NATIONAL CERTIFICATES (VOCATIONAL)

ASSESSMENT GUIDELINES

COMPUTER PROGRAMMING
NQF Level 4

Implementation: January 2020

 COMPUTER PROGRAMMING – LEVEL 4
CONTENTS
SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 Assessment in the National Certificates (Vocational)

2 Assessment framework for vocational qualifications
2.1 Internal continuous assessment (ICASS)
2.2 External summative assessment (ESASS)
3 Moderation of assessment
3.1 Internal moderation
3.2 External moderation
4 Period of validity of internal continuous assessment (ICASS)
5 Assessor requirements
6 Types of assessment
6.1 Baseline assessment
6.2 Diagnostic assessment
6.3 Formative assessment
6.4 Summative assessment
7 Planning assessment
7.1 Collecting evidence
7.2 Recording
7.3 Reporting
8 Methods of assessment
9 Instruments and tools for collecting evidence
10 Tools for assessing student performance
11 Selecting and/or designing recording and reporting systems
12 Competence descriptions
13 Strategies for collecting evidence
13.1 Record sheets
13.2 Checklists

SECTION C: ASSESSMENT IN COMPUTER PROGRAMMING

1 Schedule of assessment
2 Recording and reporting
3 Internal assessment of Subject Outcomes in Computer Programming - Level 4
4 Specifications for external assessment in Computer Programming - Level 4
4.1 Integrated summative assessment task (ISAT)
4.2 National Examination
 Computer Programming Level 4 (January 2020)
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SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

This document provides the lecturer with guidelines to develop and implement a coherent, integrated
assessment system for Computer Programming in the National Certificates (Vocational). It must be read with
the National Policy Regarding Further Education and Training Programmes: Approval of the Documents, Policy
for the National Certificates (Vocational) Qualifications at Levels 2 to 4 on the National Qualifications Framework
(NQF). This assessment guideline will be used for National Qualifications Framework Levels 2-4.
This document explains the requirements for the internal and external subject assessment. The lecturer must
use this document with the Subject Guidelines: Computer Programming to prepare for and deliver Computer
Programming. Lecturers should use a variety of resources and apply a range of assessment skills in the setting,
marking and recording of assessment tasks.

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

Assessment in the National Certificates (Vocational) is underpinned by the objectives of the National
Qualifications Framework (NQF). These objectives are to:
• Create an integrated national framework for learning achievements.
• Facilitate access to and progression within education, training and career paths.
• Enhance the quality of education and training.
• Redress unfair discrimination and past imbalances and thereby accelerate employment opportunities.
• Contribute to the holistic development of the student by addressing:
 social adjustment and responsibility;
 moral accountability and ethical work orientation;
 economic participation; and
 nation-building.

The principles that drive these objectives are:

• Integration
To adopt a unified approach to education and training that will strengthen the human resources development
capacity of the nation.
• Relevance
To be dynamic and responsive to national development needs.
• Credibility
To demonstrate national and international value and recognition of qualification and acquired competencies
and skills.
• Coherence
To work within a consistent framework of principles and certification.
• Flexibility
To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for different learning
styles and use a range of assessment methods, instruments and techniques.
• Participation
To enable stakeholders to participate in setting standards and co-ordinating the achievement of the
qualification.
• Access
To address barriers to learning at each level to facilitate students’ progress.

