NATIONAL CURRICULUM STATEMENT

(GRADES 10-12)

PRACTICAL ASSESSMENT TASK (PAT)

COMPUTER APPLICATIONS TECHNOLOGY

Grade 10

2010
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 Computer Applications Technology

Practical Assessment Task (PAT)

2010

Guidelines for the Teacher

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Computer Applications Technology DoE/PAT 2010
Grade 10

1. The PAT in Computer Applications Technology

The PAT is a project in which learners should demonstrate their information management skills by investigating a
matter, writing a report in which they present their findings, make recommendations or propose their ideas, using
the application programs that they have studied.
It is a single, continuous project, done in phases. Each phase builds on the previous one and a subsequent
phase informs a previous phase. The task defined in the first phase is the task completed in the final project.
The PAT uses a structured process using principles to help learners to stay focused. It brings together all the
skills taught in Computer Applications Technology. The PAT is the way in which the work taught in Computer
Applications Technology is applied in an integrated fashion.
In Computer Applications Technology, learners are given a scenario for the PAT activity. The learner may choose
his/her own topic or focus area within the scenario.

Phase 1
Define the task
Set questions to guide you
towards the correct
1 information and data that
Phase 1 you will need to do your
investigation
Find, access, collect and
evaluate the information

PAT
Process

3 2
Phase 3 Phase 2

Phase 2
Phase 3
Use the information
Use the information and data
and data Plan the investigation
Write the report and report
Present the findings Process and analyse
and information and data
recommendations

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Teacher Section
Computer Applications Technology DoE/PAT 2010
Grade 10

2. Scenario
The school management team (SMT) are concerned about computer ethics. Teachers complain that learners
have a “copy & paste” culture when it comes to completing assignments and projects. The social committee of
the learners’ representative council (LRC) complains that learners are copying music, which they bring and play
at social evenings. The network administrator complains that spam is getting out of hand and the financial officer
says that the school has almost fallen victim to phishing.
The LRC has therefore decided to launch a Computer Ethics awareness campaign and has requested the help of
the Grade 10 CAT learners.
The learner has to investigate an aspect of computer ethics and write a report to the LRC on their findings and
recommendations in this regard. The learner must generate a report using two/three application programs (a
word processor, spreadsheet, and a third program such as a presentation program - optional) in an integrated
manner to communicate his or her findings and recommendations. The report should include examples and/or
evidence that will explain the problem, support the investigation and demonstrate what the current state of affairs
is; why it is a problem, could become a problem or why it is not a problem and how the situation could possibly be
addressed.

3. Planning for the task

3.1 Description
In Computer Applications Technology learners are given a scenario for the PAT activity. The learner may choose
his or her own topic or focus area within the scenario.
The PAT is completed and assessed in phases. Each phase has one or two tasks. The documentation for each
task is submitted at specified intervals on dates set by the teacher. These tasks are assessed as they are
submitted.
Summary of the tasks for the different phases:
Phase Task Marks %
Phase 1 Task definition, find, access and evaluate information 45 35
Phase 2 Use of information – plan, process, analyse 30 23
Phase 3 Use of information – synthesise, report 55 42
130 100

3.2 Requirements of the task

The learner must adhere to the following minimum criteria in developing the report. The instructions for the
different tasks in the learner section of this document provide information that is more detailed.
 Learners have to define the problem, e.g. state what needs to be done, and highlight the essence of the task.
The structure of the task definition should be such that the learner states exactly what he or she is going to do
(see learner instructions for an example)
- about exactly ‘what’
- the ‘how’ of the investigation and the process involved
- what he or she is going to present and how
 Learners must identify the information/data that they will need to investigate the matter and make
recommendations by posing relevant questions. The questions are aimed at obtaining the relevant
information/data. The answers to these questions will guide their investigation and writing of the final report.

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Computer Applications Technology DoE/PAT 2010
Grade 10

 Learners must determine where they will find the information/data and decide on how they will find the
information as determined by the questions posed. They also need to plan what tools they will need to find
information/data, e.g. questionnaire and/or survey, etc.
 The learner must find the information/data and engage with the information/data: search, locate, access,
extract information/data and determine the relevance of the information/data found.
 Learners must indicate where and how the information/data they have found will assist in their investigation
and recommendations when writing their report.
 The learner must start planning the final report by studying the information/data found. He or she must plan
how these will be used/manipulated/processed to answer the questions posed as well as how the different
application programs will be used to facilitate the investigation and recommendations.
 The learner must use the information/data found and evaluated by manipulating/processing it, using
appropriate application programs.
 The learner must compile a report to present his or her findings and recommendations.
 In investigating the matter and writing the report, the learner must demonstrate the appropriate use of the
following application programs:
o Word processing program
o Spreadsheet program
o The thirdh application program that the learner studied, e.g. presentations program (optional).
The learner is expected to do his or her planning and organisation in phases and hand in evidence of the
process.

4. Instructions for the learners

See the Learner Section of this document.

5. Resources
Learners will need the following resources to complete the task:
 Access to a computer with the following programs:
 Word processing such as Word
 Spreadsheet such as Excel
 Third (additional) package, e.g. presentation program such as PowerPoint (optional)
 Access to the Internet, a search engine such as Google, electronic reference material such as Encarta,
printed media and expert opinion.
The task must be facilitated and monitored continuously by the teacher.

6. Assessment of the PAT

See the Assessment Tools Section for the assessment sheets for the different tasks.
The assessment tool for each task must be supplied to the learner with the instruction sheet for the task before
the learner can begin with the task.
Once the teacher has assessed the learners’ tasks, the learners should then study the marked assessment tool
and reflect on their efforts. This will help them to improve on the subsequent tasks and the final product. Note,
however, that the tasks should not be re-assessed.

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Computer Applications Technology DoE/PAT 2010
Grade 10

7. Recording and Reporting

 Each teacher will determine the dates for the handing in of the different tasks in each phase, taking
into account the final dates on which projects must be submitted for final moderation.
 After each task learners will hand in the required document(s) after which the teacher will assess
the task, record the mark and give feedback to the learner in the form of comments on the
assessment sheet.
 After the final product is handed in, the marks for the different tasks in each phase are added and
converted to 100 or 25% of the final promotion mark.
 Candidates may revisit previous tasks and make changes in order to improve the subsequent tasks
and the final product. The tasks will, however, not be re-assessed.

8. Guidelines for managing the PAT

There are different possible approaches to managing the PAT:
It is strongly recommended that the bulk of the Grade 10 PAT is done in the third and fourth term.
Option 1:
 The teacher could dedicate one or two periods per week in the third and fourth terms to the PAT while
simultaneously continuing with normal teaching to complete the Grade 10 curriculum during the rest of
the week.
 If he/she chooses this option, he/she should start with the PAT towards the middle of the third term,
completing one or two phases in the third term and the remaining phase(s) in the fourth term.
Option 2:
 The teacher could dedicate a continuous period of time to the PAT, e.g. one or two weeks towards the end of
the third term and the beginning of the fourth term, completing one or two phases in the third term and the
remaining phase(s) in the fourth term.
The teacher must plan his/her work schedule according to the option that he or she prefers.
It is suggested that the teacher records the learners’ topics when they start with phase 1 to avoid “instant
projects” that might possibly not be the learner’s own work.

