Computer Applications Technology

Practical Assessment Task (PAT) - 2012

GRADE 12
Assessment Tools

Surname and Initial of Candidate Class
Signature of Teacher Date
Signature of Moderator Date

SUMMARY
Phase Task
Possible
Mark
Mark
Obtained
Phase 1 Task definition, find, access and evaluate information 40
Phase 2
Task 1 & 2
Use of information plan, process, analyse
40
Phase 3
Task 1 - Use of information synthesise, report (Report)
Task 2 - Use of information synthesise, report (Presentation)
60
140

DECLARATION of AUTHENTICITY

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

Correctly and clearly referenced all sources including text and graphics as appropriate and directed
Not made any use of the work of any other learner.

_______________________________ ___________________
SIGNATURE OF CANDIDATE: DATE












Cheating in this task
is the same as
cheating in an exam
paper and the
consequences will be
the same!
Irregularities will be
investigated
externally.
Computer Applications Technology 1 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

TEACHER: Have own copy of this
document ready to interpret speech
bubbles where bubbles conceal info:
DO not provide already prepared
templates to learners, give them
freedom of idividuality by guiding
them, not prescribing.
Excel and Access data sets must differ
no exporting of data from Excel to
Access.
Irregularities wrt PAT handled same
as in exam. Teacher and learner to be
investigated.
PAT to be completed under
controlled conditions and
facilitated and monitored by
the teacher in class room,
NOT at home!
Computer Applications Technology 2 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved
Phase 1 Task definition, find, access and evaluate information

Name of learner:
Phase 1: Criteria
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1 The learner describes the task/problem in his/her own words:
4
4 3 2 1 0
Clearly described and
unambiguous clearly
states where the
learner will go and
what needs to be done
Learner clearly
understands all
aspects of the
task/problem
The description is
clear but with minor
shortcomings
Learner understands
most aspects of the
task/problem
The description is
vague, leaving the
reader unsure of what
the purpose is
Learner understands
some aspects of the
task/problem
The description is so
vague that no
discernable purpose
can be found
Little evidence of
understanding the
task/problem
No description
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/or sub-headings have been identified 1
5 The learner created questions for all headings and/or 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
4
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. 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
questions included
Three levels of
questions included
Two levels of
questions included
Only one level of
questions included
No questions
formulated
10 It is indicated how finding the answer to the question will assist the investigation
3
3 2 1 0
For each question For most questions For less than 50% of the
questions
No indication
11 Scope (as indicated through task definition and questions)
3
3 2 1 0
The scope is clear and
manageable. Clear
understanding of the focus
and what will be part of the
investigation.
Some minor shortcomings.
Not always clear on what the
focus will be.
Vague
No clear scope can be
determined.
Unlikely to lead to anything or
completion of the task.
12 Survey or questionnaire
3
3 2 1 0
Most appropriate use of
survey or questionnaire. Will
provide relevant data to help
the investi-gation or answer
the questions.
Used and will provide some
useful data to help the
investigation or answer the
questions
Used but not appro-priately.
Data collected not always
relevant.
Not used


40
Chapter 6.1, pg 185 in Study
Opportunities, gr 12 text book.
To obtain full
marks all 6
bullets in
instructions
answered.
15+ questions on
topic = 1 mark.
14 = 0
2 focus areas:
-attractions
-attitude and knowledge of
tourism in town
NB: 3 different attractions
5,6: Do as
combination:
heading +
questions.
Mark as a unit.
Nr 8: It has been labelled =
Nr 9: Teacher judges levels, do
not just accept what learner wrote
Why was the question
asked? Reason. Relevant
and appropriate.
Teacher to judge
carefully.
Quality of question
Not just one word
that does not make
sense, appropriate
What is the focus area? Is it wide
enough to provide necessary
info? Teacher read and judge
answer. Look at marks awarded
for 1,2,3 to determine mark.
Judge carefully!
To receive this mark survey/
questionnaire has to be done and
quality of questions has to be
determined. Will questions
provide enough info?
Emphasis on appropriate
questions, not layout of
questionnaire.


30 copies of questionnaire to be
handed out to people in
community NOT scholars.