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• Progression
To ensure that the qualification framework permits individuals to move through the levels of the national
qualification via different, appropriate combinations of the components of the delivery system.
• Portability
To enable students to transfer credits of qualifications from one learning institution and/or employer to
another institution or employer.
• Articulation
To allow for vertical and horizontal mobility in the education system when accredited pre-requisites have
been successfully completed.
• Recognition of Prior Learning
To grant credits for a unit of learning following an assessment or if a student possesses the capabilities
specified in the outcomes statement.
• Validity of assessments
To ensure assessment covers a broad range of knowledge, skills, values and attitudes (SKVAs) needed to
demonstrate applied competency. This is achieved through:
 clearly stating the outcome to be assessed;
 selecting the appropriate or suitable evidence;
 matching the evidence with a compatible or appropriate method of assessment; and
 selecting and constructing an instrument(s) of assessment.
• Reliability
To assure assessment practices are consistent so that the same result or judgment is arrived at if the
assessment is replicated in the same context. This demands consistency in the interpretation of evidence;
therefore, careful monitoring of assessment is vital.
• Fairness and transparency
To verify that no assessment process or method(s) hinders or unfairly advantages any student. The following
could constitute unfairness in assessment:
 Inequality of opportunities, resources or teaching and learning approaches
 Bias based on ethnicity, race, gender, age, disability or social class
 Lack of clarity regarding Learning Outcome being assessed
 Comparison of students’ work with other students, based on learning styles and language
• Practicability and cost-effectiveness
To integrate assessment practices within an outcomes-based education and training system and strive for
cost and time-effective assessment.

2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

The assessment structure for the National Certificates (Vocational) qualification is as follows:

2.1 Internal continuous assessment (ICASS)

Knowledge, skills values, and attitudes (SKVAs) are assessed throughout the year using assessment
instruments such as projects, tests, assignments, investigations, role-play and case studies. The internal
continuous assessment (ICASS) practical component is undertaken in a real workplace, a workshop or a
“Structured Environment”. This component is moderated internally and externally quality assured by Umalusi.
All internal continuous assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be
readily available for monitoring, moderation and verification purposes.

2.2 External summative assessment (ESASS)

The external summative assessment is either a single or a set of written papers set to the requirements of
the Subject Learning Outcomes. The Department of Higher Education and Training administers the theoretical
component according to relevant assessment policies.

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A compulsory component of external summative assessment (ESASS) is the integrated summative

assessment task (ISAT). This assessment task draws on the students’ cumulative learning throughout the
year. The task requires integrated application of competence and is executed under strict assessment
conditions. The task should take place in a simulated or “Structured Environment”. The integrated summative
assessment task (ISAT) is the most significant test of students’ ability to apply acquired knowledge.
The integrated assessment approach allows students to be assessed in more than one subject with the
same integrated summative assessment task (ISAT).
External summative assessments will be conducted annually between October and December, with
provision made for supplementary sittings.

3 MODERATION OF ASSESSMENT

3.1 Internal moderation

Assessment must be moderated according to the internal moderation policy of the Technical and Vocational
Education and Training (TVET) college. Internal college moderation is a continuous process. The moderator’s
involvement starts with the planning of assessment methods and instruments and follows with continuous
collaboration with and support to the assessors. Internal moderation creates common understanding of
Assessment Standards and maintains these across vocational programmes.

3.2 External moderation

External moderation is conducted by the Department of Higher Education and Training, Umalusi and, where
relevant, an Education and Training Quality Assurance (ETQA) body according to South African Qualifications
Authority (SAQA) and Umalusi standards and requirements.
The external moderator:
• monitors and evaluates the standard of all summative assessments;
• maintains standards by exercising appropriate influence and control over assessors;
• ensures proper procedures are followed;
• ensures summative integrated assessments are correctly administered;
• observes a minimum sample of ten (10) to twenty-five (25) percent of summative assessments;
• gives written feedback to the relevant quality assuror; and
• moderates in case of a dispute between an assessor and a student.
Policy on inclusive education requires that assessment procedures be customised for students who experience
barriers to learning, and supported to enable these students to achieve their maximum potential.

4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

The period of validity of the internal continuous assessment mark is determined by the National Policy on the
Conduct, Administration and Management of the Assessment of the National Certificates (Vocational).
The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment for which
it constitutes a component.

