Assessment Task | Type | Weighting | Due | Length | ULOs |
Assessment 1: Quiz In-class activities/quizzes - Students willcomplete on-line quizzes. | Individual Invigilated | 20% | Weeks 3, 4, 6, 7 | 15 minutes each
(equiv. 1000 words) | ULO1 ULO2ULO4 ULO5 |
Assessment 2: Laboratory Practicum In-class activities - Students will complete in class workshop assessments including situation analyses and practical applications of skills. | Individual Invigilated | 10% | Weeks 5,8 | 500 words | ULO1 ULO2ULO4 ULO5 |
Assessment 3: Database Analysis and DesignProject Each pair of students will analyse a scenario, create an ER analysis that appropriate represents the system, build a database thatimplements the design and populate the database withsample data. | Group
| 35% | Week 9 | Diagrams and design (equiv. 2000 words) | ULO1 ULO2ULO3 ULO4 |
Assessment 4: Research Report Students will report on the use of technologies and strategies in modern approaches to the management of semi-structured and unstructured data. | Individual
| 35% | Week 11 | 2500 words | ULO1 ULO3 |
Assessment 1: Quiz
Due date: | Weeks 3, 4, 6, 7 |
Group/individual: | Individual |
Word count/Time provided: | 15 minutes (equivalent to 1000 words) |
Weighting: | 20% |
Unit Learning Outcomes: | ULO1, ULO2,ULO4, and ULO5 |
In-class activities/quizzes - Students will complete in class workshop assessments including on-line quizzes, situation analyses and practical applications of skills.
The assessment will be marked out of 100 and will be weighted 10% of the total unit mark.
Due date: | Weeks 5, 8 |
Group/individual: | Individual |
Word count/Time provided: | 500 |
Weighting: | 10% |
Unit Learning Outcomes: | ULO1, ULO2,ULO4, and ULO5 |
Assessment 2 Details
In-class activities/quizzes - Students will complete in class workshop assessments including situation analyses and practical applications of skills.
Activities assess students’ ability to understand theoretical concepts and materials. To complete these activities, you are required to study the material provided (lecture slides, tutorials, and reading materials) and engage in the unit’s activities and the discussion forums. The prescribed textbook, lecture materials, and recorded videos are the main references and the recommended reading material.
By completing this assessment successfully, you will be able to identify key aspects of databases. The student is required to submit the Laboratory Practicum at the end of the workshop session.
The assessment will be marked out of 100 and will be weighted 10% of the total unit mark.
Due date: | Week 9 |
Group/individual: | Group (max3 students in a group) |
Word count/Time provided: | 2000 words |
Weighting: | 35% |
Unit Learning Outcomes: | ULO1, ULO2,ULO3 and ULO4 |
Assessment 3 Details
A small private medical centre specialises on providing daily physical rehabilitation procedures. The centre wants to design and create a relational database to store the following information:
doctor | name, phone number,specialty |
procedure | procedure name, procedure description |
patient | name, address, phonenumber, diagnosis |
room | room number, location |
booking | date, time,payment (‘L’ for later, ‘C’for Credit Card payment, ‘M’ for cash payment) |
You need to design and implement the hospital database. There are three parts in the assignment:
Your assignment consists of 3 parts:
Part 1. Conceptual Mode
You need to describe the Conceptual Model, which must include the following elements:
Describe the algorithm of conversion of the Conceptual Model into the Logical Model. Remember that your description should include the following elements:
Part 3. Create and populate the database.
The SQL queries below can be written in XAMPP MySQL.
What to submit:
The assessment will be marked out of 100 and will be weighted 30% of the total unit mark. The marking criteria and rubric are shown on the following page.
