Reference no: EM132385099

Subject Code and Name - MIS501 Principles of Programming

Assessment - One - Peer Assessment of UML Diagram

Laureate International Universities, Australia

Learning Outcomes - This assessment addresses the following subject learning outcomes: Propose solutions using programming and universal modelling language (UML) diagrams to meet business need.

Context: The MIS501 Principles of Programming subject is designed for you to progressively add to your understanding of software development using a mid-level programming language that supports object-oriented development. It also introduces you to some of the systems analysis techniques that will feature in later subjects of the Master of Business Information Systems. In order for you to do well in this subject, it is imperative that you undertake all of the learning activities in the modules. The learning activities are presented as a way of scaffolding your learning so that you can attempt the building blocks of the assessments and be in a safe environment to fail and to learn from them. Therefore, doing your learning activities and seeking feedback from them from peers and from the learning facilitator is the single best way of preparing for doing well in this assessment.

Instructions: There is a hurdle requirement in this assessment; you must submit a use-case diagram by Wednesday of week 4 at midnight. The use-case diagram should ideally be hand-drawn and either photographed or scanned into your document (diagramming packages may be used but are not necessary for this assessment). The use-case diagram should be composed based on the following scenario:

Torrens University Australia (TUA) is interested in a new enrolment and timetabling system. The system is intended to be built in-house. The university has a very strong information systems suite of programs and the students of that program are showing great insight and promise. It has signalled its intention to seek input from those students in a consulting arrangement.

The enrolment system is to be web-enabled so that students, teaching- and other university staff can access it easily from their computers, phones or tablets on a variety of operating systems and platforms. The process of offering classes is, roughly as follows: The Program Director will survey the progression of current students and make an educated guess about any students who will enter the program. From there, they will schedule classes at Torrens University campuses in Brisbane, Sydney, Melbourne and Adelaide, aiming to provide all current and future students with an optimum number of core and elective subjects. The Program Director will then allocate classes to teaching staff. The timetabling manager allocates classrooms to the classes and the classes are made available to students to enrol into.

The system should allow the Program Director to do their job of opening classes, the timetabling manager to be able to schedule the classes in rooms and at times that work for the whole university. The Program Director should then be able to allocate classes to teaching staff. Students should be able to enrol into classes that suit their private timetable, allowing time for sleep, work, socialising and, of course, study. The system should generate a timetable for each user that interacts with it.

Based on this scenario, you should draw a use-case diagram and submit it. On the morning following submission, the learning facilitator will allocate you with another student's diagram to assess. The word limit prescribed above is the maximum number of words you can use for your peer assessment. You should use the scenario and provide feedback to the other student on their use- case diagram. You are free to use whatever framework you like and the following should be minimum inclusions:

• Comment on the overall suitability of the use-case diagram for communicating high-level requirements to the programmer.
• Provide constructive criticism on how the other student can improve their use-case diagram in the future.
• Provide some useful readings the other student may peruse that helps them develop their diagramming, pointing out aspects of the readings to focus on.