Professional Development and Training Applied GCE ICT Achieving success in the Externally Assessed...

Professional Development and Training

Applied GCE ICTAchieving success in the Externally Assessed UnitsSummer 2007

(7NNA01) Professional Development and Training from Edexcel - Issue 1 (September) 2007 © copyright Edexcel Ltd

PROGRAMME09.30 Registration and Coffee10.00 Introduction and Housekeeping10.15 External Assessment in the Applied ICT

Qualification10.30 Organising an On-Line Examination 11.00 Unit 3 (6953) The Knowledge Worker - External 12.30 Lunch13.30 Unit 7 (6957) Using Database Software14.30 Unit 9 (6959) Communications & Networks15.15 Plenary15.30 Close


• Presentation• ICE Document• Chief Examiners report

•General Comments•Unit 3 – The Knowledge Worker•Unit 7 – Using Database Software•Unit 9 – Communications and Networks

• Papers and Mark schemes• Evaluation Feedback Sheet

What’s in your pack?


Unit 1 The Information Age (Portfolio)

Unit 2 The Digital Economy (Portfolio)

Unit 3 The Knowledge Worker (Set assignment)

1 2 3

AS Level (Single Award)


Unit 10 Using Multimedia Software (Portfolio)

Unit 11 Using Spreadsheet Software (Portfolio)

Unit 12 Customising Applications (Portfolio)

Advanced Level (Single Award)

Unit 7 Using Database Software (Set assignment)

Unit 8 Managing ICT Projects (Portfolio)

plus one of:

1 2 3

7 8


Unit 9 Communications & Networks (Set Assignment)

plus three of

Unit 10 Using Multimedia Software Unit 13Web ManagementUnit 11 Using Spreadsheet Software Unit 14 Programming

Unit 12 Customising Applications

Advanced Level (Double Award)

1 2 3 4 5 6

?87 9 ??


General Feedback

6953 6957 6959

Entry 10605 3752 1082

Pass 71.5% 67.2% 54.7%

A Grade 3.3% 4.4% 1.4%


General FeedbackConduct of Examination“There was evidence of centres not having read or understood the

Instructions for the Conduct of Examinations document. Some centres seemed unaware of what could be disclosed to the candidates before the examination and what should not.” (Chief examiners report)

• All scenarios are available three working weeks before the examination• Model and test data supplied with Unit 3 only – there is NO practice data

with Unit 7 or Unit 9.• Test of candidate’s ability – not teachers. Guidance given should not be

in the context of the scenario.• In no exam session (except unit 9 research sessions) should the

candidates have access to the internet, work saved outside of the examination sessions or any form of electronic media.


General FeedbackConduct outside of the examination“All of the examinations occur within a window which allows discussion

outside of the examination”• Although there are no rules against what is discussed outside of the

examination candidates should be discouraged from doing so as it could give an advantage to another candidate.

• Students and teachers have been publishing details of the examination on the internet. In future this will not be allowed and action will be taken against centres or individuals where this has happened.

• Any advice given to students during the examination window should be out of context.

• Candidates should be instructed in time management. All exams have suggested timings and these should be adhered to.


Unit 3 – The Knowledge Worker6953


Unit Assessment

• Examined Unit• 2½ Hour Examination• Problem Solving Exercise • Scenario Based• Uses Spreadsheet Model

• The scenario this series was to set re-order quantities and re-order levels for a store in the “Denim Daze” chain.


Examination Activities

• Task 1 – Understanding the situation (13)• Task 2 – Sources of Information (15)• Task 3 – Computer Modelling (35)• Task 4 – Recommendations (19)• Task 5 – Evaluation (7)

•Format for future and past examinations is similar


General Feedback

• Candidates seem better prepared with each series• Still a severe lack of Time Management• Problem set somewhat simpler than previous series• Model had more anomalies to make up for

simplicity• Range of marks from 0-83• Many candidates still ran out of time


Suggested Timings

• Task 1 – Understanding the situation (10 Mins)• Task 2 – Sources of Information (10 Mins)• Task 3 – Computer Modelling (50 Mins)• Task 4 – Recommendations (30 Mins)• Task 5 – Evaluation (10 Mins)

•Never return to the spreadsheet task


Feedback on Individual Tasks – Unit 3


Students Performance in Tasks

E C A

Task 1

Task 2

Task 3

Task 4

Task 5


Task 1

• Summarise the current situation• Outline the decisions you have to make• State any assumptions you are making

Candidates were able to gain most of the marks for identifying the situation

Most candidates identified the decisions to make

Other factors were only identified by the top scoring candidates. Most failed to identify the rise in sales. Principal Examiners

Report


Task 1 - Tips

• Summarise the current situation• Use bullet points• Identify Customer, Location and function• Only relevant points

• Outline the decisions you have to make• Decisions are few and very simple

• State any assumptions you are making• Sales patterns• Surveys


Task 2

• Evaluate 2 data sources• Choose 1 to use• Justify your choice• Describe how your choice will be used to predict the sales

Relevance of source and accuracy of data

Either choice can be justified

What are you going to do with the data to prepare it for the model

Principal Examiners Report


Task 2 - Tips• Evaluate 2 data sources

•Date of figures•Have I heard of them?