5 ASSESSOR REQUIREMENTS
Assessors must be subject specialists and should ideally be declared competent against the standards set
by the ETDP SETA. If the lecturer conducting the assessments has not been declared a competent
assessor, an assessor who has been declared competent may be appointed to oversee the assessment
process to ensure the quality and integrity of assessments.

6 TYPES OF ASSESSMENT
Assessment benefits the student and the lecturer informs students about their progress and helps
lecturers make informed decisions at different stages of the learning process. Depending on the intended
purpose, different types of assessment can be used.

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6.1 Baseline assessment

At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills,
values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan
learning programmes and learning activities.

6.2 Diagnostic assessment

This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is
followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to
make referrals for students requiring specialist help.

6.3 Formative assessment

This assessment monitors and supports teaching and learning. It determines student strengths and
weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment.

6.4 Summative assessment

This type of assessment gives an overall picture of student progress at a given time. It determines whether
the student is sufficiently competent to progress to the next level.

7 PLANNING ASSESSMENT
An assessment plan should cover three main processes:

7.1 Collecting evidence

The assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, what
assessment method or activity will be used and when this assessment will be conducted.

7.2 Recording
Recording refers to the assessment instruments or tools with which the assessment will be captured or
recorded. Therefore, appropriate assessment instruments must be developed or adapted.

7.3 Reporting
All the evidence is put together in a report to deliver a decision for the subject.

8 METHODS OF ASSESSMENT
Methods of assessment refer to who carries out the assessment and includes lecturer assessment, self-
assessment, peer assessment and group assessment.
The lecturer assesses students’ performance against given criteria in different
LECTURER ASSESSMENT
contexts, such as individual work, group work, etc.
Students assess their own performance against given criteria in different contexts,
SELF-ASSESSMENT
such as individual work, group work, etc.
Students assess another student’s or group of students’ performance against
PEER ASSESSMENT
given criteria in different contexts, such as individual work, group work, etc.
Students assess the individual performance of other students within a group or
GROUP ASSESSMENT
the overall performance of a group of students against given criteria.

9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence
(PoE).
The following table summarises a variety of methods and instruments for collecting evidence. A method and
instrument is chosen to give students ample opportunity to demonstrate the Subject Outcome has been
attained. This will only be possible if the chosen methods and instruments are appropriate for the target
group and the Specific Outcome being assessed.

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METHODS FOR COLLECTING EVIDENCE

Observation-based Task-based Test-based
(Less structured) (Structured) (More structured)
• Observation • Assignments or tasks • Examinations
• Class questions • Projects • Class tests
• Lecturer, student, • Investigations or • Practical examinations
parent discussions research • Oral tests
Assessment instruments • Case studies • Open-book tests
• Practical exercises
• Demonstrations
• Role-play
• Interviews
• Observation sheets • Checklists • Marks (e.g. %)
Assessment tools • Lecturer’s notes • Rating scales • Rating scales (1-7)
• Comments • Rubrics
• Focus on individual Open middle: Students Students answer the same
students produce the same questions in the same way,
• Subjective evidence evidence but in different within the same time.
Evidence based on lecturer ways.
observations and Open end: Students use
impressions same process to achieve
different results.

10 TOOLS FOR ASSESSING STUDENT PERFORMANCE

Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10 or 50%) is defined
in detail. The detail is as important as the coded score. Traditional marking, assessment and evaluation mostly
used rating scales without details such as what was right or wrong, weak or strong, etc.
Task lists and checklists show the student what needs to be done. These consist of short statements
describing the expected performance in a particular task. The statements on the checklist can be ticked off
when the student has adequately achieved the criterion. Checklists and task lists are useful in peer or group
assessment activities.
Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum level of
acceptable performance or achievement for each criterion. Using rubrics is a different way of assessing and
cannot be compared to tests. Each criterion described in the rubric must be assessed separately. Mainly two
types of rubrics, namely holistic and analytical, are used.

