Information Technology
Syllabus code: 0418
Page
INTRODUCTION
International General Certificate of Secondary Education (IGCSE) syllabuses are designed as two-year courses for examination at age 16-plus.
All IGCSE syllabuses follow a general pattern. The main sections are:
Aims
Assessment Objectives
Assessment
Curriculum Content
The IGCSE subjects have been categorised into groups, subjects within each group having similar Aims and Assessment Objectives.
Information Technology falls into Group V, Creative, Technical and Vocational, of the International Certificate of Education (ICE) subjects together with Accounting, Art and Design, Business Studies, Child Development, Computer Studies, Design and Technology, Food Science, and Music.
The booklet IGCSE: An Introduction gives fuller details of ICE and the general pattern of the syllabuses.
This syllabus is designed for candidates taking Information Technology as a single subject. For excluded combinations with other subjects, see the IGCSE Syllabus Synopses booklet for 2003.
Information Technology is an applied subject and all candidates will require frequent access to computer and Internet facilities to develop their skills. The syllabus aims to give Centres the flexibility to cope with a wide variety of resources and ever-changing technology. For this reason CIE does not prescribe particular software packages or particular hardware. Students will learn to use particular packages, but they should be encouraged to realise that, with the aid of a manual, they can transfer their skills to other packages.
AIMS
The aims of the curriculum are the same for all candidates. These are set out below and describe the educational purposes of a course in Information Technology for the IGCSE examination. They are not listed in order of priority.
The aims are to:
1. help students to develop and consolidate their knowledge, skills and understanding in Information Technology;
2. encourage students to develop further as autonomous users of Information Technology;
3. encourage students to continue to develop their Information Technology skills in order to enhance their work in a variety of subject areas;
4. provide opportunities for students to analyse, design, implement, test and evaluate Information Technology systems;
5. encourage students to consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues;
6. help students to grow in their awareness of the ways in which Information Technology is used in practical and work-related situations.
ASSESSMENT OBJECTIVES
The two assessment objectives in Information Technology are:
B Knowledge and understanding.
A description of each assessment objective follows.
Students should be able to:
2. use word processing facilities to prepare documents;
3. use database facilities to manipulate data to solve problems and represent data graphically;
4. integrate data from different sources into a single document or report;
5. produce output in a specified format;
6. use a spreadsheet to create and test a data model, extracting and summarising data;
7. create a structured website with style sheets, tables and hyperlinks;
8. create and control an interactive presentation.
Students should be able to demonstrate knowledge and understanding in relation to:
1. the functions of the main hardware and software components of computer systems;
2. the networking of information-processing systems;
3. the ways in which information technology is used and the effects of its use;
4. the stages and methods of system analysis and design;
5. computing terminology.
Assessment Objective |
Weighting |
A Practical Skills |
60% |
B Knowledge and Understanding |
40% |
ASSESSMENT
All candidates will be entered for Papers 1, 2, 3 and 4.
A written paper of 80 marks assessing the skills in Assessment Objective B. The paper will contain mainly questions requiring a short response, a word, a phrase or one or two sentences, although there will be some questions requiring a more extended response. There will be no choice of questions. The questions will test sections 1 – 6 of the curriculum content in contexts from the applications in section 7.1.
A written paper of 80 marks, similar in style to Paper 1. The questions will test sections 1 – 6 of the curriculum content in contexts from the applications in section 7.2, and there will in addition be questions testing section 8 of the curriculum content.
Paper 3 (2 hours 45 minutes)
A practical test assessing skills in Assessment Objective A, parts 1 to 5.
Paper 4 (2 hours 45 minutes)
A practical test assessing skills in Assessment Objective A, parts 6 to 8.
The two practical tests will each comprise a number of tasks to be taken under controlled conditions. The practical tests focus on the candidate’s ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks.
The documentation and printouts produced in the assessment will be externally marked by CIE. The criteria that will be used by the examiners are included in this syllabus booklet. All of the criteria will be tested in every session.