9. Hints
Before learners start with Phase 1, first explain the PAT and provide an overview of the process to the learners.
Discuss the task and the topic with the learners. Allow them to ask questions and ensure that they clearly
understand the problem to be solved.
Discuss various aspects and the end result. Focus on the solution, the process and what the final product might
look like and consist of.
Discuss some examples with the learners. Encourage them to come up with ideas on how they will use the
different applications to direct the investigation and discuss the appropriateness thereof.
Ask the learners to first brainstorm and create a “brainstorm” document where they indicate their initial thinking or
ideas, headings and sub-headings. Check their ideas and help them to determine the scope of their investigation.
Discuss each phase (the ‘what’ and the ‘how’) before learners start with that phase. Facilitate each phase while
learners are busy doing it and provide feedback where and when necessary.
Allow learners to read each other’s task definition and questions and make suggestions to each other.
Although a different scenario was used, it might be useful to show learners both good and bad examples of the
PAT from the previous year(s).
Note:
You could use some of the ideas in the following table to guide learners.

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Computer Applications Technology DoE/PAT 2010
Grade 10

Internet Survey / questionnaire Excel Word Additional package

Information finding
Information on computer ethics,
unethical behaviour such as
spamming, violating copyright,
software piracy, etc.
What are the habits or attitudes
of of learners
Questionnaire / survey information Survey/Questionnaire Summary of findings
Statistics on, e.g. spam, phising Report Presentation to learners regarding
Cost of, e.g. spam to a company ethical behaviour
taking into account cost of internet,
bandwidth, salaries, etc.

Suggestion: refer learners to a website or give them an article that could serve as a good introductory background to the topic and to start them thinking. Read more about this
in Jamie McKenzie’s article: http://fno.org/mar08/searching.html

Articles to read to help the teacher to understand and prepare for the different tasks: (Mostly from Jamie McKenzie’s website: From Now On – www.fno.org)

For a good overview: The research cycle http://fno.org/oct97/researchcycle.html and

Big 6 Information Management Model http://www.big6.com/

Phase 1: The question is the answer http://fno.org/oct97/question.html

Questions and questioning: http://fno.org/nov99/techquest.html
Searching for the Grail http://fno.org/mar08/searching.html
Comparing and evaluating web information sources: http://fno.org/jun97/eval.html
When the book? When the net? http://fno.org/mar2000/whenbook.html
Phase 2: Deep thinking and deep reading http://fno.org/mar97/deep.html’
Crunching numbers http://www.fnopress.com/CRUNCH.htm
Numerical Literacy http://fno.org/PL/numlit.htm
Phase 3: Putting it all together http://fno.org/bio/SYN.HTM
A taxonomy of synthetic thought and production http://www.fno.org/may09/synthesis.html
Improving writing with the Six Traits http://fno.org/bio/TRAITS.HTM#anchor1010386

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Teacher Section
 Computer Applications Technology

Practical Assessment Task (PAT)

2010

Instructions for the Learner

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Copyright reserved Please turn over

Computer Applications Technology DoE/PAT 2010
Grade 10

Computer Applications Technology

1. What is the PAT?
The PAT is a project in which you will demonstrate your information management skills by investigating a matter,
write a report in which you present your findings, make recommendations or propose your ideas with the use of
computer applications technology.
It is a single, continuous project, done in phases. Each phase builds on the previous one and a subsequent
phase informs a previous phase. The task defined in the first phase is the task completed in the final project.
The PAT uses a structured process that teaches good principles that will help you to remain focused. It brings
together all the skills taught and learned in CAT. The PAT requires you to apply all these skills in an integrated
fashion.
Overview of the PAT:

Phase 1
Define the task
Set questions to guide you
towards the correct
1 information and data that
Phase 1 you will need to do your
investigation
Find, access, collect and
evaluate the information

PAT
Process

3 2
Phase 3 Phase 2

Phase 2
Phase 3
Use the information
Use the information and data
and data Plan the investigation
Write the report and report
Present the findings Process and analyse
and information and data
recommendations

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

2. Planning for the task

2.1 Topic (scenario)
The school management team (SMT) are concerned about computer ethics. Teachers complain that learners
have a “copy & paste” culture when it comes to completing assignments and projects. The social committee of
the learners’ representative council (LRC) complains that learners are copying music, which they bring to and
play at social evenings. The network administrator complains that spam is getting out of hand and the financial
officer says that the school has almost fallen victim to phishing.
The LRC has therefore decided to launch a Computer Ethics awareness campaign and has requested the Grade
10 CAT learners to help them.
As a Grade 10 learner, you need to investigate an aspect of computer ethics and write a report to the school
management team on your findings and recommendations in this regard.
Your investigation should focus on aspects such as:
o What it is
o Types of unethical behaviour with regard to computers
o Dangers and/or consequences
o Possible code of conduct
o Examples
o Etc.

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Computer Applications Technology DoE/PAT 2010
Grade 10

As a Grade 10 learner you will investigate an aspect of computer ethics and the habits of learners or other people
and make recommendations that will create awareness amongst people regarding the issue.
You need to generate a report for the LRC using three application programs (a word processor, spreadsheet, and
a program such as a presentation program) in an integrated fashion to communicate your findings and
recommendations. You should focus on your immediate community such as your household, class, school, etc.
The report should indicate what the habits of learners or other people are such as: how often do they copy
material without permission, whether they know how to identify spam or phishing, whether they have fallen prey
to any such a scam, how they feel about privacy of information, etc. and what your findings and recommendations
would be.
In preparing the report you should:
1. Focus on an aspect of computer ethics such as software piracy, intellectual property rights, information
privacy and accuracy, unauthorised use of computers and networks, etc. For example, consider the “cut &
paste” habits of learners, etc.
2. Find/research information on the habits of learners or other people, why these might be a problem or could
become a problem. Present data/statistics to support this. Show through data/information processing how
this could be addressed and what could possibly be done.
3. Show through data and information processing what the trend is, how problems could be addressed and
what could possibly be done to solve or alleviate the problem or make learners or other people more aware
of ethical behaviour, etc.
4. Plan and create electronic documents that could be used for gathering information/data (e.g. a questionnaire
created in a word processor), processing information/data (e.g. a spreadsheet).
5. In completing the task you will apply the following knowledge and skills that you have studied in CAT:
 Information Management
 Find, collect and evaluate information and data
 Manipulate/change/process data/information to represent the matter and what you want to say
 Present the information to someone or to an audience
 Word processing
 Spreadsheet
 An additional package, e.g. a presentation program (optional)
 Internet
2.2 Tasks of the PAT
The PAT is completed and assessed in phases. The tasks for the different phases are
summarised as follows:
Phase Task Marks %
Phase 1 Task definition, find, access and evaluate information 45 35
Phase 2 Use of information – plan, process and analyse 30 23
Phase 3 Use of information – synthesise and report 55 42
130 100

The documentation and/or evidence of what you do in each task are submitted on dates set by your teacher.
These documents are assessed as they are submitted and the marks for the task are recorded.
After your teacher has returned the assessment sheet for the task, study the feedback from the marked
assessment tool and reflect as follows:

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Computer Applications Technology DoE/PAT 2010
Grade 10

 Revise the steps completed so far

 Look at the steps that you still have to complete
 List things that you did not or still do not understand about the task
 Ask yourself whether you have enough material and information for the next step or task in the process
 List questions that you can ask your teacher or others that can help you to complete the task
This will help you to improve the next tasks and the final product. However, note that the tasks will not be re-
assessed.
2.3 What you will need to complete the task
You will need the following resources to complete the task:
 Access to a computer with the following programs:
 Word processor such as Word
 Spreadsheet such as Excel
 Additional package, e.g. presentation program such as PowerPoint (optional)
 Access to the Internet and a search engine such as Google, electronic reference material such as Encarta,
printed media and any other material or people that will help you to find the information that you will need
The task must be completed under controlled conditions and facilitated and continuously monitored by your
teacher.
2.4 Requirements of the task
Your aim is to investigate the matter. Appropriate use of the programs refers to how the programs were used to
understand the problem properly, to find information to direct your investigation, help you to find trends, patterns
and answers and to help you to make recommendations when writing your final report.

(See instructions for the different tasks for more detail)

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Learner Section
 Computer Applications Technology DoE/PAT 2010
Grade 10

3. Preparing for the PAT

Where to begin and what to do first – some brainstorming

- Read the scenario (see page 2)
- Write down information given and required
- Write down initial thoughts
- Identify a possible topic/focus area within the scenario
- Write down possible sub-topics
- Do you have a clear overview?

Scenario

Information Possible Sub-

Analysis Decision
What is the problem? given in Initial Thoughts topics
scenario Decision
Write down key notes Possible Sub-topics
regarding the problem and Write down your topic or
What do I like about it? focus area
the investigation as required
What interests me? Write down possible
by the task / scenario
What do I know about it? ideas / sub-topics within
your topic or focus area
1 Scope?
What is the 1
problem? One Sub-topics?

Will I be able
to use a
2 Information? spreadsheet?
What should I 2
investigate?
Two Sub-topics?
Will I be able to
use a
database?
(Gr 11 & 12)
3
Doable?
What should the 3
final product be? Three Sub-topics?

- Consider whether you will be able to do it:

Scope?
Too wide: You will have trouble with what to include, have to deal with too much information,
might not be able to complete in time
Narrow down by focusing on only one or a few limited aspects
Too narrow: The chances are that you will not find enough to write about to fill the pages or to
present a meaningful report
Information?
Will you be able to find the information required, considering available sources?
Is it doable?
Will you be able to use a spreadsheet?

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Computer Applications Technology DoE/PAT 2010
Grade 10

Self-evaluation
Check your decision against the information given above

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint
Ask one or two of your peers to check your topic (scenario) and ideas
Also, ask your teacher to check these.

Ask one or two of your classmates

to check your intended topic and
ideas
Ask your teacher to check your
intended topic and ideas

Do my topic and ideas

Name: make sense? Checked by:
Will it be doable?

Do my topic and ideas make sense...

Is the scope manageable?
Is there enough information available? What is missing?
Strong points Will I find information to manipulate and What is not clear?
What do you data to process? Areas to develop
like? What is Will I be able to use all the software
clear? packages that are required?

Prepare file structure

- Create folders and subfolders for saving relevant documents and evidence

- Label the main folder or briefcase using your surname and name

- Create a subfolder for each phase

- Create more subfolders within each folder as necessary to organise your documents

4. Instructions for the different tasks

The instructions for the different tasks are as follows:

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 1 Due date:_________________

Name:________________________________________ Class:____________________

Task 1: Task definition, find, access and evaluate information

1 Planning – start preparing your documents for Phase 1

Today's date:
Assignment:

Tasks necessary to
completion
Due date:
Phase 1
Task definition
Questions
Sources
Find, access and
collect information 1
Engage with Phase 1 Complete by:
information
Evaluate information
Gather evidence
Submit

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 1
2 Task Definition
- Describe what needs to be done in your own words, taking into account what the problem is
that you need to investigate and what the investigation would be about, by starting with the phrase: I
am going to…

I am going to...
Investigate...
What I need to I am going to... What? - What is the problem and
do what will the investigation be
about?
How?
Tools
What will I present? How? To
whom?
What will the final product be?
You must show that you are sure
about the job you have to do

Do not provide any solution or

make any recommendations here
(that is done in the final report in
Phase 3)
You first need to investigate to find
the solution or to make
recommendations

Example of a task definition

I am going to investigate computer ethics. I will focus on software piracy and the habits of learners in my
class regarding the copying of music and computer software. From this investigation I will report to the LRC. I
will indicate what the trend is and make suggestions to recommend some ideas to encourage good habits
and create awareness of ethical behaviour. In order to produce a quality report I will apply quality control to
find information and analyse this considering several relevant factors. I will use the Office package as a tool
to achieve my objective.

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Computer Applications Technology DoE/PAT 2010
Grade 10

3 Main Question:
- Write down your main question by determining the essence and focus of the investigation and
putting that into a question format:

?
It should tell the reader
Write down your about exactly what your
?
main question investigation will be
and what you will focus
on
It should keep you from
getting lost or off-track
when asking other
questions
Keep it simple and
clear

Factors to consider when you

formulate your main question:
Will you be able to investigate it?
Is it of a manageable scope?
Can it be done in the time
available?
Would you be able to do it with the
resources that you have access
to?

Note: Rather do something simple and do it right, than try to go overboard.

Example of a main question

What is the trend regarding the copying of music and computer software among learners in my class and
what might the implications be?

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint
Ask one or two of your peers to check your task definition and your main question
Also, ask your teacher to check these.

Ask one or two of your classmates

to check your task definition and
main question
Ask your teacher to check your
task definition and main question

Do my task definition
and main question
Name: make sense? Checked by:
Do they show a clear
path?

Do my task definition and main...

Will the reader understand what I am
going to do? What is missing?
Strong points Will the reader understand exactly What is not clear?
What do you what about? Areas to develop
like? What is Is the scope manageable?
clear? Will I be able to investigate this?
Will I be able to find the information
and data required for this
investigation?

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Computer Applications Technology DoE/PAT 2010
Grade 10

4 Identify the main aspects

- Look at your initial brainstorming
- Determine the sub-topics that you are going to address

Sub-topic
Sub-topic

Task
Main question

Sub-topic
Sub-topic

Sub-topic

Sub-topic
These sub-topics could
become your headings in
your final report

Factors to consider when you

identify headings / sub-topics:
Do these relate to my task
definition and my main question?
Will I be able to investigate it?
Should I reduce the number of
sub-topics?
Would I be able to find information
for these with the resources that I
have access to?
Note: Your main question and sub-
topics should keep you from getting lost
Example of sub-topics (sub-headings) or off-track when asking other questions
or when looking for information
 What is piracy?
 Consequences
 Code of conduct

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Computer Applications Technology DoE/PAT 2010
Grade 10

5 Setting questions
- Write down questions that will help you do your investigation
 You can write questions under each sub-topic or
 simply write down questions and arrange them under each sub-topic at a later stage.
 You may even identify a new sub-topic/heading at this stage when writing down your questions
or find that some sub-topics/headings might not work
- Try to have questions starting with phrases such as:

Level 1: Questions that can be answered explicitly by facts, e.g. questions starting with words such as
What? When? Where? Who? How many? etc.

