T2 2021: ICT201 Computer Organisation and Architecture Assessment 4
Assessment type: Report (2,000 words) – individual assignment
Purpose: This assessment will allow students to demonstrate that they can identify and understand synchronisation and deadlocks. This assessment contributes to Learning Outcomes b and c.
Value: 25% (Report 15%; Presentation 10%)
Due Date: Report Submission via Moodle (Week 9 Sunday 23:59); Presentation (Week 10 – 11)
Submission: Upload the completed report via Moodle.
Assessment Topic: Analysis of an Operating System scenario, Computer Organisation and Architecture Report
Task Details: Write a report regarding LOADING and LINKING and expand on the justifications given in chapter seven’s Appendix (7A) of the coursebook.
Coursebook: Stallings, W. (2018). Operating System: internals and design principles. 9th ed. Essex: Pearson Education Limited.
- You should use other resources like internet resources, books, journals and conferences.
- Your report should be clearly structured.
- Prepare a brief presentation of your report, and present it to the rest of the class.
- You must provide references and cite the resources that you consulted for this assignment.
- Harvard referencing is the required method. (APA is acceptable)
Assessment 4 Marking Rubrics – Report:
| Criteria | Unsatisfactory | Satisfactory | Effective | Excellent | Exceptional | 15 % |
| Content | Fail (0 – 49%) | Pass (50 – 64%) | Credit (65 – 74%) | Distinction (75 – 84%) | High Distinction (85 – 100%) | |
| Depth of | The explanation is | Some difficulty in | Well written, | Well written and | An accurate and | 3 |
| Content | sufficiently | reading, structure | structure not | structured. | complete explanation | |
| inaccurate, | lacking in some | totally clear | of key concepts and | |||
| incomplete, or | parts | theories is made, | ||||
| confusing that the | drawing on relevant | |||||
| reader gains little | literature. Enough | |||||
| information from | detail is presented to | |||||
| the report. It | allow the reader to | |||||
| appears that little | understand the | |||||
| attempt has been | content and make | |||||
| made to help the | judgments about it. In | |||||
| reader understand | addition, applications | |||||
| the material. | of theory are included | |||||
| to illuminate issues. | ||||||
| Readers gain | ||||||
| insights. | ||||||
| Accuracy of | Does not directly | Directly answers | Directly | Directly answers | Information (names, | 3 |
| Content | answer question | most of the | answers the | the question | facts, etc.) included | |
| question | question | giving additional insights | in the report is consistently | |||
| accurate. | ||||||
| Clarity of | No support for | Provides some | The project’s | Provides | The project’s | 3 |
| Purpose | the project’s | support for the | objectives are | excellent level of | objectives are clearly | |
| objectives taken | project’s | presented. The | support for | stated. The | ||
| in the answer. | objectives taken. | motivation for | project’s | motivation for | ||
| pursuing the project | objectives taken. | pursuing the project | ||||
| and its relevance | and its | |||||
| are addressed. | relevance are clearly | |||||
| The discussion is | and | |||||
| reasonably | persuasively | |||||
| clear but not | established by | |||||
| compelling. | relating the project to | |||||
| current engineering | ||||||
| problems. | ||||||
| Depth of Analysis | No analysis presented | Analysis based on some argument | Analysis based on sound argument | Analysis based on an extensive argument | Results are carefully and objectively analysed. Interpretations are made using appropriate equations, models, or theories. | 3 |
| Use of | Very little | Adequate | Sound knowledge | High level of | High level of | 3 |
| Language: | knowledge of | knowledge of | of subject matter | knowledge of | knowledge of subject | |
| Word | subject matter | subject matter | demonstrated. | subject matter | matter and synthesis | |
| Choice, | demonstrated. | demonstrated. | demonstrated. | with theory | ||
| Grammar, | demonstrated | |||||
| and | ||||||
| Sentence | ||||||
| Structure |
Marking Rubrics: Presentation (10%)
| Criteria | Fail (0 – 49%) | Pass (50 – 64%) | Credit (65 – 74%) | Distinction (75 – 84%) | High Distinction (85 – 100%) | 10% |
| Visual appeal | There are many errors in spelling, grammar, and punctuation, the slides are difficult to read and contain too much text, poor choice of fonts and colours, no or little visual appeal, | There are errors in spelling, grammar, and punctuation. Too much text on many slides. Minimal effort made to make slides appealing | There may be some errors in spelling, grammar and punctuation. Too much text on two or more slides. Significant visual appeal. | There are no errors in spelling, grammar, and punctuation. Information is clear and concise on each slide. Visually appealing and engaging. | No errors, engaging and professional looking presentation | 1 |
| Content | The presentation provides a brief look at the topic but many questions are left unanswered. Majority of information is irrelevant and significant points left out. | The presentation Is informative but several elements are unanswered. Much of the information irrelevant, coverage of some of major points. | The presentation is a good summary of the topic. Most important Information covered; little irrelevant information. | The presentation is a concise summary of the topic with all questions answered. Comprehensive and complete coverage of information. | Exceptionally good summary of the topic and provides extensive supportive elements to aid the ease of understanding of the audience. | 5 |
| Presentation skills | Minimal eye contact focusing on small part of audience. The audience is not engaged. Spoke too quickly or quietly making it difficult to understand. Inappropriate/disin terested body language. | Focuses on only part of the audience. Sporadic eye contact and the audience is distracted. Speaker could be heard by only half of the audience. Body language is distracting. | Speaks to majority of the audience; steady eye contact. The audience is engaged by the presentation. Speaks at a suitable volume with some fidgeting. | Regular/constant eye contact, The audience is engaged, and presenter held the audience’s attention. Appropriate speaking volume & body language. | Exceptionally Good presentation skills, excellent audience engagement. | 4 |