Computer Applications Technology 3 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

13 Evidence of sources is available, e.g. completed questionnaires, interviews, photocopies, screen dumps or saved
copies of websites
Give two marks each for the following up to a maximum of 4 marks: (no evidence = 0)
4
Completed questionnaires/surveys
or
summary of questionnaires/surveys
Evidence of interviews conducted Photocopies/clippings from printed
media or scanned information from
printed media
Printouts or screen shots of e-mails Copies or screen shots of whole web
pages from websites (not text copied to
word processor only)
Other: List
14 Data/information found is highlighted/marked/cross-referenced/annotated/linked to the questions asked or to groups
of questions
3
3 2 1 0
For all major categories
(headings/subheadings)
For most categories
(headings/subheadings)
For less than 50% of the
categories
(headings/subheadings)
Not indicated
15 Evidence that relevant/appropriate data/information was found, i.e. information/data found is likely to direct the
investigation or answer the questions.
3
3 2 1 0
For all categories
(headings/subheadings)
For most categories >=
50% but < 100%
(headings/subheadings)
For less than 50% of the
categories
(headings/subheadings)
None
16 Electronic file structure
2
2 1 0
Learner created an appropriate e-file
structure with subfolders to store files
and evidence that is clearly labelled
Logical organization within structure
Created with minor shortcomings
File structure not appropriate or not
clearly labelled or no subfolders or no
logical organization of documents within
structure
Not created
17 The spelling and grammar of the document was checked and corrected 1
18 Overall presentation and evaluation of phase 1
3


3 2 1 0
Phase 1 is done
comprehensively
indicating thorough
thought and planning.
Clear that the learner
will be able to proceed
smoothly with the
subsequent phases.
Minor shortcomings Some aspects are questionable.
Learner could encounter problems
with subsequent phases.
Major shortcomings. Learner is
unlikely to proceed with subsequent
phases.
Total for Phase 1: 40

Comments: _______________________________________________

_______________________________________________

_______________________________________________

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

Date: ........................................................
Learner provides electronic and physical
(in folder/plastic bag) evidence.
PLEASE: Mark in
appropriate blocks
Info/data to be connected
to question by using same
colour or hyperlinks. Any
method.
NOT linked to incompleted
questionnaire.
Teacher judges
whether data
found is relevant
take note of
change in sentence
construction for
clarity.
Full marks: score in most
categories above average,
especially task description,
questions and data.
Read until first
mistake (spelling
or grammar) is
encountered,
deduct mark.
3 sources: survey, internet,
printed media
Computer Applications Technology 4 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved
Phase 2 Task 1: Use information plan
Task 2: Use information process/analyse

Name of learner:
Phase 2: Criteria
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Planning Task 1

1 Planning document
3
3 2 1 0
Planning is clearly done by
section and paragraph
Learner clearly understands
the problem and where
he/she is heading
Learner shows insight in
planning and use of
information
Planning is done by section
and paragraph in most
instances
Planning shows some
evidence of understanding
and insight
Planning done, but not by
section and paragraph
No planning
2 The planning framework is created in an appropriate format, e.g. diagram, mind map, storyboard, word outline with
headings and subheadings
1
3 Organisation of information
3
3 2 1 0
Planning framework clearly
indicates how information will
be organised and used

Planning framework
indicates how information will
be organised and used with
minor shortcomings
Framework given but not
clear on how information will
be organised and used
Not included
4 Questions
3
3 2 1 0
Planning framework clearly
outlines and indicates where
the questions (grouped
according to headings and
subheadings) will be
accommodated in the final
report
Planning framework outlines
and indicates where the
questions (grouped
according to headings and
subheadings) will be
accommodated in the final
report but with minor
shortcomings
Framework given but not
clear on how questions will
be accommodated
Not indicated
5 Paragraphs
2
2 1 0
Planning framework indicates briefly
what one could expect in each
paragraph

Planning framework indicates briefly
what to expect for some
paragraphs/sections
No indication



40
Keep task def and questions from Ph
1 in mind correlation. Physical
layout of report.
Tip: if outline numbering is used to
do this planning, learner can use it as
is to write report in Ph 3.
Questions to be
added where
learner plans to
answer it in
report.
If only nr of the
quest is typed,
teacher must
check that it is
correct
question.