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Demonstrate an understanding and design the Conceptual Model designprocesses (20%) | Inadequate understanding and describing Conceptual Modeldesign process | Basic knowledge onlyof understanding and describing Conceptual Modeldesign process | Exhibits breadth anddepth of understanding and describing Conceptual Modeldesign process | Exhibits accurate and detailed breadth and depthof understanding and describing Conceptual Model design process | Displays exceptional understanding of concepts and their practical application in Conceptual Model designprocess |
Demonstrate an understanding and design the Logical Model design processes (20%) | Inadequate understanding and describing Logical Modeldesign process | Basic knowledge only of understanding and describing Conceptual Modeldesign process | Exhibits breadthand depth of understanding and describing Conceptual Modeldesign process | Exhibits accurate and detailed breadth and depth of understanding and describing Conceptual Modeldesign process | Displays exceptional understanding of concepts and their practical application in Conceptual Modeldesign process |
Demonstrate understanding and skills of creating the Conceptual Model diagram (20%) | Inadequate understanding and skills of creating the Conceptual Model diagram | Basic understanding and skills of creating the Conceptual Model diagram | Exhibits breadth and depth of understanding and skills of creating the Conceptual Modeldiagram | Exhibits accurate and detailed breadth and depthof understanding and skills of creating the Conceptual Model diagram | Displays exceptional understanding and skills ofcreating the Conceptual Model diagram |
Demonstrate understanding and skills of creating the Logical model diagram (20%) | Inadequate understanding and skills of creating the LogicalModel diagram | Basic understanding and skillsof creating the Logical Modeldiagram | Exhibits breadth anddepth of understanding and skills of creating the Logical Modeldiagram | Exhibits accurate and detailed breadth and depthof understanding and skills of creating the Logical Model diagram | Displays exceptional understanding and skills ofcreating the Logical Model diagram |
Demonstrate understanding of database primary and foreign keys, and database referential integrity. (5%) | Inadequate understanding of database primary and foreign keys, and database referential integrity. | Basic knowledge only of understanding of database primary and foreign keys, and database referential integrity. | Exhibits breadthand depth of understanding of database primary and foreign keys, and database referential integrity. | Exhibits accurate and detailed breadth and depth of understanding of database primary and foreign keys, and database referential integrity. | Displays exceptional understanding of database primary and foreign keys, and database referential integrity. |
Demonstrate an understanding and ability to write and run simple SQL DDLand DML queries(15%) | Inadequate understanding and ability to write and run simple SQL DDL and DML queries | Basic knowledge only of understanding and ability to write and run simple SQL DDL and DMLqueries | Exhibits breadth and depth of understanding andability to write and run simple SQL DDL and DMLqueries | Exhibits accurate and detailed breadth and depth of and ability to write and run simple SQL DDL and DML queries | Displays exceptional understanding and ability to write and run simple SQL DDL and DMLqueries |
Assessment 4: Research Report
Due date: | Week 11 |
Group/individual: | Individual |
Word count/Time provided: | 2500 words |
Weighting: | 30% |
Unit Learning Outcomes: | ULO1, ULO3 |
Data are vital to business. Whether it is easy to access real-time data or the availability of advanced technology to process and analyse these data, enterprises are trying to make the most of this precious raw material. Data management in today’s world needs a modern approach to effectively handle the complex problems of dealing with multiple data formats.
Data management is the process of collecting, sorting, arranging, and managing vast amounts of data to help businesses derive valuable insights from it. From data governance to data architecture and security, modern data management is a multifaceted discipline. But following the modern data management approach is not easy, especially for enterprises that are used to traditional business methods.
In your report you need to research on the modern data management approach in an enterprise. You need to research and explain the following topics:
Your report should contain the following sections:
The assessment will be marked out of 100 and will be weighted 30% of the total unit mark. The marking criteria and rubric are shown on the following page.
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Introduction/topic (5%) | The title/topic of the study is too broad and does not reflect the variables and audience of the student’s research. | The title/topic of the study is broad and does not reflect allthe variables and audience of thestudent’s research. | The title/topic of the study is broad and adequately reflects the variables and audience of the student’s research. | The title/topic of the study is specific and reflects the variables and audience of the student’s research. | The title/topic of the study is clear, specific, and explicitly reflects the variables and audience of the student’s research |
Introduction/ Background of Study (15%) | Introduction is too broad, dull and lacks focus. It lacks issues and provides minimum information. It is detached from the problem statement. | Introduction is broad and lacks focus. It lacks issues and provides a limited information. It is detached from the problem statement. | Good introduction that makes sense to the reader and states background information and main topic. It identifies specific issues of the research/ field and provides adequate information regarding the variables. It is connected to the problem statement. | Very good introduction that makes a good sense to the reader and states background information andmain topic. It identifies issues of the research/ field and provides adequate information regarding the variables. It is connected to the problem statement. | Exceptional introduction that grabs the interest of the reader and states detailedbackground information and main topic. It explicitly identifies current and specific issues of the research/field and provides detailed information regarding the variables. It linkscoherently to the problem statement |
