Unit:

Introduction to Programming with Python

Assignment title:
Snakes and ladders
[Cycle] [Year]

Marking Scheme
Markers are advised that, unless a task specifies that an answer be provided in a
particular form, then an answer that is correct (factually or in practical terms) must be
given the available marks. If there is doubt as to the correctness of an answer, the relevant
NCC Education materials should be the first authority.

This marking scheme has been prepared as a guide only to markers and there will
frequently be many alternative responses which will provide a valid answer.

Each candidate’s script must be fully annotated with the marker’s comments (where
applicable) and the marks allocated for each part of the tasks.

Throughout the marking, please credit any valid alternative point.

Where markers award half marks in any part of a task, they should ensure that the
total mark recorded for the task is rounded up to a whole mark.

Marker's comments:

Moderator's comments:

Mark: Moderated mark: Final mark:

Penalties applied for academic malpractice:

Design

Guide Maximum
Marks
1 Success criteria
 5 marks: Comprehensive set of success criteria that
cover all aspects of the game and are measurable
 4 marks: Success criteria that cover all of the game and 5
the majority are measurable
 3 marks: Success criteria cover most aspects of the
game, they are mostly measurable
 2 marks: Success criteria cover many aspects of the
game and some are measurable and extend the brief
 1 mark: Some success criteria are given but they repeat
the information in the brief, they are not measurable
 0 marks: No attempt at success criteria
2 Decomposition
 5 marks: Appropriately decomposed problem that is
logical, with range of modules including identification of
repeated elements and functions 5
 4 marks: Problem is decomposed to several levels,
some modules identified and functions. Some areas
could be decomposed further.
 3 marks: Decomposition has used, although all
application may not be appropriate, some areas missed
or still high-level
 2 marks: Attempt at decomposition, including splitting
the main problem down into several sub tasks, but
these may not be split further. No repeated elements
identified.
 1 mark: Attempt to decompose, but at a high level and
may only include one or two modules.
 0 marks: No decomposition
3 Structure diagram
 5 marks: Multiple structure diagrams (or one large) that
covers all aspects of the game, in appropriate format 5
and structure, with modules clearly identified
 4 marks: Structure diagram(s) follow the correct format
and structure, some elements may not be fully accurate
or clear as to how they are connected
 3 marks: Structure diagram is mostly in appropriate
format, but some areas may have inappropriate
connections. Some elements of the game are missing.
 2 marks: Structure diagram of at least two levels that
covers many aspects of the program.
 1 mark: Attempt at structure diagram that includes at
least one main problem and a sub problem.
 0 marks: No structure diagram

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Introduction to Programming with Python © NCC Education Limited 2024
 Guide Maximum
Marks
4 Pseudocode
 Class design for board (1 mark) including appropriate
constructor (1 mark), attributes (1 mark), methods (1
mark). Use of the class methods to access the board 25
contents throughout the design (1 mark).
 List (or other appropriate data storage) for the board
contents within the class (or external if no class) (1
mark) with correct number of elements (1 mark)
 Opening text file for positions (1 mark) reading in data
(1 mark) splitting the data (1 mark) and storing correctly
in the board (1 mark) and closing the file (1 mark)
 Use of random number to roll two dice (1 mark)
 Alternative two players (1 mark) with appropriate
messages and inputs for moving (1 mark)
 Method/function to move a character's piece (1 mark)
that calculates new position (1 mark) and changes the
position of the piece (1 mark)
 Checking if they position is a jump or go back (1 mark)
and acting accordingly (1 mark)
 Outputting the board states (1 mark) in an appropriate
format (1 mark) that shows both player positions (1
mark)
 Checking if a player is on the last position (1 mark) and
outputting they have won (1 mark)
Total available marks for design 40

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Introduction to Programming with Python © NCC Education Limited 2024
Implementation

Guide Maximum
Marks
1 Creating the program:
 Class for board (1 mark) with constructor (1 mark) and
list for the board contents (or other suitable method of
doing this e.g. a second class) (1 mark)
 Instance of the class is created and stored (1 mark)
 Class has suitable get methods (1 mark) and set
methods (1 mark)
 Board has correct number of spaces (1 mark)
 Text file is opened (1 mark) looped until EOF (1 mark)
and all data read (1 mark) (or other method, e.g. reading
all into a list and then iterating through) and file is
closed in an appropriate place (1 mark).
 Exception handling used to catch invalid/not found file
(1 mark) with suitable output (1 mark)
 Data from text file is split by commas (1 mark), board
piece is extracted (1 mark) and jump/go back is stored
in correct position (1 mark)
 Random library imported (1 mark) two dice use random
numbers between 1 and 6 (1 mark)
 Players start in position 1 (1 mark) and roll the dice in
turn (1 mark)
 Roll number is added to current position (1 mark) piece
is moved (1 mark)
 New position is checked for jump or go back (1 mark)
and actioned correctly (1 mark)
 Play repeats between the two players (1 mark) until one
player reaches the last space (1 mark) when an
appropriate output is given (1 mark)
 Board positions/content is output (1 mark) in
appropriate places in the game (1 mark) in a suitable
format i.e. the grid (1 mark)