11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

The selection or design of recording and reporting systems depends on the purpose of recording and reporting
student achievement. Why particular information is recorded and how it is recorded determine which
instrument will be used.
Computer-based systems, for example spreadsheets, are cost and time effective. The recording system should
be user-friendly and information should be easily accessed and retrieved.

12 COMPETENCE DESCRIPTIONS
All assessment should award marks to evaluate specific assessment tasks. However, marks should be awarded
against rubrics and not be simply a total of ticks for right answers. Rubrics should explain the competence level
descriptors for the skills, knowledge, values and attitudes (SKVAs) that a student must demonstrate to
achieve each level of the rating scale.
When lecturers or assessors prepare an assessment task or question, they must ensure that the task or
question addresses an aspect of a Subject Outcome. The relevant Assessment Standard must be used to
create the rubric to assess the task or question. The descriptions must clearly indicate the minimum level of
attainment for each category on the rating scale.

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13 STRATEGIES FOR COLLECTING EVIDENCE

A number of different assessment instruments may be used to collect and record evidence. Examples of
instruments that can be (adapted and) used in the classroom include:

13.1 Record sheets

The lecturer observes students working in a group. These observations are recorded in a summary table at the
end of each project. The lecturer can design a record sheet to observe students’ interactive and problem-
solving skills, attitudes towards group work and involvement in a group activity.

13.2 Checklists
Checklists should have clear categories to ensure that the objectives are effectively met. The categories should
describe how the activities are evaluated and against what criteria they are evaluated. Space for comments is
essential.

SECTION C: ASSESSMENT IN COMPUTER PROGRAMMING

1 SCHEDULE OF ASSESSMENT
At NQF levels 2, 3 and 4, lecturers will conduct assessments as well as develop a schedule of formal
assessments that will be undertaken in the year. All three levels also have an external examination that
accounts for 50 percent of the total mark. The marks allocated to assessment tasks completed during the year,
kept or recorded in a Portfolio of Evidence (PoE), account for the other 50 percent.
The Portfolio of Evidence (PoE) and the external assessment include practical and written components. The
practical assessment in Computer Programming must, where necessary, be subjected to external
moderation by Umalusi or an appropriate Education and Training Quality Assurance (ETQA) body, appointed
by the Umalusi Council in terms of Section 28(2) of the General and Further Education and Training Quality
Assurance Act, 2001 (Act No. 58 of 2001).

2 RECORDING AND REPORTING

Computer Programming, as is the case for all the other Vocational subjects, is assessed according to five levels
of competence. The level descriptions are explained in the following table.
Scale of Achievement for the Vocational component
RATING CODE RATING MARKS %
5 Outstanding 80-100
4 Highly Competent 70-79
3 Competent 50-69
2 Not yet competent 40-49
1 Not achieved 0-39

The programme of assessment should be recorded in the Lecturer’s Portfolio of Assessment for each
subject. The following at least should be included in the Lecturer’s Assessment Portfolio:
• A contents page
• The formal schedule of assessment
• The requirements for each assessment task
• The tools used for each assessment task
• Recording instrument(s) for each assessment task
• A mark sheet and report for each assessment task
The college must standardise these documents.

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The student’s Portfolio of Evidence (PoE) must include at least:

• A contents page
• The assessment tasks according to the assessment schedule
• The assessment tools or instruments for the task
• A record of the marks (and comments) achieved for each task
Where a task cannot be contained as evidence in the Portfolio of Evidence (PoE), its exact location must be
recorded and it must be readily available for moderation purposes.

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ASSESSMENT OF COMPUTER PROGRAMMING

LEVEL 4

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3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN COMPUTER PROGRAMMING - LEVEL 4

IMPORTANT NOTE:
All topics and outcome mastered in prerequisite programming related subjects (Computer
Programming Level 3 and Introduction to Systems Development Level 2) are also applicable as part of
Computer Programming Level 4.