• Choose 1 to use•Usually 1 better but not this time

• Justify your choice•Use comparisons with other figures•Try using a comparison table

• Describe how your choice will be used to predict the sales

• Calculations in the model


Task 3• Import the Data

• From text file and elsewhere• Complete the model

• Applying formulae• SUM Functions and simple formulae.

• Use the Model• Any improvement is a solution

Importing is usually done well

Spreadsheet skills usually good inough

Many candidates failed to add in the sales rise making their solutions not as good as they could be.



Task 3 - Tips• Import the Data

• Always go via a new worksheet• Look for trends when transferring

• Complete the model• Practice with model• Get formulae before exams

• Use the Model• Don’t spend too much time looking for optimum solution


Task 4

• The decision made• Options considered• Other Factors• Chart• Professionalism of the reportVery few decent reports

Standard of English low

Many letters

Not well set out, even the good ones



Task 4 Tips• Title

• What it is about• Who it is to

• Layout• Use sub headings

• Options considered• Method – how problem was approached• State solution

• Other Factors• Anomalies

• Chart• Always include a relevant chart• Choose correct type• Labels• Refer in justification

• Professionalism of the report



Task 5

• Evaluate the model•Colours•Ease of use – Conditional formatting lots of

worksheets• What else could it do

•How could it be made to do it•What information would be needed•Where would the information come from


Administration…… Considerable time is still being wasted by the examiners because the examination responses were not supplied in the way required. A large number of candidates failed to supply the activity number and the other required items in the header or footer of their printouts. There were also a large number of cases where the printouts were supplied in the wrong order. Centres should be aware that examination documents are considered to be the e-portfolio described in the Standard Ways of Working section of the specification (practical restrictions mean it is not possible at present to accept the examination work in an e-portfolio). Not having output correctly labelled or in the wrong order is considered to be not “creating an appropriate structure”. Marks are awarded for Standard Ways of Working and students may lose these if their materials are not labelled or badly ordered.



Administration

…… All printouts should be attached to the cover sheet via a single treasury tag to the hole available in the top left corner of the inside of the cover sheet as shown in the instructions. There should be no need to punch extra holes in the cover sheet and the treasury tag should be passed through the cover sheet and the printouts only once. The instructions are clear and the examiners would be grateful if centres could remind candidates to do this.



Unit 7 – Using Database Software

6957


Unit Assessment

• Examined Unit• 10 Hour Examination• Creating a Database System • Scenario Based• Build a Database

• The scenario this series was to process orders from the branches of Denim Daze



• Task 1 – Understanding the problem (8)• Task 2 – Structure (18)• Task 3 – Processing Store Orders (24)• Task 4 – Recommendations (12)• Task 5 – Ordering replacement stock from suppliers

(20)• Task 6 - Main Menu (6)

•Format for future and past examinations is similar


General Feedback

• Candidates unsure of what to expect• Most attempted all activities• Problem set somewhat slightly more complex than

January• Candidates ability to evidence does not match their

skills • Range of marks from 0-79• Learning opportunity



• Task 1 – Understanding the problem (60)• Task 2 – Structure (120)• Task 3 – Processing Store Orders (120)• Task 4 – Recommendations (90)• Task 5 – Ordering replacement stock from suppliers

(90)• Task 6 - Main Menu (90)



E C A

Task 1

Task 2

Task 3

Task 4

Task 5

Task 6


Task 1

• Tasks the database performs• Information it must supply• Data to be input• Processing required• Level of security needed

Not done well

Some used Unit 3 process

Too much narrative

Most got mark for level of security


- Tips• Tasks the database performs

• What does the system say in the scenario• What likely reports should be printed

• Information it must supply• Outputs

• Data to be input• Inputs

• Processing required• Processes

• Level of security needed• Passwords, Internet security, Data protection, How

sensitive

Bullet Points


Task 2

• Create a structure• Apply Validation Rules• Load the Database

4 Tables – Suppliers, Stock, Orders, Branches

Add status field for 2 marks

Presence, List, Range and Format

Presentational Input masks not accepted

Show table and No of records


Task 2 tips

• Create a structure•Normalisation – Identify repeating fields

• Apply Validation Rules•Always try to include at least one of each of the

four types.•Range checks do not need two boundaries

• Load the Database•Do not crop the navigation bar•Wait until number of records displayed


Task 3• Create the interface for the warehouse operator• Apply NewOrder.txt file• Process Pending orders

Simplest solution – Series of screens all calculations done manually

More Complex – Changing status (Update query or append & delete) Adjusting Levels (update query)

Test data needs evidence – need to see new levels etc

Some orders caged some out of stock

Evidence lacking


Task 3 - Tips• Create the interface for the warehouse operator

•Only use fields required •Create buttons for navigation etc• Include screen names and logo