The procedures for conducting the practical tests are given in this syllabus booklet.
|
Paper |
Weighting |
|
|
1 |
20% |
|
|
2 |
20% |
|
|
3 |
30% |
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4 |
30% |
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CURRICULUM CONTENT
The curriculum content is set out in seven interrelated sections. These sections should be read as an integrated whole and not as a progression. The seven sections are as follows:
1 Communicating Information
2 Data Handling
3 Measuring
4 Control
5 Modelling
6 Information Technology Systems Design
7 The Effects of Using Information Technology
Candidates should be familiar not only with the types of software available and the range of Information Technology knowledge and skills detailed below, but also with their uses in practical contexts. Examples of such uses are given in each section of the subject content as a teaching guide.
SECTION 1
Components
of a Computer System.
Candidates should be able to:
b) define software,
giving examples;
c) describe the difference
between hardware and software;
d) identify the main components of a
general-purpose computer: central processing unit, main/internal memory, input
devices, output devices and secondary/backing storage.
SECTION
2
Input
and Output Devices
Candidates
should be able to:
a) identify the following input
devices: keyboards, pointing devices (including mouse, touch pad and tracker
ball), video digitisers, remote controls, joysticks, magnetic stripes,
scanners, digital cameras, microphones, sensors, MIDI instruments;
b) identify suitable uses of the input
devices in (a) above, stating the advantages and disadvantages of each;
c) identify the following output
devices: monitors, printers (laser, ink jet and dot matrix), plotters,
speakers, control devices;
d) identify suitable uses of the
output devices in (c) above, stating the advantages and disadvantages of each.
SECTION
3
Storage
Devices and Media
Candidates
should be able to:
a) describe common backing storage
media (including magnetic tape, CD-ROM, floppy disc and hard disc) and their
associated devices;
b) identify typical uses of the
storage media in (a) above;
c) describe the comparative advantages
and disadvantages of using different backing storage media;
d) define the term backup and describe
the need for taking backups;
e) describe the difference between
main/internal memory and backing storage, stating the relative benefits of each
in terms of speed and permanence.
SECTION
4
Computer
Networks
Candidates
should be able to:
a) describe a modem and its purpose;
b) state the difference between
analogue data and digital data;
c) describe the need for conversion
between analogue and digital data;
d) identify the advantages and
disadvantages of using common network environments such as the Internet;
e) describe what is meant by the terms
user id and password, stating their purpose and use;
f) identify a variety of methods
of communication such as fax, e-mail, bulletin boards, and tele/video
conferencing;
g) define the terms Local Area Network
(LAN) and Wide Area Network (WAN);
h) describe the difference between
LANs and WANs, identifying their main characteristics;
i) describe the characteristics
and purpose of common network environments, such as intranets and the Internet;
j) discuss the problems of
confidentiality of data, including problems surrounding common network
environments;
k) identify the need for encryption
and authentication techniques when using common network environments such as
the Internet.
SECTION
5
Data
Types
Candidates
should be able to:
b) select appropriate data types for a
given set of data: logical/Boolean, alphanumeric/text, numeric and date;
c) describe what is meant by the terms
file, record, field, and key field.
SECTION
6
The
Effects of Using IT
Candidates
should be able to:
a) describe what is meant by software
copyright;
b) describe what is meant by hacking;
c) describe what a computer virus is;
d) explain the measures that must be
taken in order to protect against hacking and viruses;
e) describe the effects of information
technology on patterns of employment, including areas of work where there is
increased unemployment;
f) describe the effects of microprocessor-controlled
devices in the home, including their effects on leisure time, social
interaction and the need to leave the home;
g) describe the capabilities and
limitations of IT;
h) discuss issues relating to
information found on the Internet, including unreliability, undesirability and
the security of data transfer;
i) describe the potential health
problems related to the prolonged use of ICT equipment, for example repetitive
strain injury (RSI), back problems, eye problems and some simple strategies for
preventing these problems;
j) describe a range of safety
issues related to using computers and measures for preventing accidents.
The ways
in which IT is used
7.1 Candidates should have an understanding of a
range of IT applications in their everyday life and be aware of the impact of
IT in terms of:
a) communicating applications (such as
newsletters, websites, multimedia presentations, music scores, cartoons, flyers
and posters);
b) data handling applications (such as
surveys, address lists, tuck shop records, clubs and society records, school
reports and school libraries);
c) measurement applications (such as
scientific experiments, electronic timing, and environmental monitoring);
d) control applications (such as
turtle graphics, control of lights, buzzers and motors, automatic washing
machines, automatic cookers, toys, central heating controllers, burglar alarms,
video recorders/players, microwave ovens, and digital watches);
e) modelling applications (such as 3D
modelling, simulation (e.g. flight or driving) and use of spreadsheets for
personal finance and tuck shop finances).