Topic 1: Object Oriented Programming

SUBJECT OUTCOME

1.1 Describe basic object oriented concepts

ASSESSMENT STANDARD LEARNING OUTCOME
• The description explains the basic principles of a class. • Explain the basic principles of a class.
• The description explains the basic principles of an • Explain the basic principles of an object.
object.
Range: Definition and implementation of objects
• The description explains an abstract data type • Describe an abstract data type in the context of class
in the context of class data members. data members.

• The description identifies and differentiates • identify and differentiate between types of methods
between types of methods in a class. in a class.
• The description explains the basic principles of • Explain the basic principles of information hiding and
information hiding and encapsulation. encapsulation.
• The description explains the basic principles of • Explain the basic principles of inheritance.
inheritance
• The description explains the basic principles of • Explain the basic principles of polymorphism.
polymorphism
Range: overload/override toString() method
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/practical work
• Assignments
• Group work

SUBJECT OUTCOME

1.2 Describe the fundamental differences between object oriented and procedural programming
ASSESSMENT STANDARD LEARNING OUTCOME
• The description explains the implementation of classes • Explain the implementation of classes in object oriented
in object orientated programming, using examples programming, using examples
• The description explains encapsulation of data and • Explain encapsulation of data and functions/methods
functions/methods in OO versus procedural (in classes)
programming
• Global data sharing is minimised to enable weak • Describe how global data sharing is minimised to
coupling, and modules exhibit functional cohesion. enable weak coupling.
• Describe how modules exhibit functional cohesion.
• The description identifies possible classes for simple • Explain and identify possible classes for simple
examples and problems examples and problems
• Range: similar complexity, to application mastered in
Basic programming principles and standards
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/practical work
• Assignments
• Group work
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SUBJECT OUTCOME

1.3 Implement object oriented techniques in development of a solution

ASSESSMENT STANDARD LEARNING OUTCOME
• A class represented in a UML diagram • Represent a class in a UML diagram

• Objects and classes are identified and classes are • Identify objects and classes
defined to provide a solution to a given • Implement a class/classes in a solution to a given
problem/scenario problem/scenario
• Range: object identification, class design, objects
instantiation, methods, encapsulation, inheritance,
polymorphism
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

Topic 2: Advanced Data Structures

SUBJECT OUTCOME

2.1 Demonstrate an understanding of multi-dimensional data structures

ASSESSMENT STANDARD LEARNING OUTCOME
• The demonstration identifies and describes • Identify and describe the concept of multi-dimensional
multi-dimensional data structures. data structures.
Range: two-dimensional arrays, tables

• The demonstration explains and illustrates features of • Explain and illustrate features of the multi-
multi-dimensional data structures. dimensional data structures.
Range: two-dimensional arrays, tables
• The use of data structures when demonstrating • Explain how to use multi-dimensional data structures
manipulation of data is explained. when demonstrating the manipulation of data.
Range: inserting, deleting, modifying
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

2.2 Demonstrate an understanding of Object Lists.

ASSESSMENT STANDARD LEARNING OUTCOME
• The demonstration identifies and describes • Identify and describe the concept of lists of objects.
object lists.
Range: object arrays, collections, lists

• The demonstration explains and illustrates uses of • Explain and illustrate uses of the arrays of
arrays of objects. objects.
Range: two-dimensional arrays, tables
• The use of object collections and lists when • Explain how to use object collections and lists when
demonstrating manipulation of data is demonstrating the manipulation of data.
explained.
Range: object collection/list: inserting, deleting, modifying

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ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

Topic 3: Database application design

SUBJECT OUTCOMES

3.1 Review the requirements for database access for a computer programming solution.
ASSESSMENT STANDARD LEARNING OUTCOME
• The review identifies and explains the feasibility of the • Identify and explain the feasibility of the requirements.
requirements.
• The review identifies the database access objectives • Explain and identify database access objectives and
and critical performance factors. critical performance factors
• The review explains how to estimate costs for the • Explain how to estimate costs for the development effort
development effort required required.
• The review explains the need for adopting a review • Explain the need for adopting a review procedure to
procedure to ensure that the outcomes meet the ensure that the outcomes meet the database access
database access requirements. requirements.
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOMES

3.2 Design database access for a computer application

ASSESSMENT STANDARD LEARNING OUTCOME
• The design describes and demonstrates design • Describe and demonstrate design implementation per
implementation per user requirements. user requirements
• The design of the database structure that resembles the • Describe and demonstrate the design of the database
output from the data analysis is described and structure that resembles the output from the data
demonstrated. analysis
• The manner in which the design ensures that the • Describe and demonstrate how to ensure that the
structure of each table in the database adheres to the structure of each table in the database adheres to the
third normal form (normalised tables) is described and third normal form.
demonstrated.
• The design identifies and demonstrates the methods of • Identify and demonstrate the methods of accessing
accessing data. data.
• The key relationships between the tables within the • Identify the key relationships between the tables within
database are identified. the database
• Strategies in the design to ensure that the data types for • Explain and demonstrate how to ensure that the data
primary and foreign keys are consistent throughout the types for primary and foreign keys are consistent
database are explained and demonstrated. throughout the database.
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

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SUBJECT OUTCOMES

3.3 Write program code for database access for an application implementing SQL
ASSESSMENT STANDARD LEARNING OUTCOME
• A method for external data connection and access is • Identify and implement a method for external data
identified, and implemented using program code connection and access using program code
• Range: a connection string, data base object, data
objects e.g. table objects, session objects
• The manner in which the program code uses language • Demonstrate how the program code will use language
constructs to facilitate the implementation of the solution constructs to facilitate the implementation of the
is demonstrated. solution.
• Tables are joined in a query to satisfy a requirement • Explain and demonstrate how to join tables in a query to
satisfy a requirement
• Program code is constructed that preserves the integrity • Describe how to construct program code that preserves
of the data being accessed by multiple users and the integrity of data being accessed by multiple users
processes. and processes.
Range: inserts, updates
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOMES

3.4 Test programs for an application that accesses a database

ASSESSMENT STANDARD LEARNING OUTCOME
• The manner in which testing checks all program logic • Describe and demonstrate how testing checks all
paths is described and demonstrated program logic paths.
• The manner in which testing corrects program code to • Describe and demonstrate how testing corrects program
eliminate errors identified is described and code to eliminate errors identified.
demonstrated.
• The manner in which testing verifies that the database • Describe and demonstrate how testing verifies that the
access functions in the required environment is database access functions in the required environment
described and demonstrated.
• The manner in which testing verifies that the database • Describe and demonstrate how testing verifies that the
access performs according to the design requirements database access performs according to the design
is described and demonstrated. requirements.
• The manner in which testing verifies that the database • Describe and demonstrate how testing verifies that the
functions according to the design requirements is database functions according to the design
described and demonstrated. requirements.
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

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SUBJECT OUTCOMES

3.5 Document programs for a computer application that accesses a database

ASSESSMENT STANDARD LEARNING OUTCOME
• The manner in which the documentation enhances the • Describe how the documentation enhances the
understanding of the program code is described. understanding of the program code.
• The manner in which the documentation complements • Describe how the documentation complements the self-
self-documenting attributes of the program code is documenting attributes of the program code.
described.
• Documentation is developed to support the design, • Develop documentation to support the design, program
program code and solution code and solution
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

Topic 4: The Internet and the World Wide Web applications

SUBJECT OUTCOME

4.1 Explain the internet and the World Wide Web in relation to application development
ASSESSMENT STANDARD LEARNING OUTCOME
• The internet and the Web are explained. • Explain the internet and the Web.

• Web accessibility standards for information on the • Explain Web accessibility standards for
Web is explained. information on the Web.
• Popular uses of the Web are discussed. • Discuss popular uses of the Web.