• Apply NewOrder.txt file•Show evidence of anything which should be

changed by this process and explain how it is changed

• Process Pending orders•Take backup and restore to get evidence•Headers with reference in report for each order

processed


Task 4

• Create the Admin Clerk’s interface to input new stock• Enter Deliveries• Explain how the number in stock is updated and the

status changed

Pass marks for manual operation

Higher marks

Update query to add in new stock

Either update query or append/delete queries to update status

Explanation needs evidence


Task 4 tips

• Create the Admin Clerk’s interface to input new stock•Only use fields required •Create buttons for navigation etc• Include screen names and logo

• Enter Deliveries•Show evidence of anything which should be changed

by this process and explain how it is changed• Explain how the number in stock is updated and the

status changed


Task 5

• Create a report which prints out the order for each of the suppliers

• Print the report

Lots of candidates did 4 separate reports

Weak answers but could score well if all report included

Report header used consistently for logo etc


Task 5 - Tips

• Create a report which prints out the order for each of the suppliers

•Sections should be taught•Grouping should be taught•Properties of sections•Report header rarely used as it only printed once•Group headers should be used•Make sure the labels can all be seen

• Print the report•Print the whole report


Task 6

• Create a Menu Screen

Easy marks

Switch board

Unbound form with buttons


Task 6

• Create a Menu Screen•Autoexec or similar

Buttons to run previous activity•Loose navigation bar etc•Loose close function•Shouldn’t be able to close without closing activity


Administration…… Considerable time is still being wasted by the examiners because the examination responses were not supplied in the way required. A large number of candidates failed to supply the activity number and the other required items in the header or footer of their printouts. There were also a large number of cases where the printouts were supplied in the wrong order. Centres should be aware that examination documents are considered to be the e-portfolio described in the Standard Ways of Working section of the specification (practical restrictions mean it is not possible at present to accept the examination work in an e-portfolio). Not having output correctly labelled or in the wrong order is considered to be not “creating an appropriate structure”. Marks are awarded for Standard Ways of Working and students may lose these if their materials are not labelled or badly ordered.



Administration

…… All printouts should be attached to the cover sheet via a single treasury tag to the hole available in the top left corner of the inside of the cover sheet as shown in the instructions. There should be no need to punch extra holes in the cover sheet and the treasury tag should be passed through the cover sheet and the printouts only once. The instructions are clear and the examiners would be grateful if centres could remind candidates to do this.



Unit 9 – Communications & Networks

6959


Unit Assessment

• Examined Unit• 10 Hour Examination• Research and Answer sessions• Based loosely on a scenario

• The scenario this series was based around Bonnington Holiday villages.



• Task 1 – Types of Network (14)• Task 2 – Network Design (27)• Task 3 – Selecting Components (24)• Task 4 – Connectivity (9)• Task 5 – Network Management (14)

•Questions to be answered based on research but directed towards scenario


General Feedback

• Research sessions not used to optimum effect• Lack of depth to answers• Rarely related scenario• Sometimes not related to this sessions questions

•Adapted answers from previous papers inappropriately used


Examination Timings

• Task 1 – Types of Network (90)• Task 2 – Network Design (180)• Task 3 – Selecting Components (180)• Task 4 – Connectivity (60)• Task 5 – Network Management (90)

•Proportion Research/Answering left to Centre



E C A

Task 1

Task 2

Task 3

Task 4

Task 5


Task 1

• Notes on differences (PAN, LAN, MAN, WAN)• Select most appropriate• State any assumptions you are making

Most could describe LAN and WAN unsure of MAN and PAN

Easy and difficult properties

Selection should be of LANS connected to WAN



Task 2

• Produce list of questions prior to initial design• Design Network• Annotate design

Some questions asked were expecting customer to make technical decisions

Some questions asked were answered in the scenario

Network design usually scored well

Annotations were usually labels.Principal Examiners Report


Task 3• Explanation of hardware choices• Explanation of operating network system software• Explanation of transmission media

Should be related to design

Little knowledge of Network Operating System

Some marks for transmission media



Task 4

• Notes on Packet Routing• Notes on Security Implications• Notes on Compatibility

Little knowledge of packet routing

Security not applied to situation – general security comments

No knowledge of joining two networks


Task 5

• Notes on security procedures• Memo explaining legislation

Used last years answers

No explanation of how to set up procedures

Gave methods rather than procedures (Last years answers)

If legislation mentioned there was no explanation of impat and no evidence of research


ResearchThe biggest failing of candidates was their inability to research properly. Most simply put keywords into a search engine and copied the first thing they came across. Little attempt was made to understand what they had printed off and even less attempt was made to relate it to the context.

The question response sessions do not have access to the internet in order to stop candidates simply copying and pasting information in the hope it will get them some marks. It therefore stands to reason that just copy typing sections from the internet is not going to score well.Principal examiner


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Professional Development and Training Applied GCE ICT Achieving success in the Externally Assessed...

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