Indication of
what info is
going to be
used where
(paragraph).
Short sentence
about what learner
is going to write in
each paragraph.
Must fit with
questions as
indicated at nr 4.
Computer Applications Technology 5 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

6 Planning document indicates THAT all four different application programs will be used to solve the problem 1
7 Appropriate use of packages
3
3 2 1 0
The use of all four packages
is most appropriate in all
instances in the context of
the task/directing the
investigation.
The use of one of the
packages is not appropriate
in the context of the
task/directing the
investigation.
The use of more than one of
the four packages is not
always appropriate
Not appropriate at all
Use of application programs (spreadsheet and database) Task 2
Spreadsheet
8 Design
2
2 1 0
The design of the spreadsheet allows
for easy interpretation of information.
Information can be interpreted but there
are minor shortcomings or some vague
areas.
Difficult to interpret or not clear
9 Functions/formulae/calculations
3
3 2 1 0
Functions/formulae/
calculations used are
meaningful. Definitely
answers questions and
contributes to the solution.
Functions/formulae/
calculations aswer questions
but with minor gaps.
Contribu-tion to solution not
always clear or some-times
forced.
Used but shows little
evidence of understanding
the problem.
Not used.
10 Use of Graph(s)
2
2 1 0
Graph(s) included are meaningful and
serve a purpose. Definitely answers
questions and contributes to the
solution.
Graph(s) do not always serve a
purpose or contribute to answering
questions. Forced in some instances.
No graphs included.
11 Design of Graph(s)
2
2 1 0
Headings, labels, legends and
formatting make it easy to interpret the
graph.
Clear and easy to understand and
interpret.
Shortcomings make it difficult to
understand and interpret.
No graphs included.
Database
12 Design
2
2 1 0
The design of the database allows for
easy interpretation and capturing of
information.
Good design principles used, e.g. field
types, size, properties
Information can be interpreted and
captured but there are minor
shortcomings or some vague areas.
Difficult to interpret or capture
information and not clear.
13 Table
2
2 1 0
Table definitely includes an appropriate
number (20+) of meaningful records
to answer questions and solve the
problem.
Could have included more records. No records or table

Mark 6 and 7 as unit: if
learner indicates in
sentences that he will be
using all 4 packages =
1 mark at nr 6.
For 3 marks at nr 7:
learner must specifically
indicate how he will be
using each package. Must
refer to context of his task.
Stranger must be able to
understand spreadsheet at
a glance: headings clear,
borders, colour where
necessary, meaningful.
More than 1 +
meaningful for 3
marks.
2 marks: 1
func/form or 2 not
meaningful.
1 Meaningful
graph is enough
Headings, labels,
legends added.
Min 1 no heading
Min 1 no axis
labels.
Correct data types
and 1 property
changed for 2
marks.
Computer Applications Technology 6 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

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

Comments: _______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

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

Date: ........................................................
More than 1
meaningful query
More than 1
meaningful report
Meaningful
calculation either
in query or report.
Or both.
Be strict but just
Computer Applications Technology 7 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved
Phase 3

Task 1 and 2: Use information Final presentation/synthesis

Name of learner:
Task 1 and 2: Criteria
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Task 1-Report
Introduction
1 Introduction
2
2 1 0
Problem clearly stated. Reader knows
what the report is about
Some shortcomings No introduction
Flow of thought
2 Organisation of information
2
2 1 0
Well organised using
headings/subheadings that group
related information together
Headings/subheadings do not always
group related information
No information or no
headings/subheadings used
3 Graphics/images
2
2 1 0
Relevant and support or explain
content/contribute in meaningful
manner.
Woven into report
Do not always support or explain content
or not always meaningful or not always
part of report
No graphics/images or totally irrelevant
Problem (Hypothesis) and conclusion
4 Content vs. the original problem (hypothesis) the questions posed in previous tasks
2
2 1 0
Content relates to the original
problem/questions posed. Clear
relationship throughout
Some shortcomings No relationship
5 Data or information
2
2 1 0
No duplication of data or information Some data or information unnecessary
duplicated
Many instances of duplication
6 Findings
2 2 1 0
Clear and make sense Not always clear or meaningful Unclear or not meaningful
7 Proposal/plan/solutions/recommendations
2
2 1 0
Well-supported by data or evidence
in a meaningful manner
Some shortcomings not always
supported or not always meaningful
No data or evidence to support or not
meaningful
8 Hyperlinks to evidence
2
2 1 0
Active hyperlinks to supporting
documentation and/or evidence
Some shortcomings, e.g. hyperlinks not
active or not working correctly
No hyperlinks
9 Conclusion
2
2 1 0
Conclusion answers the main
question and provides a clear
finding/solution/recommendation/plan/
proposal
Conclusion does not answer the main
question or does not provide a clear
finding/solution/ recommendation/ plan/
proposal
No conclusion


