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Computer Applications Technology Practical Assessment Task (PAT) - 2012 GRADE 12 Assessment Tools

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Signature of Teacher

 

Date

 

Signature of Moderator

 

Date

 
SUMMARY Possible Mark Phase Phase 1 Phase 2 Phase 3 Task Task definition, find, access and
SUMMARY
Possible
Mark
Phase
Phase 1
Phase 2
Phase 3
Task
Task definition, find, access and evaluate information
Task 1 & 2
Use of information – plan, process, analyse
Task 1 - Use of information – synthesise, report (Report)
Task 2 - Use of information – synthesise, report (Presentation)
Mark
Obtained
40
40
Cheating in this task
is the same as
cheating in an exam
paper and the
60
consequences will be
the same!
140
Irregularities will be
investigated
externally.
DECLARATION of AUTHENTICITY

I confirm that all the work submitted for this PAT is my own work except where otherwise indicated, and that I have done all of the following:

Correctly and clearly referenced all sources including text and graphics as appropriate and directed

Not made any use of the work of any other learner.

_______________________________ SIGNATURE OF CANDIDATE:

___________________

DATE

Computer Applications Technology

1

DBE/PAT 2012

NSC(Assessment Tools)

TEACHER: Have own copy of this document ready to interpret speech bubbles where bubbles conceal info:

DO not provide already prepared templates to learners, give them freedom of idividuality by guiding them, not prescribing.

Irregularities wrt PAT handled same as in exam. Teacher and learner to be investigated.

Excel and Access data sets must differ no exporting of data from Excel to Access.

PAT to be completed under controlled conditions and facilitated and monitored by the teacher in class room, NOT at home!

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Computer Applications Technology 2 DBE/PAT 2012 To obtain full NSC(Assessment Tools) marks all 6 Phase 1
Computer Applications Technology
2
DBE/PAT 2012
To obtain full
NSC(Assessment Tools)
marks all 6
Phase 1
Task definition, find, access and evaluate information
bullets in
40
instructions
Name of learner:
2 focus areas:
answered.
Chapter 6.1, pg 185 in Study
Opportunities, gr 12 text book.
-attractions
-attitude and knowledge of
tourism in town
Phase 1: Criteria
NB: 3 different attractions
1
The learner describes the task/problem in his/her own words:
4
3
2 1
0
Clearly described and
unambiguous – clearly
states where the
learner will go and
what needs to be done
Learner clearly
understands all
aspects of the
task/problem
The description is
clear but with minor
shortcomings
Learner understands
most aspects of the
task/problem
The description is
vague, leaving the
reader unsure of what
the purpose is
Learner understands
some aspects of the
task/problem
The description is so
vague that no
discernable purpose
can be found
Little evidence of
understanding the
No description
4
Not just one word
task/problem
15+ questions on
topic = 1 mark.
14 = 0
that does not make
Quality of question
sense, appropriate
2
The main question has been posed to help complete the task direct the investigation
5,6: Do as
combination:
1
3
The learner created a set of questions (at least 15 – 20 overall) to help answer the main question
1
4
Appropriate headings and/or sub-headings have been identified
5
The learner created questions for all headings and/or sub-headings identified
heading +
questions.
Mark as a unit.
1
1
6
Questions are grouped/arranged according to headings/subheadings
1
7
All the questions are relevant to the topic
1
8
The questions are labelled according to level
1
9
Overall variety/quality of questions
Nr 8: It has been labelled = 
Level 1:
Can be answered explicitly by facts, e.g. questions starting with What? When? How many? Where? Who?
Nr 9: Teacher judges levels, do
Level 2:
Help to examine, explore, query, e.g. questions starting with Why? How?
not just accept what learner wrote
Level 3:
Level 4:
Help to adjust, alter or predict, e.g. questions starting with If? What if?
Help you to make a judgment, critique, review or find a larger meaning of some sort, e.g. questions starting with
Would it be better if? What recommendations? How can I determine? What would be the best way?
4
4
3
2 1
0
Four levels of
questions included
Three levels of
questions included
Two levels of
questions included
Only one level of
questions included
No questions
Why was the question
formulated
10
It is indicated how finding the answer to the question will assist the investigation
3
2 1
0
For most questions
For less than 50% of the
questions
No indication
asked? Reason. Relevant
and appropriate.
Teacher to judge
carefully.
3
For each question
11
Scope (as indicated through task definition and questions)
What is the focus area? Is it wide
3
2 1
enough to provide necessary
0
The scope is clear and
manageable. Clear
understanding of the focus
and what will be part of the
investigation.
Some minor shortcomings.
Not always clear on what the
focus will be.
Vague
No clear scope can be
determined.
Unlikely to lead to anything or
info? Teacher read and judge
3
completion of the task.
answer. Look at marks awarded
for 1,2,3 to determine mark.
Judge carefully!
12
Survey or questionnaire
3
2 1
0
Most appropriate use of
survey or questionnaire. Will
provide relevant data to help
the investi-gation or answer
the questions.
Used and will provide some
useful data to help the
investigation or answer the
questions
Used but not appro-priately.
Data collected not always
relevant.
Not used
3
To receive this mark survey/
30 copies of questionnaire to be
handed out to people in
community – NOT scholars.
questionnaire has to be done and
quality of questions has to be
determined. Will questions
provide enough info?
Emphasis on appropriate
questions, not layout of
questionnaire.
Maximum
Mark
Mark
Obtained