Example: How many learners in my class have violated copyright laws?

Level 2: Questions that will help you to examine, explore, query, e.g. questions starting with words such
as Why? How? etc.

Example: Why are learners pirating music or software?

Level 3: Questions that will help you to adjust alter or predict, e.g. questions starting with words such as
If? What if? etc.

Example: What will happen if this practice continues or expands?

Level 4: Questions that will help you to make a judgment, critique, review or find meaning of some sort,
e.g. questions starting with words such as Would it be better if? What recommendation? How
can I determine? What would be the best way? etc.

Example: What recommendation could I make to the LRC that will create awareness of
piracy among learners?

 Label questions according to type/level. This will help you to adjust questions if necessary.
 Arrange questions according to headings/topics or subheadings /subtopics.

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 Computer Applications Technology DoE/PAT 2010
Grade 10

6 Rationale behind questions

- Indicate for each question how answering that question will help you to conduct the
investigation by finding relevant information and data for processing – i.e. do not just add any
question, make sure that you need it for your investigation

Sub-topic Questions
Questions
Sub-topic

Rationale
Rationale for asking
for asking the
the question
question Task
Main question

Rationale
for asking
the Sub-topic Questions
question Sub-topic

Rationale
Questions for asking
Sub-topic the
question

Questions
Questions should:
Help you to find information that will
help you to answer the main question
and therefore complete the task
Provoke thought
Focus and structure the investigation
Allow you to explore possibilities
Help you to build new knowledge
Keep you from getting lost along the
way
Rationale
for asking
Questions the Rationale for asking the ques...
question
Sound reason for asking this
question
Why do I ask this question?
Which information will it guide me
towards?
Will it help me find the information
and data that I need?
Factors to consider when you set
questions:
Will the questions help me find the
information that I need?
Quality of questions - do my
questions reflect different levels of
thinking?
Will they give me enough
information or data to process to
complete the task?

Example: Knowing how many learners have violated copyright laws will indicate what the scope of the
problem is.

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 Computer Applications Technology DoE/PAT 2010
Grade 10

7 Sources
- Identify a possible source for each question
- Consider the different sources / tools.

In the book
In the book
The answer to this kind of
question is in the book and Information
easy to find. investigation Information investigation
The answer is in the text, but
you might have to put together
several different pieces of
information in order to answer
it.

Survey /
questionnaire
Survey / questio...
The answer is in
collecting data from Internet
several people The answer is on the
Internet, but you might have
Information Needed Internet to put together several
(Where will I find info to
different pieces of
answer my questions?)
information in order to
answer it

Encarta
Encarta
The answer is found in the
electronic encyclopedia,
but you might have to put
together several different
pieces of information in
order to answer it.
Interview
People
Interview People
Personal
Implied Other people may have the
experience
knowledge answer and you may have
Personal experience Implied knowledge
to interview them to
The answer is not in the text. You The answer to this kind of answer it
will need to use your own question is not in the text. You
experience and feelings to answer will need to think about what you
the question. have read in order to answer it.

- Plan on where you will find information/data to help you to answer the questions. Possible
sources to consider (other than the Internet): electronic encyclopaedia such as Encarta, printed
media such as magazines, brochures, newspapers, books, etc., opinion polls/surveys, interviews, e-
mails, SMSs, telephone calls, etc.

- Plan on how you are going to find the data/information from the Internet that will answer the
questions to help you to complete the task, e.g. using key words/phrases for Internet searches.

- Plan on how you are going to find information/data from other sources (such as printed media,
etc.) that will answer the questions to help you to complete the task/solve the problem.

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Computer Applications Technology DoE/PAT 2010
Grade 10

Example: Statistics of software piracy, etc.

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Computer Applications Technology DoE/PAT 2010
Grade 10

7.1 Note about questionnaires/surveys and interviews

You will also need a survey/questionnaire or want to conduct an interview
You will need to set questions for your questionnaire/survey or your interview

Remember:
- ‘Closed’ questions are better for a questionnaire/survey, e.g. questions with only one answer or
where people can select an answer from a list provided – open ended questions are sometimes
difficult to analyse
- Try to do a trial run before doing a survey to make sure it can be analysed (calculations, graphs,
etc.)
- You will have to decide what questions to ask in the interview and decide how you will use
these answers.

Example: If you want to answer the questions posed in the given examples, you need to ask
questions such as the following in the questionnaire or during the interview:
Have you ever (even once) copied music or software programs without paying for it?
How often do you copy music or software programs from friends or the Internet?
Have you ever paid for illegal copies of music or software?
Do you know someone that is guilty of software piracy?
List the programs that you have copied illegally
Do you think that someone suffers any damage from piracy?

Note: You will need about 20 – 30 completed questionnaires/survey forms

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 Computer Applications Technology DoE/PAT 2010
Grade 10

7.2 You should now

 have decided on your sub-topics
 have questions for each sub-topic
 have reasons for asking the questions
 have identified a possible source for each question
 have set questions for your questionnaire / survey / interview
 create your questionnaire / survey form
 be ready to access the sources and find the information you need

Rationale Rationale
for asking the for asking the
question question

Sub-topic Questions
Questions
Sub-topic

Possible
Possible
sources / tools
sources / tools
needed to
needed to
answer
answer
Task questions
questions
Main question

Rationale Sub-topic
for asking the Questions
question Sub-topic

Rationale
Questions Sub-topic for asking the Possible
question sources / tools
needed to
answer
questions
Possible Questions
sources / tools
needed to
answer
questions Rationale
for asking the Possible
question sources / tools
needed to
answer
questions

Factors to consider when you

determine sources / tools:
Do I need a survey/questionnaire?
What questions will I include in the
questionnaire / survey form? Will I be
able to process this information? Will
it give me an answer or show me a
trend?
Will I need to interview people to find
some answers? What questions will I
ask them? How will I use these
answers?
Will I need access to the Internet?
How will I conduct my search?
Is the source reliable?

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

You could use the following table to write down what you have done so far:

Sub-topic Question Level Rationale Possible Source

(Why did I ask this (Where will I find the
question?) information?)

Checkpoint
Ask one or two of your peers to check your questions, reasons and your sources
Also, ask your teacher to check these.

Ask one or two of your classmates to

check your questions, reasons and
sources and ask you some questions
about them
Ask your teacher to check questions,
reasons and sources and ask you
some questions about them

Do my questions
make sense?
Reasons?
Name: Checked by:
Sources?

Do my questions make sens...

Will my questions lead me to the
information and data that I will need What is missing?
for my investigation? What is not clear?
Strong points Should some questions be Areas to develop
What do you rephrased?
like? What is Should I add some questions?
clear? Should I delete some questions?
Do they cover all aspects that I want
to address?
Do you understand the reason for
asking this question?
Am I likely to find the information in
the source identified?