60
OWN WORDS!
Not meaningless clipart must
support paragraph/info.
For example: Graphs and real
photos
Keep phase 2 open to ensure that it
correlates with report!
Questions or info
not to be copied.
Own words.
To ensure that hyperlinks work: copy
the docs to be linked to same folder
report and PP is created in.
Computer Applications Technology 8 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

10 The learner intepreted information/ conveyed thoughtful ideas/knowledge
3
3 2 1 0
Learner effectively
interprets information and
conveys knowledge/
thoughtful ideas based on
his/her findings which
effectively addresses the
original problem or issue
Interprets some information
and conveys some
knowledge/ thoughtful ideas
which addresses original
problem or issue
Interpretation not always
correct. Conveys
knowledge/ideas of others
with regard to the original
problem or issue.
Little evidence of
understanding the problem or
issue.
Physical layout and handling of sources
11 Title page present 1
12 Table of contents present 1
13 References present (See Appendix example for a sample method of a declaration of own work) 1
14 Sources cited correctly, using APA or Harvard method (See Appendix for examples) 1
Word processing
15 Table of contents is created automatically using a word processing function 1
16 Automatic page numbering used on all pages, except cover page 1
17 Spelling and grammar
2
2 1 0
Spelling and grammar checked and
corrected
No evidence of obvious spelling and
grammar errors
One or two errors More than two errors
18 Other advanced technique(s) used (at least 2 other 2 marks each), e.g. automatic index, cross- referencing,
bookmarks etc.
List each of the techniques used.
4
Task 2 - Fourth package Criteria for presentations, web authoring, desktop publishing
1

Physical appearance
19 Title page/slide/front cover present 1
20 Table of contents or menu present 1
21 Introduction clearly states what the audience can expect 1
22 The body slides/pages are arranged logically according to the content/subheadings 1
23 Action buttons/hot spots/hyperlinks used to link to other sections/slides/supporting documentation 1
24 Logical navigation through action buttons, hot spots or hyperlinks adds value 1
25 The conclusion suggests a solution/conveys a message 1
26 The summary/solutions solves the problem stated in the introduction 1
27 Graphics/images explain/enhance content/motivate solution/recommendation 1
28 Appropriate and tasteful use of colours of background and fonts (consistent use of colour, appearances and styles) 1
29 Appearance suited to target group 1
30

Spelling and grammar checked
2
2 1 0
Spelling and grammar checked and
corrected
No evidence of obvious spelling and
grammar errors
One or two errors More than two errors
31 Uniform alignment and styles where needed to give professional appearance 1
32 Quality of multimedia effects: sparingly, appropriately, tastefully and professionally used 1
33 Quality of animation: tastefully used on text, images and graphs where it contributes to meaning 1
34 Quality of transitions/timings with regard to animations: sparingly used, appropriate, tasteful and meaningful 1
35 Slides/pages not too busy 1


1
Suitable assessment criteria must be substituted if another package other than a web-authoring, presentations program or DTP package is used.
Captions,
footnote/endnote
that works as it
should!
Please guide learners not to copy and paste
from report, but to use only words or phrases.
More or less 7 lines on slide only.
Read comment at nr 3
Multimedia: NOT built in animations or
sounds. Something learner did extra: sound
clip, video clip he brought to school.
Computer Applications Technology 9 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

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

Comments: _________________________________________________________________________

_________________________________________________________________________


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

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

Refers to whole
phase 3 not just
PP.
Computer Applications Technology 10 DBE/PAT 2012
NSC(Assessment Tools)
Copyright reserved

Appendix A: Examples of Referencing


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

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

Internet (APA method)

Murphy, I. (no date). Basic Facts. Retrieved 4 February 2012, from:
http://www.mywebsite.co.za/stats.html

Internet (Harvard method)

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

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

Books (APA/Harvard methods):

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

Electronic encyclopaedias(APA/Harvard methods):

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

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