• The Web development process is explained. • Explain the process of Web development.

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

4.2 Explain Networking concepts related to internet applications

ASSESSMENT STANDARD LEARNING OUTCOME
• Networking models are explained • Explain networking models.

• Internet protocols are explained • Explain internet protocols.

• Uniform resource identifiers and domain names • Use uniform resource identifiers and domain names.
are used
ASSESSMENT TASKS OR ACTIVITIES

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• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

4.3 Assess information on the Web

ASSESSMENT STANDARD LEARNING OUTCOME
• Reliability of information on the Web is explained. • Explain Reliability of information on the Web.

• The concept of using information ethically on the • Explain the concept of using information ethically on the
web us explained. web
• Copyright issues related to Internet development is • Explain copyright issues related to internet
explained development.

• Ownership issues related to Internet development is • Explain ownership issues related to internet
explained development.
• Royalty issues related to Internet development is • Explain royalty issues related to internet development.
explained
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

Topic 5: Design and develop a Website using HTML and CSS

SUBJECT OUTCOME

5.1 Explain the fundamentals of Web design

ASSESSMENT STANDARD LEARNING OUTCOME
• The target audience of a Website is identified. • Identify the target audience of a given Website.
• The principles of visual design in a Web • Explain the principles of visual design in a Web
environment are explained environment
• Content for the Web is written to be used in a Website. • Write content for the Web to be used in a Website

• The use of colour for the Web is explained. • Explain the use of colour for the Web.

• The use of graphics and multimedia for the Web is • Explain the use of graphics and multimedia for
explained. the Web.
• Navigation for a given Website is designed. • Design navigation for a given Website.

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

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National Certificates (Vocational)
SUBJECT OUTCOME

5.2 Create basic HTML elements on a web page

ASSESSMENT STANDARD LEARNING OUTCOME
• The advantages and disadvantages of HTML editors • Discuss the advantages and disadvantages of HTML
and other web-site design tools are discussed. editors and other web-site design tools.
• HTML Tags are explained as the basis of HTML • Explain HTML tags as the basis of HTML development.
development.
• HTML documents are created to develop • Create HTML documents to develop Web pages.
Web pages.
• Text elements are added to Web pages. • Add text elements to Web pages.
Range: headings, paragraph, linebreaks,
block quote

• List elements are used to organise data in • Use list elements to organise data in a Web page.
a Web page.
Range: unordered, ordered, description

• Information is represented in tables. • Represent information in tables.

• The anchor element is used to create • Create hyperlinks using the anchor element.
hyperlinks.
Range: absolute, relative, email

• The div element is used to group Web • Use the div element to group Web content.
content.
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

5.3 Configure colour and text using CSS

ASSESSMENT STANDARD LEARNING OUTCOME
• Cascading Style Sheets (CSS) attribute-value pairs are • Explain CSS attribute-value pair.
explained.

• Cascading Style Sheets (CSS) is added to Web page as • Add CSS to a web page as a presentation layer.
a presentation layer.
Range: inline, embedded, external

• Colours is configured on the Web page using • Configure colour on the Web page using CSS.
CSS.
• Text is configured on the Web page using CSS. • Configure text on the Web page using CSS.

• Different CSS selectors are used to select elements. • Use different CSS selectors to select elements.
Range: contextual, id, class
ASSESSMENT TASKS OR ACTIVITIES
• Class tests
• Projects/Practical work
• Assignments
• Group work

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16 Department of Higher Education and Training

 Computer Programming Level 4 (January 2020)
National Certificates (Vocational)
SUBJECT OUTCOME

5.4 Add visual elements and graphics to Web pages

ASSESSMENT STANDARD LEARNING OUTCOME
• Image elements are added to Web pages. • Add image elements to Web pages.
• Background images are used to style Web pages • Use background images to style Web pages

• A favourites icon is added to a Web page. • Add a favourites icon to a Web page