Copyright reserved

Learner provides electronic and physical 3 sources: survey, internet, Computer Applications Technology 3 DBE/PAT 2012 (in
Learner provides electronic and physical
3 sources: survey, internet,
Computer Applications Technology
3
DBE/PAT 2012
(in folder/plastic bag) evidence.
printed media
NSC(Assessment Tools)
13
Evidence of sources is available, e.g. completed questionnaires, interviews, photocopies, screen dumps or saved
PLEASE: Mark in
copies of websites
appropriate blocks
Give two marks each for the following up to a maximum of 4 marks: (no evidence = 0)
Completed questionnaires/surveys
Evidence of interviews conducted
Photocopies/clippings from printed
4
or
media or scanned information from
summary of questionnaires/surveys
printed media
Printouts or screen shots of e-mails
Copies or screen shots of whole web
Other: List
pages from websites (not text copied to
word processor only)
14
Data/information found is highlighted/marked/cross-referenced/annotated/linked to the questions asked or to groups
of questions
Info/data to be connected
3
2
1
to question by using same
0
NOT linked to incompleted
3
For all major categories
For most categories
For less than 50% of the
Not indicated
colour or hyperlinks. Any
questionnaire.
(headings/subheadings)
(headings/subheadings)
categories
method.
(headings/subheadings)
15
Evidence that relevant/appropriate data/information was found, i.e. information/data found is likely to direct the
investigation or answer the questions.
Teacher judges
3
2
1
0
whether data
3
found is relevant –
For all categories
For most categories – >=
For less than 50% of the
None
take note of
(headings/subheadings)
50% but < 100%
categories
change in sentence
(headings/subheadings)
(headings/subheadings)
construction for
16
Electronic file structure
clarity.
2
1
0
Learner created an appropriate e-file
Created with minor shortcomings
Not created
structure with subfolders to store files
File structure not appropriate or not
2
and evidence that is clearly labelled
clearly labelled or no subfolders or no
Logical organization within structure
logical organization of documents within
Read until first
structure
mistake (spelling
17
The spelling and grammar of the document was checked and corrected
or grammar) is
1
18
Overall presentation and evaluation of phase 1
encountered,
3
2
1
0
deduct mark.
Phase 1 is done
Minor shortcomings
Some aspects are questionable.
Major shortcomings. Learner is
comprehensively
Learner could encounter problems
unlikely to proceed with subsequent
indicating thorough
with subsequent phases.
phases.
3
thought and planning.
Clear that the learner
will be able to proceed
smoothly with the
subsequent phases.
Total for Phase 1:
40
Comments:
Full marks: score in most
_______________________________________________
categories above average,
especially task description,
_______________________________________________
questions and data.

_______________________________________________

Teacher Signature: ........................................................

Date: ........................................................