7.2 Candidates should have an understanding of a
wider range of work-related IT applications and their effects, including:
a) communication applications (such as
the Internet, electronic mail, fax, electronic conferencing and mobile
telephones);
b) applications for publicity and
corporate image publications (such as business cards, letterheads, flyers and
brochures);
c) applications in manufacturing industries
(such as robotics in manufacture and production line control);
d) applications for finance
departments (such as billing systems, stock control and payroll);
e) school management systems
(including registration, records and reports);
f) booking systems (such as
those in the travel industry, the theatre and cinemas);
g) applications in banking (including
Electronic Funds Transfer (EFT), cash machines, cheque clearing and home
banking);
h) applications in medicine (including
doctors’ information systems, hospital and pharmacy records, monitoring,
and expert systems for diagnosis);
i) applications in libraries
(such as records of books and borrowers and the issue of books);
j) the use of expert systems
(for example in mineral prospecting and car engine fault diagnosis).
SECTION
8
Systems
Analysis and Design
8.1 Analysis
Candidates
should be able to:
a) describe different methods of
researching a situation (such as observation, interviews, questionnaires and
examination of existing documentation);
b) state the need for establishing the
inputs, outputs and processing in both the existing system and the proposed
system;
c) state the need for recording
information about the current system;
d) state the need for identifying
problems with the current system;
e) state the need for identifying
suitable hardware and software for developing a new system;
f) state the need for
identifying the user and information requirements necessary to resolve the
identified problems;
g) state the need for specifying the required
hardware and software.
8.2 Design
Candidates
should be able to:
a) state the need for producing
designs for documents, files, forms/inputs, reports/outputs and validation;
b) design data capture forms and
screen layouts to solve a given problem;
c) design reports layouts and screen
displays to solve a given problem;
d) design validation routines to solve
a given problem;
e) design the required data/file
structures to solve a given problem.
Candidates
should be able to:
a) identify the different methods of
system implementation (such as parallel running, phased implementation, direct
changeover);
b) identify suitable situations for
the use of the methods in a), giving advantages and disadvantages of each;
c) state testing strategies that would
be employed in implementing the new system (such as the use of normal, abnormal
and extreme data as well as the use of test data and live/real data);
d) identify improvements that could be
needed as a result of testing.
8.4 Documentation
Candidates
should be able to:
a) identify the components of
technical documentation for an information system (such as program coding,
program flowcharts, system flowcharts, hardware and software requirements, file
structures, list of variables, validation routines);
b) identify the components of user
documentation for an information system (such as purpose and limitations,
hardware and software requirements, how to use the system, input and output
formats, sample runs, error messages, trouble-shooting guide).
8.5
Evaluation
Candidates
should be able to:
a) state the need for evaluating a new
system in terms of the efficiency, ease of use, and appropriateness of the
solution;
b) state the need for comparing the
solution with the original task requirements;
c) state the need for identifying any
limitations and necessary improvements to the system;
d) state the need for evaluating the
users' responses to the results of testing the system.
The criteria which will be used by the examiners to mark the practical tests are based on the eight parts of Assessment Objective A, Practical Skills. The eight tables below show the criteria which correspond to each part of the assessment objective.
In the tables, each part of Assessment Objective A is broken down into a series of more specific objectives which candidates should be able to meet. For each specific objective, there are one or more performance criteria that will be used by the examiners to mark the candidate’s work.
Every performance criterion will be tested, and two marks will be available for each criterion.
The tables
below also detail some of the skills that may be required to satisfy the
performance criterion.
Assessment
Objective A1: Communication
Students should be able to use e-mail and the Internet to gather
and communicate information.