• Visual Effects are created using CSS. • Create visual effects using CSS
Range: background, text effects

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

5.5 Create page layout using HTML and CSS

ASSESSMENT STANDARD LEARNING OUTCOME
• The CSS box model is implemented for an element. • Implement the CSS box model for an element.
• The flow of elements on a Web page is controlled • Control the flow of elements on a Web page

• Elements are positioned on a Web page. • Position elements on a Web page

• Menus are created using links and hyperlinks. • Create menus using links and hyperlinks

• HTML structural elements are used to structure a Web • Use HTML structural elements to structure a Web page
page.
Range: Header, Nav, Footer, Section, Article, Aside

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

Topic 6: Web Multimedia and interactivity

SUBJECT OUTCOME

6.1 Incorporate Web multimedia and interactivity

ASSESSMENT STANDARD LEARNING OUTCOME
• Multimedia elements are explained in the context of the • Explain multimedia elements in the context of the Web.
Web

• Audio is added to a Web page using the audio • Add audio to a Web page using the audio element.
element.

• Video is added to a Web page using the video • Add video to a Web page using the video element.
element.

• Interactivity is implemented using CSS. • Implement interactivity using CSS.

Range: CSS transform, CSS transition

Department of Higher Education and TrainingASSESSMENT TASKS OR ACTIVITIES 17

 Computer Programming Level 4 (January 2020)
National Certificates (Vocational)
• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

6.2 Get user input using forms

ASSESSMENT STANDARD LEARNING OUTCOME
• A form element is created on a Web page • Create a form element on a Web page.

• Input controls are added on a form. • Add input controls on a form.

• List elements are added on a form. • Add a list element on a form.

• Accessibility is controlled on a form. • Control accessibility on a form.

Range: Label, fieldset, tabindex

• A form is styled using CSS. • Style a form using CSS.

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

SUBJECT OUTCOME

6.3 Write basic JavaScript code

ASSESSMENT STANDARD LEARNING OUTCOME
• The popular uses of JavaScript are explained. • Explain the popular uses of JavaScript.
• JavaScript code is added to a Web page. • Add JavaScript code to a Web page.
Range: script tag, external script

• Page elements are accessed using the Document • Access page element using the DOM.
Object Model (DOM).

• Basic programming concepts are used to perform • Use basic programming concepts to perform basic
basic functions. functions.

ASSESSMENT TASKS OR ACTIVITIES

• Class tests
• Projects/Practical work
• Assignments
• Group work

18 Department of Higher Education and Training

 Computer Programming Level 4 (January 2020)
National Certificates (Vocational)

4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN COMPUTER PROGRAMMING - LEVEL 4

4.1 Integrated summative assessment task (ISAT)

A compulsory component of the external assessment (ESASS) is the integrated summative assessment
task (ISAT). The integrated summative assessment task (ISAT) draws on the students’ cumulative learning
achieved throughout the year. The task requires integrated application of competence and is executed
and recorded in compliance with assessment conditions.
Two approaches to the integrated summative assessment task (ISAT) may be as follows:
• The students are assigned a task at the beginning of the year which they will have to complete in phases
during the year to obtain an assessment mark. A final assessment is made at the end of the year when
the task is completed.
OR
• Students achieve the competencies during the year but the competencies are assessed cumulatively in a
single assessment or examination session at the end of the year.
The integrated summative assessment task (ISAT) is set by an externally appointed examiner and is
conveyed to colleges in the first quarter of the year.
The integrated assessment approach enables students to be assessed in more than one subject with the
same integrated summative assessment task (ISAT).

4.2 National Examination

A national examination is conducted annually in October or November by means of a paper(s) set and
moderated externally. The following distribution of cognitive application is suggested:
LEVEL 4

KNOWLEDGE AND ANALYSIS, SYNTHESIS AND

APPLICATION
COMPREHENSION EVALUATION

30% 30% 40%

Department of Higher Education and Training 19