Copyright reserved

Keep task def and questions from Ph Computer Applications Technology 4 DBE/PAT 2012 1 in mind
Keep task def and questions from Ph
Computer Applications Technology
4
DBE/PAT 2012
1 in mind – correlation. Physical
NSC(Assessment Tools)
Phase 2
Task 1:
Use information – plan
layout of report.
Tip: if outline numbering is used to
Task 2:
Use information – process/analyse
do this planning, learner can use it as
40
is to write report in Ph 3.
Name of learner:
Phase 2: Criteria
Planning – Task 1
1
Planning document
3
2 1
0
Planning is clearly done by
Planning is done by section
Planning done, but not by
No planning
section and paragraph
and paragraph in most
section and paragraph
Learner clearly understands
instances
Indication of
3
the problem and where
Planning shows some
what info is
he/she is heading
evidence of understanding
going to be
Learner shows insight in
and insight
used where
planning and use of
(paragraph).
information
2
The planning framework is created in an appropriate format, e.g. diagram, mind map, storyboard, word outline with
1
headings and subheadings
3
Organisation of information
3
2 1
0
Planning framework clearly
Planning framework
Framework given but not
Not included
Questions to be
3
indicates how information will
indicates how information will
clear on how information will
added where
be organised and used
be organised and used with
be organised and used
learner plans to
minor shortcomings
answer it in
4
Questions
report.
3
2 1
0
If only nr of the
Planning framework clearly
Planning framework outlines
Framework given but not
Not indicated
quest is typed,
outlines and indicates where
and indicates where the
clear on how questions will
teacher must
the questions (grouped
questions (grouped
be accommodated
check that it is
3
according to headings and
according to headings and
correct
subheadings) will be
subheadings) will be
question.
accommodated in the final
accommodated in the final
report
report but with minor
shortcomings
5
Paragraphs
2
1
0
Planning framework indicates briefly
Planning framework indicates briefly
No indication
2
what one could expect in each
what to expect for some
paragraph
paragraphs/sections
Short sentence
about what learner
is going to write in
each paragraph.
Must fit with
questions as
indicated at nr 4.
Maximum
Mark
Mark
Obtained

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Computer Applications Technology 5 DBE/PAT 2012 NSC(Assessment Tools) Mark 6 and 7 as unit: if learner
Computer Applications Technology
5
DBE/PAT 2012
NSC(Assessment Tools)
Mark 6 and 7 as unit: if
learner indicates in
sentences that he will be
using all 4 packages =
6
Planning document indicates THAT all four different application programs will be used to solve the problem
1
1 mark at nr 6.
7
Appropriate use of packages
For 3 marks at nr 7:
3
2
1
0
learner must specifically
The use of all four packages
The use of one of the
The use of more than one of
Not appropriate at all
indicate how he will be
is most appropriate in all
packages is not appropriate
the four packages is not
using each package. Must
refer to context of his task.
3
instances in the context of
in the context of the
always appropriate
the task/directing the
task/directing the
investigation.
investigation.
Use of application programs (spreadsheet and database) – Task 2
Stranger must be able to
Spreadsheet
understand spreadsheet at
8
Design
a glance: headings clear,
2
1
0
borders, colour where
The design of the spreadsheet allows
Information can be interpreted but there
Difficult to interpret or not clear
2
necessary, meaningful.
for easy interpretation of information.
are minor shortcomings or some vague
areas.
9
Functions/formulae/calculations
3
2
1
0
Functions/formulae/
Functions/formulae/
Used but shows little
Not used.
calculations used are
calculations aswer questions
evidence of understanding
3
meaningful. Definitely
but with minor gaps.
the problem.
answers questions and
Contribu-tion to solution not
More than 1 +
meaningful for 3
marks.
2 marks: 1
func/form or 2 not
meaningful.
contributes to the solution.
always clear or some-times
forced.
10
Use of Graph(s)
1 Meaningful
graph is enough
2
1
0
Graph(s) included are meaningful and
Graph(s) do not always serve a
No graphs included.
2
serve a purpose. Definitely answers
purpose or contribute to answering
questions and contributes to the
questions. “Forced” in some instances.
solution.
11
Design of Graph(s)
2
1
0
Headings, labels, legends and
Shortcomings make it difficult to
No graphs included.
formatting make it easy to interpret the
understand and interpret.
Headings, labels,
legends added.
Min 1 – no heading
Min 1 – no axis
labels.
2
graph.
Clear and easy to understand and
interpret.
Database
12
Design
2
1
0
The design of the database allows for
Information can be interpreted and
Difficult to interpret or capture
easy interpretation and capturing of
captured but there are minor
information and not clear.
Correct data types
and 1 property
changed for 2
marks.
2
information.
shortcomings or some vague areas.
Good design principles used, e.g. field
types, size, properties
13
Table
2
1
0
Table definitely includes an appropriate
Could have included more records.
No records or table
2
number (20+) of meaningful records
to answer questions and solve the
problem.

