QAT s

Quality Assessment Tasks

UNIT 3 OUTCOME 1
VCE IT Applications

SCHOOL-ASSESSED COURSEWORK Introduction

Outcome 1
Apply stages of the problem-solving methodology to create a prototype website that meets an online communitys needs, and explain the technical requirements to support the hosting of this website.

Task 1 Task 2
Test

Creation of a prototype website

The two tasks will be marked out of 50. Task 1: 40 marks and Task 2: 10 marks They will contribute 100% of the marks allocated for this outcome. The tasks have been designed to allow achievement up to and including the highest level in the Performance Descriptors. You have 330 minutes for Task 1, over a number of class sessions, and 30 minutes for Task 2. No access to resources such as texts, notes, cheat sheets etc during the outcome. Specific conditions apply to different sections of the tasks. Your teacher will advise you of any variation to these conditions. The tasks cover a broad range of key knowledge and key skills.

NAME: _________________________________

Page 1 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
Task 1: Creation of website prototype Read the following information and complete the series of activities that follow.

Bogans, Unite!
Bruce is a proud bogan: he sports an advanced mullet hairstyle; he likes his beer, pies, ute and dog; he wears shorts, singlets and thongs; he has a tattoo and no time for ballet. And he fears he may be an endangered species. Recently he went to a barbeque and one of his old mates was caught eating a quiche. Bruce was shocked. He has since become alarmed, and is now sure that societys increasing expectations of Australian mens culture sensitivity and sophistication is threatening the viability of the classical bogan and yobbo lifestyle. Bruce wants change. He wants to raise the profile of bogans and restore their standing in Australian society. His activism started with writing letters to the local paper and recruiting helpers at the local pub. He feels he needs a bigger Australia-wide platform. His wife, Cheryl, suggested a website. Bruce reckoned that was a ripsnorter of an idea. Bruce and Cheryl have done some investigation and found a mate (also named Bruce) who has made some web pages in the past and offered to help. The Bruces sat down one day with a couple of beers and worked out what they wanted in the site: - A place for bogans to meet and celebrate their lifestyle and culture - A way for Bruce to present his ideas for the promotion of boganism - Beer reviews - A place to discuss Ford and Holden utes - A way of collaborating on a central information resource for prospective young bogans - A bogan picture gallery - Bogan pet care - Top Night Out recommendations - A way to organise and promote valuable bogan cultural activities (e.g. tractor pulls) - A profile page where bogans can talk about themselves and build friendship groups.
Page 2 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
The Bruces agreed that it was vital that the site offered many ways for the sites visitors to contribute to the resources. Bruce (the web bloke) reckons Bruce needs tools like forums, blogs, wikis and chat rooms to get the job done. Since Bruce is a dedicated dad, he passionately wants his boys to learn the art of boganism, so the site will need to be informative, fun, easy to use, attractive to look at, and safe for all ages. Bruce (the web bloke) asks you to design and create a prototype website that lets Bruce (the bogan) see the user interface, functionality, navigation, and look and feel of a suitable site for his needs. You do not need to create a fully functional website; it only needs to demonstrate what is possible. Some features may be simulated, and you only need to provide representative samples of information instead of a fully-populated set of information. You will be provided with sample content such as bogan-related topics, text, pictures, audio and video. You may also need to use other software (e.g. picture and media editors) to complete the task.

Page 3 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
1. Analysis (8 marks): 30 minutes Complete the following questions under test conditions with computers turned off. Submit your responses at the end of the designated time. Answer on separate sheets. a. What problem of Bruces will the new website solve? (2) b. When planning the website, what might Bruce (the web bloke) need to consider in terms of copyright, information privacy, protection of minors, prevention of spam, and visitors human rights? (2) c. Identify four Web 2.0 tools which will be required to solve Bruces problem. For each tool, explain what role it will play in the solution. (4) 2. Design (12 marks): 100 minutes Complete the following using pen and paper. a. Explain the advantages and disadvantages of using a content management system (CMS) such as Joomla or Drupal to create a site compared to webpage editors like Dreamweaver or Microsoft Expression. (3) b. Use appropriate design tools such as a site map or storyboard to map the architecture of the site. Add which pages or components the site will need and also how they are interconnected with navigation. (4) c. Use appropriate design tools such as screen mock-ups to design the appearance of the sites interface and page layouts. Include indications of colour schemes, positions and relative sizes of objects, font/typeface choices, locations of navigation tools. (4) d. When the site is fully functional what criteria should Bruce (the bogan) use to evaluate the sites success? (1) 3. Development (20 marks): 200 minutes a. Produce the prototype website (18) to meet Bruces needs. You will be evaluated on criteria including: i. the extent to which the sites functionality satisfies Bruces needs; ii. the quality of data validation (including spelling, grammar and punctuation); iii. your skill in the use of web editing and/or site building tools; iv. the attractiveness of the site; v. its ease of use; vi. its accuracy and reliability; vii. its observance of accepted formats and the conventions appropriate to those formats; viii. its general boganiciousness.
Page 4 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 4 OUTCOME 1