Using the Internet and e-mail facilities, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance
Criteria |
Skills |
||
1. Communicate with other
ICT users |
||||
1.1 |
Read e-mail |
1.1.1 |
Message is
read as specified |
Open message |
1.2 |
Send e-mail |
1.2.1 |
Message is
sent as specified |
New message,
address, subject, reply, forward, carbon copy, blind carbon copy |
1.3 |
Send a file |
1.3.1 |
Send a file
to another ICT user electronically |
Attach
file(s) |
1.4 |
Receive a
file |
1.4.1 |
Receive a
file from another ICT user electronically |
Save attached
file |
2. Use the
internet |
||||
2.1 |
Locate
information from a website |
2.1.1 |
Specified
information from a given URL |
|
2.2 |
Search for
information |
2.2.1 |
Specified
information is found using a search engine |
Simple
search, refined search |
2.3 |
Download
information |
2.3.1 |
Download and
save specified information |
|
Assessment
Objective A2: Document Production
Students should be able
to use word processing facilities to prepare documents.
Using word processing facilities, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance
Criteria |
Skills |
||
3. Enter data
from different sources |
||||
3.1 |
Load data
from existing files |
3.1.1 |
Specified
file is loaded |
|
3.2 |
Key in text
and numbers |
3.2.1 |
Text and
numbers are entered as specified with no more than 3 errors |
Enter text,
enter numbers |
3.3 |
Import image
from external source |
3.3.1 |
Place image
as specified |
Import clip
art, import from a digital source, import from file, import from website |
|
|
3.3.2 |
Manipulate as
specified |
Move image,
resize image, crop image, text wrap |
3.4 |
Include
information downloaded from the internet |
3.4.1 |
Specified data only, positioned as required |
Text, graphic
image, table, chart |
4. Document
format |
||||
4.1 |
Set up a page
format |
4.1.1 |
Page size as
specified |
|
|
|
4.1.2 |
Page
orientation as specified |
Portrait,
landscape |
|
|
4.1.3 |
Page
numbering as specified and positioned consistently |
Header,
footer |
|
|
4.1.4 |
Margins set
as specified |
Top margin,
bottom margin, left margin, right margin |
|
|
4.1.5 |
Line spacing
as specified |
Single, 1.5
times, double |
|
|
4.1.6 |
Alignment set
as specified |
Left,
centred, right, fully justified |
5. Text appearance
and layout |
||||
5.1 |
Indentation |
5.1.1 |
Specified
portion of text only |
Indent text,
indent paragraph, hanging indent |
5.2 |
Bullet points |
5.2.1 |
Specified
portion of text only |
Bulleted list |
5.3 |
Tables |
5.3.1 |
Table
inserted as specified |
Specified
number of rows and columns |
5.4 |
Control pages |
5.4.1 |
Breaks
inserted as specified |
Page break,
widows, orphans |
5.5 |
Fonts |
5.5.1 |
Font size as
specified |
Point size,
increase, decrease |
Assessment
Objective A3: Data Manipulation
Students should be able
to use database facilities to manipulate data to solve problems and represent
data graphically.
Using database facilities, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance
Criteria |
Skills |
||
6. Enter data
from different sources |
||||
6.1 |
Load data
from existing files |
6.1.1 |
Specified
file is loaded |
|
6.2 |
Enter data |
6.2.1 |
Data is
entered as specified with no errors |
Enter text,
enter numbers |
7. Perform
calculations on numeric data |
||||
7.1 |
Enter
formulae |
7.1.1 |
Use
arithmetic operations / numeric functions to perform calculations |
Calculated
field, run time calculation, addition, subtraction, multiplication, division,
sum, average, maximum, minimum, count |
8. Reorganise
data to meet needs |
||||
8.1 |
Sort data |
8.1.1 |
Using one
criterion as specified |
Ascending,
descending, alphanumeric, numeric, date |
8.2 |
Select
subsets of data |
8.2.1 |
Using several
criteria as specified (using numeric, text or Boolean operators) |
And, or, not,
>, <, =, Wildcards |
9. Use
display features to report data |
||||
9.1 |
Produce a
report |
9.1.1 |
Display
fields as specified |
|
|
|
9.1.2 |
Text as
specified |
Report titles |
|
|
9.1.3 |
Layout as
specified |
Header,
footer, page layout, label production |
Assessment
Objective A4: Integration
Students should be able
to integrate data from different sources into a single document or report.