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Computer Applications Technology

6

DBE/PAT 2012

NSC(Assessment Tools)

14 Queries More than 1 meaningful query 3 2 1 0 Queries are meaningful Answers questions
14
Queries
More than 1
meaningful query
3
2 1
0
Queries are meaningful
Answers questions but with
Shows little evidence of
No queries
3
Definitely answers questions
some minor gaps
understanding the problem
and contributes to the
solution
15
Reports
More than 1
meaningful report
3
2 1
0
Reports are meaningful
Answers questions but with
Shows little evidence of
No reports
3
Definitely answers questions
some minor gaps
understanding the problem
and contributes to the
solution
16
Calculations
Meaningful
2
1
0
calculation either
Calculations in reports and/or queries
Answers questions but with some minor
No calculations used in reports and/or
in query or report.
2
are meaningful
gaps
queries
Or both.
Definitely answers questions and
Contribution to solution not always clear
contributes to the solution
or sometimes forced
17
Overall presentation and evaluation of phase 2
3
2 1
0
Phase 2 is done
Minor shortcomings
Some aspects are
Major shortcomings. Learner
comprehensively indicating
questionable. Learner could
is unlikely to proceed with
thorough thought and
encounter problems with the
the next phase.
3
planning. Clear that the
next phase.
Be strict but just
learner will be able to
proceed smoothly with the
next phase.
Total for Phase 2 - Tasks 1 & 2
40

Comments:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Teacher Signature: .......................................................

Date: ........................................................

Copyright reserved

Computer Applications Technology

7

DBE/PAT 2012

NSC(Assessment Tools) Phase 3 OWN WORDS! Task 1 and 2: Use information – Final presentation/synthesis 60
NSC(Assessment Tools)
Phase 3
OWN WORDS!
Task 1 and 2: Use information – Final presentation/synthesis
60
Name of learner:
Task 1 and 2: Criteria
Keep phase 2 open to ensure that it
correlates with report!
Task 1-Report
Introduction
1
Introduction
2
1
0
2
Problem clearly stated. Reader knows
Some shortcomings
No introduction
what the report is about
Flow of thought
2
Organisation of information
2
1
0
Well organised using
Headings/subheadings do not always
No information or no
2
headings/subheadings that group
group related information
headings/subheadings used
related information together
Not meaningless clipart – must
3
Graphics/images
2
1
support paragraph/info.
For example: Graphs and real
0
Relevant and support or explain
Do not always support or explain content
No graphics/images or totally irrelevant
photos
2
content/contribute in meaningful
or not always meaningful or not always
manner.
part of report
Woven into report
Problem (Hypothesis) and conclusion
4
Content vs. the original problem (hypothesis) – the questions posed in previous tasks
2
1
0
Content relates to the original
Some shortcomings
No relationship
2
problem/questions posed. Clear
relationship throughout
5
Data or information
Questions or info
not to be copied.
Own words.
2
1
0
2
No duplication of data or information
Some data or information unnecessary
Many instances of duplication
duplicated
6
Findings
2
1
0
2
Clear and make sense
Not always clear or meaningful
Unclear or not meaningful
7
Proposal/plan/solutions/recommendations
2
1
0
2
Well-supported by data or evidence
Some shortcomings – not always
No data or evidence to support or not
in a meaningful manner
supported or not always meaningful
meaningful
8
Hyperlinks to evidence
To ensure that hyperlinks work: copy
the docs to be linked to same folder
2
1
0
2
report and PP is created in.
Active hyperlinks to supporting
Some shortcomings, e.g. hyperlinks not
No hyperlinks
documentation and/or evidence
active or not working correctly
9
Conclusion
2
1
0
Conclusion answers the main
Conclusion does not answer the main
No conclusion
2
question and provides a clear
question or does not provide a clear
finding/solution/recommendation/plan/
finding/solution/ recommendation/ plan/
proposal
proposal
Maximum
Mark
Mark
Obtained

Copyright reserved

Computer Applications Technology

8

DBE/PAT 2012

NSC(Assessment Tools)

