning outcome.
Achieved grade: It is expected that the student will produce a functioning outcome.
Iterative improvement should be aimed at making a better product, and evidence of the improvement needs to be provided for moderation.
Students may be able to provide sufficient evidence of the development of the outcome. Examples of this include annotated screenshots, ‘commit’ messages and comments made within the source files, all related to the outcome. Student evidence does not need to contain all previous versions of the outcome.
Evidence should show the existence of previous versions and ensure that the final version is clearly labelled, to include comments, and that it functions as expected.
from TKI
This achievement standard involves using complex techniques to develop a database.
This assessment task requires students to use complex techniques to develop a relational database to maintain a list of items, events, tasks for a specific purpose and end-user. For example, the student could create a database for the school notices, canteen orders, sports events for each term, a personal and/or academic goal tracking system, a cataloging (booking) system for the school tablets/laptops. This includes logically designing the structure of the database, as well as organising and querying the data logically. The student must also present the data effectively for the purpose and end-users of the database.
The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the achievement standard, the use of efficient tools and techniques in the outcomes production.
Students are required to collect evidence as they develop their database outcome.
early in development:
a sketch of the proposed database structure including field names, primary key and data types/length
identification of data duplication within a table and creation of a second related table
later in development:
screen captures of working database table (structure).
testing queries to confirm records are as expected
towards the end of development:
screen captures, or other methods show that
code to evidence connection and querying of data
Iteration over an associative array
Output and styling of output
evidence such as video or screen captures to show trialing of user selections and resulting output.