Integrating data from many sources into a single document/report, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance
Criteria |
Skills |
||
10. Integrate
data from several sources |
||||
10.1 |
Combine text,
image and numeric data |
10.1.1 |
Combine data
from several sources into a single file as specified |
Import Text,
import from a database, import clip art, import from a digital source, import
from a website, Cut, Copy, Paste |
Assessment
Objective A5: Output Data
Students should be able to produce output in a specified format.
Producing output in the specified format from a variety of sources, the candidate must demonstrate the ability to:
Specific Objectives |
Performance Criteria |
Skills |
||
11. Output data |
||||
11.1 |
Save and print data / document |
11.1.1 |
Document is saved and printed as specified |
Draft document, final copy, e-mail, file
attachment |
|
|
11.1.2 |
Data is saved and printed as specified |
Database report, data table |
|
|
11.1.3 |
Specified data selection is saved in a
format suitable for importing into a text based document |
|
Assessment
Objective A6: Data Analysis
Students should be able to use a spreadsheet to create and test a
data model, extracting and summarising data.
Using
spreadsheet facilities, the candidate must demonstrate the ability to:
Specific Objectives |
Performance Criteria |
Skills |
121. Create a model |
||
12.1 Create model |
12.1.1 Enter layout of model as specified |
Cut, copy, paste, drag and drop, fill |
12.1.2 Enter text and numerical test data with 100% accuracy |
|
|
12.1.3 Enter formulae for model to meet requirements |
Add, subtract, multiply, divide, indices,
relative reference, absolute reference, named ranges |
|
12.1.4 Use functions |
Sum, average, maximum, minimum, integer,
rounding, counting, If,
look-up |
|
12.2
Test model |
12.2.1 Demonstrate that the model works |
|
13. Extract data |
||
13.1
Extract subsets of data |
13.1.1 Selection criteria applied as specified |
And, or, not, <, >, =, string |
14. Using display features |
||
14.1
Adjust numeric formatting |
14.1.1 Display specified numeric data in specified format |
Integer, decimal (e.g. 2dp), percentage, currency (various) |
14.2
Adjust cell size |
14.2.1 Ensure all data/formulae are visible |
Adjust column width, row height |
14.3
Set up page format |
14.3.1 Page orientation as specified |
Portrait, landscape, fit to page |
15. Output data |
||
15.1
Save and print data |
15.1.1 Save and print data as specified |
Formulae, values, extracts, test data |
Assessment Objective
A7: Website Authoring
Students should be able to create a structured website with style
sheets, tables and hyperlinks.
Using Web Page Authoring facilities, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance
Criteria |
Skills |
||
16. Use the internet |
||||
16.1 |
Locate
information from a website |
16.1.1 |
Specified
information from a given URL |
|
16.2 |
Download
information |
16.2.1 |
Download and
save specified information |
|
17. Use stylesheets |
||||
17.1 |
Use
stylesheets |
17.1.1 |
Create
external stylesheet |
<LINK
rel="stylesheet" type="text/css" href=> |
|
|
17.1.2 |
Create style
for common tags |
H1, H2, H3,
P, LI |
|
|
17.1.3 |
Specify font
appearance |
H1 { COLOR: red; FONT-FAMILY: Arial;
TEXT-ALIGN: Center;
FONT-SIZE: larger; FONT-WEIGHT: bolder; } |
|
|
17.1.4 |
Apply tags |
|
18. Create structure |
||||
18.1 |
Create homepage |
18.1.1 18.1.2 |
Create
homepage as specified Apply menu
options to pages as specified |
Menu options,
text link, graphics link Text link,
graphics link |
18.2 |
Create links |
18.2.1 |
Create links
as specified |
Same page,
other pages, external links <a href=
target=> |
|
|
18.2.2 |
Open in a
specified location |
Same window,
new window |
19. Use tables |
||||
19.1 |
Use tables |
19.1.1 |
Insert table |
|
|
|
19.1.2 |
Specify
borders |
<table
border=>, <td colspan=> |
|
|
19.1.3 |
Merge cells |
|
20. Use images |
||||
20.1 |
Insert image |
20.1.1 |
Insert image |
<img src=
align=> |
|
|
20.1.2 |
Place image
relative to text |
<table
border=>, <td colspan=> |
20.2 |
Alter image |
20.2.1 |
Use tags to
adjust size |
<img src=
width= height=> |
|
|
20.2.2 |
Use software
to resize image/adjust colour depth |
Resize/resample,
GIF, JPG |
21. Output data |
||||
21.1 |
Save and
print web pages |
21.1.1 |
Web
pages are saved and printed as specified |
In browser,
in HTML format |
Assessment
Objective A8: Presentation Authoring
Students should be able
to create and control an interactive presentation.