Task
b. Provide evidence on paper that the site has been thoroughly tested (in more than one dominant browser), and that all functional components of the site work as intended, such as links, multimedia, forms/buttons, logins, message posting etc. An appropriate format is a testing table with columns for: item tested; how it was tested; expected result; actual result; and how it was fixed (if necessary) (2) Note: The site will be evaluated onscreen. If you do anything creative that cannot be detected by looking at the site onscreen, attach a statement explaining what you did so your teacher can give you credit.

Page 5 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
Task 2: Test

NAME: _______________________________ This task will be marked out of 10. You have 30 minutes. You may refer to the case study, but cannot access other resources such as texts, notes, cheat sheets etc. Answer in space provided. Question 1 List the goals of the Bogans, Unite! website. (2 marks) ___________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 2 Explain how your website (when completely finished after the prototype stage) will help achieve those goals. (3 marks) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Page 6 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
Question 3 Identify two options Bruce (the web bloke) has for hosting the finished website? What option would you recommend for Bruce? (2 marks) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
____________________________________________________________________________________

Question 4 Explain the technical requirements of the host network, including equipment (hardware and software), communication links and online services provided by other organisations. (3 marks) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Page 7 of 14

Published by QATs. Permission granted for copying in purchasing school only.

2011

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Task
_____________________________________________________________________________ _____________________________________________________________________________ Total: 10 marks

Page 8 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Teacher Advice
General Task 1 in particular requires students to be organised and to work methodically through the various activities. Appropriate protocols need to be put in place to ensure authenticity of student work. Access to appropriate materials needs to be provided. Students need to be familiar with web page creation using appropriate tools. They should also be familiar with tools such as a photo editor to help simulate web tools that they cannot create for real. The study design requires students to be provided with material to use on their website. Because it is hard to supply electronic content in a printed task like this, just use Google Images to find some pictures of bogans and related accessories. Wikipedia has pages on bogans, including topics like the origin of the name, international equivalents of bogans, famous bogans, bogan characters, etc. There are bogan-related videos on YouTube, but your school might have Youtube blocked to students, so download them yourself and put them on the network. There are a surprising number of real bogan fan sites too, like http://lukasland.com/humour/ Aussie/Save-The-Bogan.htm. Include some irrelevant materials so students have to pick what they can use, such as information on sharpies, bodgies and larrikins. The following tables indicate the relationship between the highest level of the Performance Descriptor and the activities/questions in this QAT. Task 1 Aspect of Highest Performance Descriptor Thorough and insightful analysis correctly identifies all the website requirements of an online community and acknowledges all relevant technical and non-technical constraints. Section 1

All selected design tools are appropriate. Correct design techniques are 2 consistently applied to fully represent the functionality and appearance of a website that is feasible and accordant with the analysis. All manual and electronic validation techniques effectively check the reasonableness of data. 3

Page 9 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Teacher Advice
Highly developed skills in the use of web authoring software are 3 applied consistently to develop the website, which is enhanced through the use of appropriate design elements, formats and conventions. Comprehensive testing confirms that the website operates as intended. The website demonstrates an insightful and creative application of the problem-solving methodology. Task 2 Aspect of Highest Performance Descriptor Comprehensive justification for the selected type of website is sound and defensible in terms of meeting all the functional and purposeful needs of the online community. Accurate and logical selection of all technical components of a network that support the hosting of the website. All functions and capabilities of relevant network components are accurately described using technical terminology. Question/s 1, 2 3b