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

8 Find, access and collect the information

- Use the information finding strategies from previous steps to find, access and collect the
information and data that you will need, e.g.
 Hand out questionnaires / survey forms and collect after completion
 Conduct interviews
 Access Internet and other sources and collect relevant information – make notes
- Save documents and evidence electronically in the Phase 1 folder created

Engage with info...

Keep details of all
Engage with bibliographic
information information to use
when compiling your
final report

Read, read, read...

Determine...
Make notes,
summarise

Determine which
information is
relevant - will answer
your questions and
which is irrelevant or
inappropriate

Which information
Determine which Which data can be
would I be able to
information will processed into
combine or rework
need to be meaningful
to give me new
manipulated and information?
knowledge and
processed How could it be
insights
presented?

Will the information

complete the puzzle /
provide the answers?

Cross reference t...

Colour tags
Comments
Highlight
Hyperlink
Cross reference Bookmark
the data/
information with the
questions

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

9 Provide evidence
- Provide evidence of the data/information found, e.g. notes taken from books, clippings from
magazines, newspapers, copies of printed material, brochures, screen shots from electronic
material, printouts of websites, your survey or opinion poll, etc. Make a summary, highlight
important facts, add comments, etc.
- Provide evidence that the data/information found is linked/cross-referenced to questions, e.g.
highlight a question and all information related to that question in the same colour, insert comments,
etc.
10 Evaluate sources and information
- Check if the information is trustworthy
- Evaluate the sources

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 Computer Applications Technology DoE/PAT 2010
Grade 10

- Write down how you will determine whether the information is trustworthy and of good quality
for the different types of sources, e.g. look at accuracy, authority, objectivity, currency and
How good is
the
information?

Is the
information
Can the source useful?
be trusted? Will it answer
my question?

Accuracy
Is it accurate? Accuracy
Can it be
verified
Authority
somewhere
Who wrote the
else?
information?
Is it an expert?
What does the URL
tell you?

Authority

Objectivity
Are there any
bias?
Is it someone's
opinion?
Commercial Objectivity
information?
Currency
Is the information
up-to-date?
Does it matter if it
is not?

Currency

Coverage
How well does
it cover the
topic?

Coverage

coverage.
10.1 Keep track
- Maintain an appropriate electronic file structure, with sub-folders, that is clearly labelled to
organise and store documents and evidence.
- Keep details of all bibliographic information for later use when compiling your final report.

10.2 Finalise
- Finalise your document to be handed in for Phase 1

You could expand your table to provide for all the information:

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Computer Applications Technology DoE/PAT 2010
Grade 10

Heading / Question Level Rationale Possible Is this Evidence of

sub-topic (Why did I Source information information
ask this (Where will I trustworthy? (Hyperlink, screen
question?) find the Write dump, reference, etc)
information?) motivation and bibliographic
information

- Insert a screenshot of your folder structure

- Provide a list of evidence.

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint
Check if you have done all that is required before you hand in your document for Phase 1.
Also, ask a peer to check these.

Task Self Peer Comment

Task definition?
Makes sense?
According to scenario?
Main question?
Makes sense?
Focused?
Directs investigation?
Sub-topics?
Questions
Enough?
According to topic/heading?
Labeled according to level?
Reason?
Possible source?
Sources and information
Evaluated?
Bibliographic information?
Answer questions?
Variety?
Tools, e.g. questionnaire/survey
Evidence
Available?
Hyperlinked / cross-referenced?
File structure?
Well organised?

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

11 Hand in:

Submit an appropriate file structure that contains:

1. An electronic and hard copy of your planning document (± 2-3 pages) prepared in an appropriate
application containing:
1.1. The description of the task and the problem in your own words.
1.2. The main question.
1.3. The set of questions posed (at least 15 - 20 questions)
 labelled according to level
 arranged according to topics/headings or subtopics/subheadings
 with sources of data/information for each question,
 indicate for each question how the information/data will answer the question and how it will assist in
finding a solution to the problem.
2. Evidence of sources and information (folder containing electronic documents with single electronic
document containing links to evidence and a paper folder for hard copy evidence such as completed
surveys/questionnaires) found such as
 Completed questionnaires and surveys
 Summaries of completed surveys and questionnaires
 Notes on interviews conducted
 Clippings, photocopies, and scanned documents
 Printouts, screen shots and disk/folder with electronic copies, etc.
3. Evidence that the different types of sources and information have been checked for trustworthiness and
quality.
[45]

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 2 Due date:_________________

Name:________________________________________ Class:____________________

Task 1: Use information – Planning

1 Planning / overview Phase 2

- Get a clear overview of the following step in the process and due dates

Today's date:
Assignment:

Tasks necessary to
completion
Due date:

Phase 2
Use information
Plan which information
will be used
Plan how it will be 2
used Phase 2 Complete by:
Plan report
Create spreadsheet
and process data
Create database and
process information

26
Learner Section
 Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 2
2 Use information – Planning the report
- Create a framework to show how you are going to use the information and data in your report
 Which headings and sub-headings will you use? Refer to sub-topics in phase 1.
 How and where will you use the answers to the questions?
 How will you integrate the different packages?
 Which evidence will you use to support your findings and recommendations?
 How will you use the evidence?
 What will the order be?

What
information,
data and
evidence does
your report
Audience need?
Knowing who you're Subject
writing for helps
determine word
choice, order, level of
detail and tone.

What is the order of informatio...

Writing
Think about your audience. What
Directions do they need to know first?
Audience
Second? Third?
Introduction Is there any specific or logic order
What does the reader in which the information should be
need to know first? presented?
This might be
background
Introduction information, purpose, What is the
etc. order of
information?

Body

Body What discussions 1

should come in here?
Headings and Sub-
headings?
2

Conclusion
Recommendations
3
Conclusion
New ideas / knowledge

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

- Plan each section and each paragraph

Report Outline

Introduction
Main {Heading 2}
Heading
{Heading 1} Conclusion
Body {Heading 2}

Paragraphs

Topic 1 Topic 2 Topic 3

{Heading 2} {Heading 2} {Heading 2}

Sub-topic Sub-topic
{Heading 3} {Heading 3}

Sub-topic
{Heading 3}

Note: Your framework could take the form of a mindmap, diagram, word outline or storyboard

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Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Example: Report Outline

1. Main Heading {Heading 1}

2. Introduction {Heading 2}
State purpose, give overview / background, and give context of report

3. Body
Paragraphs

Topic 1 {Heading 2}
Key words of information regarding this topic that will go here
Supporting evidence that will go here, e.g. graph

Topic 2 {Heading 2}
Key words of information regarding this topic that will go here
Supporting evidence that will go here, e.g. query

Sub-topic {Heading 3}
Key words of information regarding this sub-topic that will go here

Sub-topic {Heading 3}
Key words of information regarding this sub-topic that will go here
Supporting evidence that will go here, e.g. graphic

Topic 3 {Heading 2}
Key words of information regarding this topic that will go here
Supporting evidence that will go here, e.g. graph

Sub-topic {Heading 3}
Key words of information regarding this topic that will go here

4. Conclusion {Heading 2}
Key notes

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint

Ask one or two of your peers to check your planning.

Also, ask your teacher to check these.

Ask one or two of your classmates

to check your planning and ask
you some questions about tit
Ask your teacher to check your
planning and ask you some
questions about it

Did I plan my report

well?
Organising and flow?
Name: Information? Checked by:
Evidence?