Using presentation graphics facilities, the candidate must demonstrate the ability to:
Specific
Objectives |
Performance Criteria |
Skills |
22. Create a presentation |
||
22.1 Set up presentation |
22.1.1 Presentation format is set up as
specified |
Slide
master, font styles, heading styles, colour scheme, logos, footers, slide
numbering |
22.2 Create presentation pages |
22.2.1 Required number of presentation pages
are created with information specified |
Headings,
bullets, colours, text boxes, presenter notes, audience notes |
22.3 Use graphical information |
22.3.1 Picture inserted as required 22.3.2 Chart created as required 22.3.3 Lines/arrows inserted as required |
Resize,
position, crop, copy, contrast, brightness |
23. Control a presentation |
||
23.1 Use transition facilities |
23.1.1 Transition between pages is automated
as specified |
Consistent,
range of features |
23.2 Use animation facilities |
23.2.1 Animation is added as specified |
Text,
images, graphics |
24. Output data |
||
24.1 Save and print presentation |
24.1.1 Presentation
is saved and printed as specified |
File
compression (zip files) floppy disk, presenter notes, audience notes
(handouts) |
PROCEDURES
FOR CONDUCTING PRACTICAL TESTS
A suitably competent Supervisor, who may be the candidates’ teacher, is responsible for the administration of the practical tests according to the procedures detailed here and in the Handbook for Centres. The Supervisor is also responsible for the preparation of the hardware and software.
The practical tests will not be timetabled in the same way as most IGCSE written papers. The IGCSE timetable will specify a period within which the two practical tests must be taken by candidates. Within this period, Centres may conduct the practical tests at any convenient time or times.
The candidates are not all required to take the tests at the same time, and they do not need to be sequestered until other candidates have taken the test. Some Centres may therefore choose to conduct each test in several sessions over a number of days or weeks.
Before the candidates take a practical test, the Supervisor must work through it using similar hardware and software to that used by the candidates, in order to:
· ensure that the hardware and software at the Centre will enable the candidates to meet all the performance criteria;
· produce the Supervisor’s worked copy of the assessment, which must be included with the submission to CIE of candidates’ work.
Centres are responsible for ensuring that the hardware and software to be used by candidates is in full working order and will enable them to meet all the performance criteria as specified in this syllabus. Errors as a result of faulty software or hardware will not be taken into consideration in the marking of candidates’ work.
Each practical test is to be completed within 2¾ hours under supervised conditions. The Centre should provide a quiet, business-like atmosphere for the tests.
A suitably competent invigilator, preferably the Supervisor, must be present throughout the test. Two invigilators must be present at all times: it is not appropriate for a teacher who has been responsible for the preparation of the candidates to be the sole invigilator.
If no colour printers are available in the Centre, candidates should be made aware of the need to choose colours or patterns which are visibly distinct when printed in black and white. Candidates should normally be made aware of this in an announcement immediately before the start of the test.
Candidates are not permitted access to their own electronic files or personal notes. Candidates may use dictionaries, spell-checkers, the software’s help facilities, and the manufacturer’s manuals on the software packages during the practical test. No other help may be given to candidates during the test, unless there is an equipment failure.
Candidates must not communicate with one another in any way and security of the individual candidates’ files must be ensured.
To conform with safe working practices in using display screen equipment, it is recommended that candidates be allowed to take short approved breaks from working at their screens (5-10 minutes every hour), without leaving the examination room. Such breaks may naturally form part of the working pattern as candidates study the assessment material or collect printouts from the printer. The invigilators are responsible for maintaining security during these break periods.