Page 10 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Solution Pathway
Below are suggested responses. Teachers should consider the merits of alternative responses. TASK 1: Prototype Website for an Online Community 1. Analysis a. The new website will promote boganism to a much broader community than the local paper and pub, and will allow a like-minded community to pool their resources and efforts together. b. Bruce would need to make sure that contributors were not posting or distributing copyrighted information. He would need to ensure that information that site members provided was protected against misuse. There would need to be safe (possibly moderated) areas where young visitors could participate safely. He would need policies against visitors spamming other users in forums, chat rooms etc. To comply with The Human Rights & Responsibilities Act, he would need policies relating to issues like libel, intolerance of non-bogans, public immorality etc. c. Tools: i. Wiki to collate information supplied by various people into a single document. ii. Blog for announcements. iii. Discussion forum to let people discuss, ask questions, and respond to topics of interest. iv. Chat room to let users discuss issues and socialise in real time. v. Social networking to let bogans supply personal information and form online relationships with other bogans. 2. Design a. CMS i. CMS systems allow inexperienced webmasters to include sophisticated tools like blogs, polls, news, wikis to their sites and with little more than drag & drop skills. They also make page creation easier and let webmasters catalogue their resources (images, links etc) centrally so they can be more easily managed and updated. CMS, however, does need installing on a website which can require some skill. The CMS also consumes web server space. ii. A webpage editor like Dreamweaver or Microsoft Expression can allow a skilled webmaster much finer control over how a site works, but it does require a great deal more skill in hand-building a site. b. Use your discretion in the allocation of marks. Look for at least a conventional sitemap or storyboard which describes all aspects of the site. It should list all the pages or components (e.g. blog) in the site. It should also provide an indication of how the sites components/pages are interconnected with navigation. c. For full marks, all output should be thoroughly represented visually, preferably in screen mockups. Let students summarise where appropriate (e.g. all headings are 18pt Arial or all pages use this structure...). Expect information on colour schemes, positions and relative sizes of objects, font/typeface choices, locations of navigation tools (e.g. menu bars). d. Relevant criteria may include: how popular the site is; how much skill and effort it requires of the Bruces; the authority of the site; ease of use for Bruce and visitors; attractiveness; safety for children; how easily visitors can add information; security against hackers/spammers etc.
Page 11 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Solution Pathway
3. Development (20 marks) a. Below is a guide for assessing aspects of the site. i. the extent to which the sites functionality satisfies Bruces needs (3); ii. data validation (including spelling, grammar and punctuation) (1); iii. skill in the use of web editing and/or site building tools (6). For full marks, you would be expecting to see the use of more sophisticated functions such as CSS, metatags, forms, embedded multimedia, etc. Middle range skills include accurate formatting and linking, buttons etc. Basic skills include simple links, some formatting, using multiple pages; iv. the attractiveness of the site (2); v. ease of use (2); vi. accuracy and reliability (2); vii. observance of formats and conventions (1); viii. general boganiciousness (1). b. Testing: a well-formatted testing table listing all the important functional parts of the site is required for full marks. It should show evidence of testing in more than one browser. (2) Task 2: TEST Question 1 Goals of the website include: 1. To promote Bruces culture and lifestyle to a wide audience. 2. To allow other like-minded people to come together and contribute to the sites content (forums, wikis, chat rooms, social networking). 3. To be easy to use (all the tools will facilitate this). 4. To be fun and attractive. Question 2 The site will help achieve these goals by: Publishing information which will raise the publics knowledge of his culture. The wiki and forum will permit public information contribution. Being web-based, the tools are easy to find and easy to use, so visitors will not be deterred from contributing. The fun and attractiveness will be determined by how the tools are used rather than just having the tools present. Question 3 Any two of the following: 1. Bruce runs his own home server with the Web2.0 tools on it. (Hardly a feasible option for an average individual). 2. Have the site commercially hosted and either use free PHP server-side tools provided by the host, or install tools onto the site herself. This option gives Bruce lots of control over the site, but does require some IT skill.

Page 12 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Solution Pathway
3. As above, but install a CMS onto the site and use its built-in web tools. This is an attractive option since the only difficult technical step is installing the CMS. After that, it is relatively easy. 4. Use a fully-hosted site that lets Bruce basically drag and drop useful tools into his web space. This might suit Bruce very well since the difficult jobs are avoided. It might now, however, give all the flexibility or space she needs at a reasonable price. Question 4 Technical requirement include: Equipment: web servers, routers, switches, cables (UTP, fibre optic), DNS servers, proxy servers, backup devices, rubber thongs. Software includes web browsers (its easy to forget the really basic items!), operating system, NOS, server operating system (e.g. Apache), FTP client, CPanel, PHP tools such as blog, wiki (depending on the hosting method chosen), web page editor, image/video editors, virus scanner, software firewall. Communication links: modems, satellites, leased lines, submarine cables, microwave towers, phone lines, ADSL, telephone exchanges. Online services: Internet service provider, web host, phone company, email services, hosted applications (e.g. free wiki site). Students not have to list everything to get full marks, but they should mention the most obvious things (bolded) under each heading.

Page 13 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A

QATs

VCE IT Applications

SCHOOL-ASSESSED COURSEWORK, UNIT 3 OUTCOME 1

Marking Grid
Student: _____________________ SECTION Task 1: Website 1. 2. 1. Analysis 3. 4. a. b. c. d. e. f. 2. Design a. Explanation b. Design tools (architecture) c. Design tools (appearance) d. Criteria /8 Mark Teacher: __________________ Comment

/3 /4 /4 /1

5. 6. 3. Development a. a. Site aspects b. b. Testing Task 2: Test

/18 /2 /10

Total

/50

General comments:

Page 14 of 14

2011

Published by QATs. Permission granted for copying in purchasing school only.

Ser6ITU3O1A