Total available marks for implementation 30

Testing

Guide Maximum
Marks

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Introduction to Programming with Python © NCC Education Limited 2024
1 Testing strategy
 15 marks: Testing strategy coves all elements of the game.
Includes normal, extreme and invalid data for all areas.
Includes tests with different text files. Includes testing 15
game features and run-throughs of the game.
 14 marks: Testing strategy coves all elements of the game.
Includes normal, extreme and invalid data for most areas,
some areas may have potential for further testing.
Includes tests with different text files. Includes testing
game features and run-throughs of the game.
 13 marks: Testing strategy coves all elements of the game.
Includes normal, extreme and invalid data for many of the
areas, but may be limited in some for example only testing
one type of invalid data. Includes tests with at least two
different text files. Includes testing game features and run-
throughs of the game.
 12 marks: Testing strategy covers the majority of the game
and includes clear normal, extreme and invalid data for
most of these elements. The reading from the text file is
included in the testing and the strategy includes run-
throughs although these may be limited.
 11 marks: Testing strategy covers majority of the game
inputs and outputs, may miss some areas, for example run-
throughs of the whole system. Normal, extreme and
invalid data are used consistently.
 10 marks: Testing strategy covers most of the game,
although some areas have limited testing or are not
included. Normal, extreme and invalid data are used in the
strategy. The text file reading is included in the testing.
 9 marks: Testing strategy covers most of the game, but
some elements are clearly missing and others may have
limited testing. Range of test data used, but inconsistently.
 8 marks: Testing strategy covers many aspects of the
game, these may only be tested once and not with repeated
data.
 7 marks: Testing strategy covers many aspects of the
game, but some significant elements are missing. Testing
may not include normal, extreme and invalid data.
 6 marks: Testing strategy covers some of the game, but
not all elements are tested. There is an attempt to use a
range of data, but this may be limited.
 5 marks: Testing strategy covers some of the game, but
significant areas are missing. There may be a range of
data used but not clearly identified.
 4 marks: Testing strategy is suitably structured and covers
some areas of the system, with an attempt to identify a
range of data.
 3 marks: Testing strategy has some structure, identifies
how aspects of the game will be tested and the data it will
be tested with.
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Introduction to Programming with Python © NCC Education Limited 2024
  2 marks: Testing strategy is not structured appropriately,
for example a description of how it will be tested, but there
is evidence of how some aspects of the game will be
tested.
 1 mark: Testing strategy is generic statement of what will
be done and not how it will be tested in a suitable format.
Only some of the game will be identified.
 0 mark: No testing for any of the system.
2 Test log
 5 marks: Test log has evidence of the results of all tests
alongside how they were tested. Evidence supports the
tests. 5
 4 marks: Test log has evidence of most of the results of the
tests, some may be unclear as to how they are met.
 3 marks: Test log has evidence for some of the tests but do
not show that the system is functional.
 2 marks: Test log has some evidence of tests, but these are
limited and possibly unclear.
 1 mark: Test log is completed with an attempt to show the
evidence of at least one test.
 0 mark: No test log produced.
3 Test against success criteria
 5 marks: Success criteria are systematically analysed with
evidence produced or linked to show they have been met,
or not met. 5
 4 marks: System has been compared to success criteria
and evidence for most is given or referenced.
 3 marks: System has been compared to some of the
success criteria, but there may be little evidence to support
statements.
 2 marks: System ha been evaluated but there may be no
clear link to success criteria. Little or no evidence given.
 1 mark: An attempt to evaluation the system is given, but
without linking to success criteria and no evidence
provided.
0 mark: No testing for any of the system.
Total available marks for testing 25

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Introduction to Programming with Python © NCC Education Limited 2024
Publishing programme and installation documentation

Guide Maximum
Marks
1 Publishing programme and installation documentation
 5 marks: Comprehensive documentation that shows how to
install the program and use it. Documentation is appropriately
structured and formatted and includes help or FAQs 5
 4 marks: Documentation covers most areas of the program,
but may not include some aspects for example how to use a
different text file. Documentation is appropriately structured
and easy to follow.
 3 marks: Documentation only covers some aspects, for
example does not show installation. Guide can be followed
but there may be difficulties in the structure.
 2 marks: Documentation is provided but is limited in content
for example only shows basic instructions for playing the
game. Structure and formatting is not easy to use.
 1 mark: Attempt to create documentation that covers at least
one aspect of the game, may be text-based and no images to
illustrate use.
0 mark: No testing for any of the system.
Total available marks for publishing programme and installation 5
documentation

Note to markers
Please take appropriate action for any malpractice (plagiarism, collusion, referencing
issues etc.) discovered as per the AQ_28-a01_Academic Misconduct Policy document.
Please also complete and submit the Malpractice Declaration Form.

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Introduction to Programming with Python © NCC Education Limited 2024
Learning Outcomes matrix

Task Learning Outcomes Marker can differentiate

assessed between varying levels of
achievement
Assignment task Yes

Grade descriptors

Learning Outcome Pass Merit Distinction

Describe and apply Demonstrate ability Demonstrate ability Demonstrate ability
a systematic to perform the task to perform the task to perform the task
approach to the consistently well to the highest
design of programs standard
Write small Demonstrate ability Demonstrate ability Demonstrate ability
procedural programs to perform the task to perform the task to perform the task
to perform well- consistently well to the highest
defined tasks, standard
following well-defined
requirements
Test and document Demonstrate ability Demonstrate ability Demonstrate ability
program code to perform the task to perform the task to perform the task
following the consistently well to the highest
principles of software standard
engineering
Describe and apply Demonstrate ability Demonstrate ability Demonstrate ability
the benefits of to perform the task to perform the task to perform the task
modular software consistently well to the highest
design standard

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Introduction to Programming with Python © NCC Education Limited 2024