Research Objectives, Research Questions (15%) | The objectives and questions are not feasible, clear, significant, and ethical. They are confusing and deviate from the problem statement. They lack alignment with each other and do not reflect the SMARTstrategy | Some objectives and questions are not feasible, clear, significant, and ethical. Some are confusing and deviate from the problem statement. They lack alignment with each other and partially reflect the SMART strategy | The objectives and questions are feasible, clear, significant, and ethical. They are somewhat related to the problem statement. They are related to each other and incorporate most of the SMART strategy (specific, measurable, achievable, realistic and time-bound). | The objectives and questions are feasible, clear,significant, and ethical. They are related to the problem statement. They align with each other and incorporate most of the SMART strategy (specific, measurable, achievable, realistic and time-bound). | The objectives and questions are feasible, clear,significant, and ethical. They are clearlystated and closely related to the problem statement. They align closely with each other and incorporate all of the SMART strategy (specific, measurable, achievable, realistic and time-bound) |
Significance of Study (30%) | Ambiguously addresses the research’s applicability and meaningfulness. It provides minimal value in terms of the theoretical and empirical aspects, and/or practical contribution in relation to the research topic. | Somewhat addresses the research’s applicability and meaningfulness. It provides value in terms of the theoretical, empirical aspects, and/or practical contribution in relation to the research topic. | Partially addresses the research’s applicability and meaningfulness. It provides value in terms of the theoretical, empirical aspects, and/or practical contribution in relation to the research topic. | Addresses the research’s applicability and meaningfulness. It providesvalue in terms of the theoretical, empirical aspects, and/or practical contribution in relation to the research topic. | Clearly addresses the research’s applicability and meaningfulness. It provides added value in terms of the theoretical and empirical aspects, and/or practical contribution in relation to the research topic. |
Organization: Structural Development of Ideas (15%) | Lacks clear and logical presentation and development of ideas.Each paragraph fails to develop the main idea. Weak transitions between ideas and paragraphs. | Unclear and illogical presentation and development of ideas. Some paragraphs lack supporting detailed sentences. Adequate transitions between paragraphs. | Somewhat clear and logical presentation and development of ideas. Eachparagraph lacks supporting detailed sentences. Adequate transitions between paragraphs. | Clear and logical presentation and development of ideas that support thesis statement. Each paragraph has sufficient supporting detailed sentences that developthe main idea. Good transitions between paragraphs. | Exceptionally clear,logical, mature, thorough presentation and development of ideas that support thesis statement. Each paragraph has thoughtful supporting detailed sentences that developthe main idea. Excellent transitions betweenparagraphs. |
Quality of Information and Evidence (15%) | Limited information on topic with lack of research details or accurate evidence. | Some aspects of the student’swork is researched with some accurate evidence from limited sources. | Well researched and detailed with accurate evidence froma variety of source | Very well researched and detailed with accurate evidence from a varietyof source | Exceptionally well researched and detailed; accurate and critical evidence from a wide varietyof sources. |
Language Conventions/ Mechanics (5%) | Inconsistent grammar, spelling, punctuation, andparagraphing throughout paper. Numerous and distracting errors in sentence structure and wordusage. | Periodic errors in grammar, spelling, punctuation, and paragraphing. Many errors in sentence structure or wordusage. | Clear, with minimalerrors in grammar, spelling, punctuation, and paragraphing. Several errorsin sentence structure or word usage. | Very clear, with minimal errors in grammar, spelling, punctuation, and paragraphing. Some errors in sentence structure or wordusage. | Very concise, clear, with consistently proper and correct grammar, spelling, punctuation, and paragraphing. Minimal errors in sentence structure andword usage. |
Citation/ Documentation (10%) | Inadequate use of research sources or if it does, sources are not well-integrated. Sources are obsolete and are not cited by other scholars. Very inconsistent use of citations in both the text and references section. Sources are not cited/listed correctly. | Sources support some claims made in the student’s research but might not be well integrated within the student’s arguments. Only a handful of sources are peer-reviewed journal articles published in the past 10 years. Sometimes inconsistent citations in boththe text and references section. | Some sources support some claims made in the student’s research but might not be wellintegrated within the student’s arguments. Only a few sources are peer- reviewed journal articles published in the past 10 years. Thereare inconsistent citations in both thetext and references section. | Sources are well integrated, and they support the student’s claims. A considerable number of sources are peer-reviewed journal articles published in the pastfive years. Consistent format in the text andreferences section. | Sources are exceptionally well-integrated, and they effectively support claims madeby the student. Substantial number of sources are peer-reviewed journal articles published in the past five years. Proper detailed format is used consistently and correctly in boththe text and references section |
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