Embedded Files
from NZQA: Computing/digital technologies clarifications
from NZQA: Computing/digital technologies clarifications
91902: Use complex techniques to develop a database
91902: Use complex techniques to develop a database
Updated December 2019. Further assessment support can also be found on TKI (on this web page).
Complex techniques are given in Explanatory Note 4. Students need to demonstrate at least two complex techniques in their database.
Design of the structure of the data will include some planning for the database, such as planning the table or tables to be used, selecting appropriate types for the data, and considering the queries expected or data manipulation that may be required. This should include some design of the input and output interfaces.
Structuring and organising data in a database are closely connected. These two processes together determine the tables and the data stored (numbers, text, etc.).
Once the data has been structured and organised it can be queried or manipulated.
The student must present data. This can be done in various ways, depending on the assessment task and the database application used. This may include the use of reports or the use of web-based interfaces.
Students need to show how they have addressed the relevant implications. (There is no dedicated clarification for relevant implications at level 3. Guidance and definitions are provided in the level 2 clarification.)
Data integrity and testing should show that the database functions as intended, and that the data is relevant for a purpose and end user. A student should test that the data in the database is correct.
For Merit, students will need to provide evidence of how the outcome was improved using testing procedures, for example using annotated screenshots.
For Excellence, iterative improvement is required throughout the design, development and testing process. Iterative improvement will involve cycles of improvements. A working outcome is required for Achieved. For Excellence, the student will use a cyclic process to develop improved outcomes. Students need to use efficient tools and techniques in producing the database. There is a dedicated clarification that expands on what is meant by iterative improvement.
from NZQA: Computing/digital technologies clarifications
from NZQA: Computing/digital technologies clarifications
Level 3: Iterative Improvement
Level 3: Iterative Improvement
Updated December 2019. This is a new document to address 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.
This needs to be shown through deliberate cycles of improvement based on testing and trialling rather than just incremental development.
Iterative improvement is more than just debugging or correcting errors in a non-functioning outcome. It is expected that the student will produce a functioning outcome for an Achieved grade. Iterative improvement should be aimed at making a better product. This evidence needs to be provided for moderation.
Students may be able to provide sufficient evidence of the development of the outcome using, for example, annotated screenshots, ‘commit’ messages, commenting within the source files of the outcome. They may not need to submit all the previous versions of the outcome.
from TKI
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.
Page updated
Report abuse