Did I plan my report well?...

Headings / sub-topics?
Is the information well organised?
What do you miss?
Is the flow logic?
What is not clear?
Will the planned information answer
Strong points Areas to develop
the questions?
What do you Will the information answer my main
like? What is question?
clear? Will the evidence support or explain
my information? Make it clearer?

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Computer Applications Technology DoE/PAT 2010
Grade 10

Task 2: Use information – Processing/analysing

3 Use information – Process and analyse information and data
3.1 Create spreadsheet
- Type in data from questionnaire/survey, transfer or import data gathered elsewhere
- Use functions and formulae to process the data into meaningful information – to help answer
the questions and support your findings
for example: calculating the percentage of learners that are guilty of software piracy
- Make summaries
- Create meaningful graphs – to help answer the questions and support your
findings/recommendations

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 Computer Applications Technology DoE/PAT 2010
Grade 10

Use
information
and data

Extract info
Manipulate Analyse
Examine Calculate

Extract info
Calculate
Extract relevant
information
Use functions and Sumarise,
formulae in paraphrase
spreadsheet to do Sort and group to
calculations. Look far find trends or see
Create summaries, Look closely patterns
graphs, etc. to find
trends or see
patterns

Find the answers to

Find the your questions and
pieces of the key to answer your
Find the
the main question
cure
puzzle

Change into Gain new

useful knowledge
information and insights

Come to a conclusion
What are these telling
me?
What 'story' is unfolding?
Come to a
conclusion

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint
Ask one or two of your peers to check your processing.
Also, ask your teacher to check these.

Ask one or two of your classmates

to check your processing and
analysis and ask you some
questions about this
Ask your teacher to check
processing and analysis and ask
you some questions

Will my processing and

analysis provide me answers
and supporting evidence?
Name: Will it help me to draw Checked by:
conclusions and make
recommendations?

Will my processing and analysis provide me...

Spreadsheet:
Strong points Is the spreadsheet easy to read and interpret? What do you miss?
What do you Are the calculations correct? What is not clear?
like? What is Are the calculations meaningful? Areas to develop
clear? Are some calculations unnecessary?
Shouldn't more calculations be done to give me
answers or support my findings?
Does the processing show some trends and
patterns?
Is information appropriately summarised?
Will some results be better presented in a graph?

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Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint
Check if you have done all that is required before you hand in your document for Phase 2.
Also, ask a peer to check these.
Task Self Peer Comment
Planning
Each section?
Introduction?
Body?
Conclusion?
Headings / sub-headings?
Paragraphs?
Key notes on what will be in each
paragraph?
How questions will be answered?
How packages will be used?
Where supporting evidence will be placed?
Organisation?
Analysis
Spreadsheet
Calculations (formulae and functions)?
Graphs?
Easy to interpret?
Meaningful?
Provides answers?
Easy to read and interpret?

4 Hand in:
- Planning document with the report outline and key information

 on how you intend to use the information

 where you intend to use it
 how it will be organised

- Completed spreadsheet together with electronic files where you processed and analysed the
information and data

[46]

34
Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 3 Due date:_________________

Name:________________________________________ Class:____________________

Task 1: Use information – Final presentation/synthesis

1 Planning / overview Phase 3

Today's date:
Assignment:

Tasks necessary to
Due date:
completion

Phase 3
Put everything 3
together Phase 3 Complete by:
Write report
Prepare presentation
(optional for Grade
10)

35
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 Computer Applications Technology
Phase 3: Use information
2 Put it all together, complete the puzzle
- Use your word processor to finalise the report
- Use the outline and capture the report using the information, data and supporting evidence from
previous phases.
1 2
Heading
Introduction
Introduce your
topic/investigation
to the reader
Do not give detail -
that will come in
the body
Highlight your
problem statement
and main question
Conclusion
This is the final chord
in the song
Summarise your
findings, and
recommendations or
what you have learned
from the investigation
The conclusion should
draw all the findings
together and present a
verdict
DoE/PAT 2010
Grade 10
Report
Use your outline from the
previous phase
Use your notes from phase 1
Use your processing and
analysis from phase 2
Put everything in the same order
as that of your outline
The report is the 'result' of your
investigation
Report It should have a professional
look and feel - no spelling
mistakes
4 5
3 List of
Introduction Conclusion
Body references
Body
The discussion of your
Background Address the Restate investigation
investigation problem Paragraph(s) under each
heading or sub-heading -
paragraphs should consist of
sentences related to a single
Use Summarise issue or theme
Purpose headings and main points Write the first paragraph about
paragraphs the first sub-topic in your
outline
Link the findings, ideas and
Support with Make evidence with paragraphs,
Overview recommendations / visuals (graphics such as
evidence and
findings propose idea graphs), queries, reports, etc.
Give more information about
the sub-topic and support with
evidence gathered -
manipulated, processed and
analysed
Remember to cite all borrowed
material, ideas, etc.
Repeat for other sub-topics
Ensure that your subtopics and
paragraphs flow from one to
another so that the reader
could easily understand
Complete the puzzle
Factors to consider in compiling your report:
Information or material should not be copied from web
sites or anywhere else - it should have been reworked,
processed or analysed
Graphs, queries, should be woven into your report
Graphs must have a caption - the caption should not be a
'story' but is a 'heading' for an image
Pictures, if used, must be described or referred to in the
text - it should support your text, else do not use
Page numbers are required - especially when you have a
table of contents
Check the formatting of headings, etc
36
Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Checkpoint

At this point, you will have to check if you have done all that is required for the report in phase 3. Also,
ask a peer to check these.

Task Self Peer Comment

Title Page?
Table of contents?
Introduction
Context of investigation?
Clear overview?
Body
Headings and sub-headings?
Organisation:
Sequence?
Supporting evidence?
Unity? related info together?
Coherence?
No duplication?
New knowledge and insight?
Graphics / images
Support text?
Correctly placed?
Captions?
Conclusion
Main points?
Recommendation?
Integration of packages?
Page numbers?
Reference?
APA or Harvard method?

37
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Computer Applications Technology DoE/PAT 2010
Grade 10

4 Final check! Make sure that you …

1. Finalise your report (± 6 pages) using the word processor
2. Prepare the report
 Decide which of the information manipulated/processed will support your discussion/proposal
and will be used in your final report and presentation
 Present the findings/solution/recommendation supported by evidence collected/ processed in
previous tasks
3. The report must include:
 Title page
 Table of contents
 List of references
 Hyperlinks to documents/evidence from previous phases

5 Hand in:

Submit an appropriate file structure that contains

- An electronic copy of the report (± 6 pages) using the word processor containing the following:
 Title page
 Table of contents
 Introduction
 Body/Paragraphs discussing the task and the solution including information,
graphics/images, tables, graphs, queries, reports created in Phase 2 to support the
recommendation or findings
 Conclusion – give the solution/make a proposal/present your findings/idea
 List of references (bibliography)
 Hyperlinks to documents/evidence from previous phases

- Also hand in a printed copy of the report.