10 The learner intepreted information/ conveyed thoughtful ideas/knowledge 3 2 1 0 Learner effectively Interprets some
10
The learner intepreted information/ conveyed thoughtful ideas/knowledge
3
2
1
0
Learner effectively
Interprets some information
Interpretation not always
Little evidence of
interprets information and
and conveys some
correct. Conveys
understanding the problem or
conveys knowledge/
knowledge/ thoughtful ideas
knowledge/ideas of others
issue.
3
thoughtful ideas based on
which addresses original
with regard to the original
his/her findings which
problem or issue
problem or issue.
effectively addresses the
original problem or issue
Physical layout and handling of sources
11
Title page present
1
12
Table of contents present
1
13
References present (See Appendix example for a sample method of a declaration of own work)
1
14
Sources cited correctly, using APA or Harvard method (See Appendix for examples)
1
Word processing
15
Table of contents is created automatically using a word processing function
1
16
Automatic page numbering used on all pages, except cover page
1
17
Spelling and grammar
2
1
0
Spelling and grammar checked and
One or two errors
More than two errors
2
corrected
No evidence of obvious spelling and
grammar errors
18
Other advanced technique(s) used (at least 2 other – 2 marks each), e.g. automatic index, cross- referencing,
bookmarks etc.
Captions,
footnote/endnote
that works as it
should!
4
List each of the techniques used.
Task 2 - Fourth package – Criteria for presentations, web authoring, desktop publishing 1
Physical appearance
19
Title page/slide/front cover present
1
20
Table of contents or menu present
1
21
Introduction clearly states what the audience can expect
1
22
The body slides/pages are arranged logically according to the content/subheadings
1
23
Action buttons/hot spots/hyperlinks used to link to other sections/slides/supporting documentation
1
24
Logical navigation through action buttons, hot spots or hyperlinks – adds value
1
25
The conclusion suggests a solution/conveys a message
1
26
The summary/solutions solves the problem stated in the introduction
1
27
Graphics/images explain/enhance content/motivate solution/recommendation
Read comment at nr 3
1
28
Appropriate and tasteful use of colours of background and fonts (consistent use of colour, appearances and styles)
1
29
Appearance suited to target group
1
30
Spelling and grammar checked
2
1
0
Spelling and grammar checked and
One or two errors
More than two errors
2
corrected
No evidence of obvious spelling and
grammar errors
31
Uniform alignment and styles where needed to give professional appearance
1
32
Quality of multimedia effects: sparingly, appropriately, tastefully and professionally used
1
33
Quality of animation: tastefully used on text, images and graphs where it contributes to meaning
1
34
Quality of transitions/timings with regard to animations: sparingly used, appropriate, tasteful and meaningful
1
35
Slides/pages not too “busy”
1
Multimedia: NOT built in animations or
sounds. Something learner did extra: sound
clip, video clip he brought to school.
Please guide learners not to copy and paste
from report, but to use only words or phrases.
More or less 7 lines on slide only.

1 Suitable assessment criteria must be substituted if another package other than a web-authoring, presentations program or DTP package is used.

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Computer Applications Technology

9

DBE/PAT 2012

NSC(Assessment Tools) 36 Integration between packages such as import/export/copy and paste/mail merge/hyperlinks 3 2 1 0
NSC(Assessment Tools)
36
Integration between packages such as import/export/copy and paste/mail merge/hyperlinks
3
2
1
0
Integration between
Integration between
Integration does not always
No integration
packages is very meaningful
packages is meaningful and
serve a purpose or does not
in all instances.
has a purpose in most
contribute to the solution.
3
Integration has a clear
instances.
Forced in some instances
purpose and contributes to
Minor shortcomings.
the solution in every instance
Contributes to the solution in
where used.
most instances.
37
File organisation
2
1
0
Files and documents are well
Files and documents organised and
Files and documents disorganised,
organised using folders and
labelled with minor shortcomings
difficult to find
2
subfolders
Not always easy to find or not clearly
All files and folders are clearly labelled
labelled
and easy to find
Logical organisation within structure
Refers to whole
phase 3 – not just
PP.
38
Overall evaluation
4
3 2
1 0
Excellent
Proficient
Adequate
Lacking in many areas.
Major shortcomings
Wow!
Yes, looking good
Yes, but some room
Limited insight
No insight
4
Learner shows
Learner shows insight
for improvement.
excellent insight
Shows insight in some
areas
Total for Phase 3 - Task 1 and 2
60

Comments:

_________________________________________________________________________

_________________________________________________________________________

Teacher Signature: .......................................................

Date: ........................................................

Copyright reserved

Computer Applications Technology

10

DBE/PAT 2012

NSC(Assessment Tools)

Appendix A: Examples of Referencing

There are some minor differences depending on which referencing method you use, as well as the media involved e.g. the Internet, a book or a CD. Most referencing systems require you to quote the author(s), publishers, title of the article or book, date published, all depending on availability.

There are specific requirements for referencing articles found on the Internet and CD. The following are examples of how to correctly reference based on the APA and Harvard methods:

Internet (APA method)

Murphy, I. (no date). Basic Facts. Retrieved 4 February 2012, from:

http://www.mywebsite.co.za/stats.html

Internet (Harvard method)

Word Education Foundation (2 October 2010). Subjects for a modern high school. Available from:

http://www.wef.org.uk/articles/page1.html. (Accessed 4 February 2012)

Books (APA/Harvard methods):

Smith, D. (2009). Education for the 21st Century. Cape Town: Pinnacle Publishers. Jones, A & Smith, D. (2010). A relevant 21st Century Curriculum. London: Maxwell Press.

Electronic encyclopaedias(APA/Harvard methods):

'Oxygen'. Discovering Earth [CD]. Educational Media Corporation.

Pyke, Nicholas. Secondary Education. Microsoft Encarta 2007 [CD]. Microsoft Corporation.

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