Invigilators may need to observe certain performance criteria, such as ‘save data’ or transitions and animations in presentations. Where appropriate, this can be done by checking the candidates’ files after the test has been completed.
At the end of the test, candidates should present the invigilator with the printouts they wish to submit. Each printout should include the candidate’s name and the date on which the assessment was carried out. This information should be printed, not hand-written.
The practical tests are test of skills, not of knowledge or understanding. The performance criteria – that is, the skills which are to be included in the test – are published in this syllabus and are available to candidates. All of the performance criteria are assessed in each examination. Candidates can therefore gain no advantage by speaking to other candidates who have already taken the tests: they already know what skills they have had to acquire. The security issues associated with the practical tests are therefore different from those associated with conventional written papers.
There are, nevertheless, important security issues. For example, candidates must not gain sufficient knowledge of the tests to enable them to rote-learn the sequences of keystrokes or commands which form the answers.
All assessment material must be treated as confidential. It should only be issued at the time of the test.
Candidates are not permitted to retain a copy of the test, or of any printouts produced during the test, or of any electronic files which form part of the test or have been produced during the test.
All work stored on a network or hard disk must be kept secure. Centres are advised to consider setting up passwords to control login procedures and to ensure that only authorised access to files is possible.
Centres must ensure that:
· candidates do not have access to test material except during their test;
· at the end of each session all assessment material (including the CIE practical tests and candidates’ completed work) is collected by the invigilator;
· all draft copies and rough work not to be submitted is destroyed;
· candidates’ work is kept securely by the Centre between the end of the test and submission to CIE.
After the end of the examination period, the CIE tests must either be destroyed or kept in secure conditions until 15th January in the following year. Until this date they may not be copied, circulated or used as practice material.
In the event of a system crash, power cut or damage to equipment occurring during the test, extra time may be given to candidates to compensate for the time lost while the problem is resolved.
If, in the Supervisor’s opinion, an equipment failure makes it impossible to continue with the test, then the Supervisor may decide to abort the test. If this decision is taken, then all the candidate’s work must be destroyed and the candidate should be allowed a second attempt at the test on a different day. This is the only circumstance in which a candidate may be allowed a second attempt at a practical test. Second attempts are only permitted as a last resort, for example where all of a candidate’s data has been lost or corrupted and it is impossible to continue with the test without starting again, or where power has been lost indefinitely, or where failed equipment cannot be replaced within a reasonable time.
If there has been an equipment failure, the Supervisor must submit a detailed report to examiners with the candidates’ work. The report should state the nature of the problem, the candidates affected, and the actions taken.
GRADE DESCRIPTIONS
A Grade A candidate is likely to:
· demonstrate a sound knowledge and understanding of the range and scope of information processing applications and of the techniques and systems needed to support them, some of which are outside their everyday experience;
· have a good grasp of terms and definitions and be able to contrast and compare related ideas;
· be able to apply general principles of information processing to given situations and to be able to abstract general principles from given examples;
· identify a range of needs and opportunities and analyse, design and evaluate the most appropriate ways of addressing these using information systems;
· be able to discuss methods of detecting the loss or corruption of electronic information and describe steps that minimise the likelihood of the abuse of personal information;
· be able to use competently a broad range of software packages to successfully complete a wide variety of practical work-related tasks.
A Grade C candidate is likely to:
· demonstrate knowledge and understanding of the range and scope of information processing applications and of the techniques and systems needed to support them;
· have a good grasp of basic terms and definitions and be able to contrast and compare related ideas;
· identify some needs and opportunities and analyse, design and evaluate appropriate ways of addressing these using information systems;
· be able to control Information Technology devices showing an awareness of efficiency and economy;
· demonstrate a clear sense of audience and purpose in their presentations;
· be able to use a range of software packages to complete a variety of practical work-related tasks.
A Grade F candidate is likely to:
· demonstrate a basic knowledge and understanding of familiar, simple information processing applications and of the techniques and systems needed to support them;
· have some knowledge of some of the basic terms and definitions;
· respond to needs and opportunities and evaluate ways of addressing these using information systems;
· manipulate and interrogate previously stored information;
· use Information Technology to present work and demonstrate how it contributes to the development of their ideas;
· be able to use software packages to complete some simple practical work-related tasks.