[

38
Learner Section
 Computer Applications Technology DoE/PAT 2010
Grade 10

Task 2: Use information – Final presentation/synthesis

6 Prepare the presentation (Optional)
Outlines
Make your 1st or 2nd slide an outline
of your presentation
Follow the order of your outline for the
Outlines rest of the presentation Do not...
Only place main points on the outline
slide - use the titles of each slide as
main points

Slide Structure
Use 1-2 slides per minute of your
presentation
Write in point form, not complete
sentences
Include 4-5 points per slide Use distracting Go
Avoid wordiness: use key words and animation overboard
phrases only with
Slide Structure animation

Font
Use at least an 18-point font
Use different size fonts for main points
and secondary points
Use a standard font like Times New
Roman or Arial Do
Only use capital letters when
Font necessary - it is difficult to read

Colour
Use a colour of font that contrasts Show one
sharply with the background - e.g. blue point at a
font on white background time
Presentation Use colour to reinforce the logic of
your structure - e.g. light blue title and
dark blue text
Use colour to emphasize a point - but
only use this occasionally
Colour

Background Show one point at...

Use backgrounds that are attractive but Will help audience
simple concentrate on what you
Use backgrounds which are light are saying
Use the same background consistently Will prevent audience
throughout your presentation from reading ahead
Background
Will help you keep your
presentation focused
Graphs
Use graphs rather than just charts
and words
Data in graphs is easier to
comprehend & retain than is raw data
Trends are easier to visualize in graph
form
Graphs Always title your graphs

Spelling and Grammar

Proof your slides for spelling mistakes,
the use of of repeated words,
grammatical errors you might have
Spelling and made
Grammar

Conclusion
Use a conclusion slide to summarize the
main points of your presentation and
suggest action or make
recommendation

Conclusion

39
Learner Section
Computer Applications Technology DoE/PAT 2010
Grade 10

Prepare a summary of the report or create a presentation on any related matter

6.1 The presentation

Your presentation must be done using the fourth package that you have studied and could be a
summary of the report or a visual presentation on any related matter pertaining to this year’s PAT
scenario

Checkpoint

At this point, you will have to check if you have done all that is required for phase 3. Also, ask a peer to
check these.

Task Self Peer Comment

Presentation?
Readable?
Good taste? / suitable to target audience?
Not too busy?
Outlines are used?
Slide structure?
Title slide?
Menu or table of contents?
Introduction?
Body?
Conclusion/findings?
Font?
Alignment / styles?
Colour?
Background?
Graphs / graphics / images ?
Multimedia effects?
Action buttons / hyperlinks / hotspots?
Integration?
Transitions / animations?
Spelling and grammar?

7 Hand in
A summary of the report/findings/plan/proposal/solution/recommendation or a visual presentation on any related
matter, using the additional package that you studied, e.g. slideshow(s) using a presentations program such as
PowerPoint (optional)

Total for Phase 3 = (Report 32) + (Presentation 22) = [54]

END!

40
Learner Section
 Computer Applications Technology

Practical Assessment Task (PAT)

2010

Assessment Tools

This section consists of 9 pages including this cover page

Copyright reserved Please turn over

Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 1 Task definition, find, access and evaluate information

Name of learner:___________________________

Maximu
m Mark
Mark
Phase 1: Criteria

1 The learner describes the task/problem in his/her own words:

4 3 2 1 0
Clearly described The description is The description is The description is No description
and unambiguous clear but with vague, leaving the so vague that no
– clearly states minor reader unsure of discernable
where the learner shortcomings what the purpose purpose can be 4
will go and what Learner is found
needs to be done understands most Learner Little evidence of
Learner clearly aspects of the understands understanding the
understands all task/problem some aspects of task/problem
aspects of the the task/problem
task/problem
2 The main question has been posed to help complete the task direct the investigation 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 sub-headings have been identified 1
5 The learner created questions for all headings and sub-headings identified 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
Level 1: Can be answered explicitly by facts, e.g. questions starting with What? When? How many?
Where? Who?
Level 2: Help to examine, explore, query, e.g. questions starting with Why? How?
Level 3: Help to adjust, alter or predict, e.g. questions starting with If? What if?
Level 4: Help you to make a judgment, critique, review or find a larger meaning of some sort, e.g.
4
questions starting with Would it be better if? What recommendations? How can I determine?
What would be the best way?
4 3 2 1 0
Four levels of Three levels of Two levels of Only one level of No questions
questions questions questions questions formulated
included included included included
1 It is indicated how finding the answer to the question will assist the investigation
0 3 2 1 0
3
For each question For most questions For less than 50% of No indication
the questions
1 Possible sources of information are supplied for each question
1 3 2 1 0 3
For each question For most questions For less than 50% of None specified
>= 50% but < 100% the questions
1 Variety of sources (Internet, other electronic, e.g. Encarta, printed media, questionnaires/surveys,
2 interviews)
3 2 1 0 3
More than two different Two different types of Only one type of No sources
types of sources used sources used source used

1
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

1 Survey or questionnaire
3 3 2 1 0
Most appropriate use of Used and will provide Used but not Not used
survey or questionnaire some useful data to appropriately 3
Will provide relevant help the investigation Data collected not
data to help the or answer the always relevant
investigation or answer questions
the questions
1 Evidence of sources is available, e.g. completed questionnaires, interviews, photocopies, screen dumps
4 or saved copies of websites
Give two marks each for the following up to a maximum of 6 marks: (no evidence = 0)
Completed Evidence of interviews Photocopies/clippings from
questionnaires/surveys or conducted printed media or scanned
summary of information from printed media 6
questionnaires/surveys
Printouts or screen shots of e- Copies or screen shots of whole Other: List
mails web pages from websites (not
text copied to word processor
only)
1 Data/information found is highlighted/marked/cross-referenced/annotated/linked to the questions asked
5 or to groups of questions
3 2 1 0
For all major categories For most categories For less than 50% of Not indicated 3
(headings/subheadings (headings/subheadings the categories
) ) (headings/subheadings
)
1 Evidence that relevant/appropriate data/information was found, i.e. motivation that found
6 information/data is likely to direct the investigation or answer the questions
3 2 1 0
For all categories For most categories – For less than 50% of None 3
(headings/subheadings >= 50% but < 100% the categories
) (headings/subheadings (headings/subheadings
) )
1 Evidence that the different types of sources and information were evaluated against currency/timeliness,
7 authority, coverage, accuracy
3 2 1 0
3
Evaluated against all Evaluated against at Evaluated against at Evaluated against only
four criteria least three criteria least two criteria one criterion or no
evidence
1 Electronic file structure
8 2 1 0
Learner created an appropriate Created with minor Not created
e-file structure with subfolders to shortcomings
store files and evidence that is File structure not appropriate or 2
clearly labelled not clearly labelled or no
Logical organization within subfolders or no logical
structure organization of documents
within structure
1 The spelling and grammar of the document was checked and corrected
1
9
Total for Phase 1: 45

Comments:

2
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 2 Task 1: Use information – plan

Task 2: Use information – process/analyse

Name of learner:___________________________

Obtained
Maximu
m Mark
Mark
Phase 2: Criteria

Planning – Task 1
1 Planning document
3 2 1 0
Planning is clearly Planning is done by Planning done, but not No planning
done by section and section and paragraph by section and
paragraph in most instances paragraph
Learner clearly Planning shows some
3
understands the evidence of
problem and where understanding and
he/she is heading insight
Learner shows insight
in planning and use of
information
2 The planning framework is created in an appropriate format, e.g. diagram, mind map, storyboard, word
1
outline with headings and subheadings
3 Organisation of information
3 2 1 0
Planning framework Planning framework Framework given but Not included
clearly indicates how indicates how not clear on how
3
information will be information will be information will be
organised and used organised and used organised and used
with minor
shortcomings
4 Questions
3 2 1 0
Planning framework Planning framework Framework given but Not indicated
clearly outlines and outlines and indicates not clear on how
indicates where the where the questions questions will be
questions (grouped (grouped according to accommodated 3
according to headings headings and
and subheadings) will subheadings) will be
be accommodated in accommodated in the
the final report final report but with
minor shortcomings
5 Paragraphs
2 1 0
Planning framework indicates Planning framework indicates No indication
2
briefly what one could expect in briefly what to expect for some
each paragraph paragraphs/sections

6 Planning document indicates how all the different application programs will be used to solve the
1
problem
7 Word processor 3
3 2 1 0

3
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

The use of the word The use of the word The use of the word Not appropriate at all
processor is most processor is processor is not always
appropriate in all appropriate in most appropriate
instances in the instances in the
context of the context of the
task/directing the task/directing the
investigation investigation
8 Spreadsheet
3 2 1 0
The use of the The use of the The use of the Not appropriate at all
spreadsheet is most spreadsheet is spreadsheet is not
appropriate in all appropriate in most always appropriate 3
instances in the instances in the
context of the context of the
task/directing the task/directing the
investigation investigation
9 Addtional package (optional)
3 2 1 0
The use of the The use of the The use of the Not appropriate at all
additional package is additional package is additional package is
most appropriate in all appropriate in most not always appropriate 3
instances in the instances in the
context of the context of the
task/directing the task/directing the
investigation investigation
Use of application programs – Task 2
Spreadsheet
10 Design
3 2 1 0
The design and Information can be Some vague areas Difficult to interpret or
formatting of the interpreted but there not clear
3
spreadsheet allows for are minor
easy interpretation of shortcomings
information Mostly clear and easy
to interpret
11 Functions/formulae/calculations
3 2 1 0
Functions/formulae/ Functions/formulae/ Used but shows little Not used
calculations used are calculations answer evidence of
meaningful questions but with understanding the 3
Definitely answers some minor gaps problem
questions and Contribution to solution
contributes to the not always clear or
solution sometimes forced
12 Use of Graph(s)
2 1 0
Graph(s) included are Graph(s) do not always serve a No graphs included
2
meaningful and serve a purpose purpose or contribute to
Definitely answers questions answering questions. ‘Forced’ in
and contributes to the solution some instances
Total for Tasks 1 & 2 30

Comments:

4
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

Phase 3

Task 1: Use information – Final presentation/synthesis – Report

Task 2: Use information – Final presentation/synthesis – Presentation

Name of learner:___________________________

Maximu
m Mark
Mark
Task 1: Criteria

Report
Introduction
1 Introduction
2 1 0
2
Problem clearly stated. Reader Some shortcomings No introduction
knows what the report is about
Flow of thought
2 Organisation of information
2 1 0
Well organised using Headings/subheadings do not No information or no
2
headings/subheadings that always group related information headings/subheadings used
group related information
together
3 Graphics/images
2 1 0
Relevant and support or explain Do not always support or explain No graphics/images or totally 2
content in meaningful manner content or not always meaningful irrelevant
Woven into report or not always part of 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
2 1 0
2
No duplication of data or Some data or information Many instances of duplication
information unnecessary 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
Well-supported by data or Some shortcomings – not always No data or evidence to support or 2
evidence in a meaningful supported or not always not meaningful
manner meaningful
8 Hyperlinks to evidence
2 1 0
Active hyperlinks to supporting Some shortcomings, e.g. No hyperlinks 2
documentation and/or evidence hyperlinks not active or not
working correctly
9 Conclusion
2 1 0
Conclusion answers the main Conclusion does not answer the No conclusion 2
question and provides a clear main question or does not
finding/solution/recommendatio provide a clear finding/solution/
n/plan/ proposal recommendation/ plan/ proposal

5
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

10 The learner created new knowledge/thoughtful ideas

4 3 2 1 0
Learner created Minor Mostly conveys Conveys Learner copied
new knowledge/ shortcomings knowledge/ideas knowledge/ideas and pasted large
thoughtful ideas. Mostly conveys of others which of others with parts
Information is well new knowledge/ addresses original regard to the Little evidence of
manipulated and original ideas problem or issue original problem understanding the
processed which addresses but attempted to or issue problem or issue
4
Conveys new original problem understand and Little evidence of
knowledge/origina or issue manipulate some effort to
l ideas which Shows insight of the information understand and
effectively Shows some process
addresses original insight information
problem or issue
Shows good
insight
11 Integration between packages
3 2 1 0
Integration between Integration between Integration does not No integration
packages is very packages is meaningful always serve a purpose
meaningful in all and has a purpose in or does not contribute
instances most instances to the solution 3
Integration has a clear Minor shortcomings Forced in most
purpose and Contributes to the instances
contributes to the solution in most
solution in every instances
instance where used
Physical outlay and handling of sources
12 Title page 1
13 Table of contents 1
14 References 1
15 Sources cited correctly, using APA* or Harvard method 1
Word processing
16 Automatic page numbering used on all pages, except cover page 1
17 Spelling and grammar
2 1 0
Spelling and grammar checked One or two errors More than two errors
2
and corrected
No evidence of obvious spelling
and grammar errors
18 File organisation
3 2 1 0
Files and documents Files and documents A folder structure used No folder structure or
are well organised organised and labelled but files and documents only one folder
using folders and with minor disorganised, difficult to
subfolders shortcomings find 3
All files and folders are Not always easy to find
clearly labelled and or not clearly labelled
easy to find
Logical organisation
within structure

6
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10

Additional package – Criteria for presentations, web authoring, desktop publishing1

Physical appearance
19 Title page/slide/front cover 1
20 Table of contents or menu 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 1
28 Appropriate and tasteful use of colours of background and fonts (consistent use of colour, appearances
1
and styles)
29 Appearance suited to target group 1
30 Spelling and grammar checked
2 1 0
Spelling and grammar checked One or two errors More than two errors
2
and 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
1
meaningful
35 Slides/pages not too “busy” 1
36 Integration
2 1 0
Integration with other program(s) Integration does not always No integration 2
has a clear purpose serve a purpose
Forced in some instances
Total for Phase 3 Task 1 & 2 55

SUMMARY
Possible Mark
Phase Task
Mark Obtained
Phase 1 Task definition, find, access and evaluate information 45
Task 1 & 2
Phase 2 30
Use of information – plan, process, analyse
Task 1 - Use of information – synthesise, report (Report) 35
Phase 3
Task 2 - Use of information – synthesise, report (Presentation) 20
130

* The most widely used style in the social sciences is that of the American Psychological Association (APA).

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

7
Assessment Tools