Database Project
sumankharel56
ICT200DATABASEDESIGNANDDEVELOPMENTT3241.pdf
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 1 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
ICT200 DATABASE DESIGN AND DEVELOPMENT T324 All information in the Subject Outline is correct at the time of approval. KOI reserves the right to make changes to the Subject Outline if they become necessary. Any changes require the approval of the KOI Academic Board and will be
formally advised to those students who may be affected by email and via Moodle.
Information contained within this Subject Outline applies to students enrolled in the trimester as indicated
1. General Information
1.1 Administrative Details
Associated HE Award(s) Duration Lev el
Subject Coordinator
Bachelor of Information Technology (BIT)
1 trimester Level 2 Anupam Makhija [email protected] P: +61 (2) 9283 3583 L: Level 1-2, 17 O’Connell
St. Consultation: via Moodle or by appointment.
1.2 Core / Elective Core subject in the BIT
1.3. Subject Weighting
Indicated below is the weighting of this subject and the total course points.
Subject Credit Points Total Course Credit Points
4 BIT (96 Credit Points)
1.4 Student Workload
Indicated below is the expected student workload per week for this subject
No. timetabled hours/week* No. personal study
hours/week**
Total workload hours/week***
4 hours/week (2 hour Lecture + 2 hour Tutorial)
6 hours/week 10 hours/week
* Total time spent per week at lectures and tutorials ** Total time students are expected to spend per week in studying, completing assignments, etc. *** Combination of timetable hours and personal study.
1.5 Mode of Delivery Classes will be face-to-face or hybrid. Certain classes will be online (e.g., special
arrangements).
1.6 Pre-requisites ICT103 Systems Analysis and Design 1.7 General Study and Resource Requirements
o Dedicated computer laboratories are available for student use. Normally, tutorial classes are conducted in
the computer laboratories. o Students are expected to attend classes with the requisite textbook and must read
specific chapters prior to each tutorial. This will allow them to actively take part in discussions. Students should have elementary skills in both word processing and electronic spreadsheet software, such as OFFICE 365 or MS Word and MS Excel.
o Computers and WIFI facilities are extensively available for student use throughout KOI. Students are
encouraged to make use of the campus Library for reference materials.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 2 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
o Students will require access to the internet and email. Where students use their own computers, they should have internet access. KOI will provide access to required software.
Software Resource requirements specific to this subject: Office 365, MS Imagine, SQL Server 2017.
1.8 Academic Advising Academic advising is available to students throughout teaching periods including the exam weeks. As well as requesting help during scheduled class times, students have the following options: o Consultation times: A list of consultation hours is provided on the homepage of Moodle where appointments can be
booked.
o Subject coordinator: Subject coordinators are available for contact via email. The email address of the subject
coordinator is provided at the top of this subject outline.
o Academic staff: Lecturers and Tutors provide their contact details in Moodle for the specific subject. In most cases,
this will be via email. Some subjects may also provide a discussion forum where questions can be raised.
o Head of Program: The Head of Program is available to all students in the program if they need advice about their
studies and KOI procedures.
o Vice President (Academic): The Vice President (Academic) will assist students to resolve complex issues (but may
refer students to the relevant lecturers for detailed academic advice).
2. Academic Details
2.1 Overview of the Subject
This subject will provide the student with an overall understanding of database development, concepts
and theory. Students will learn to design and build a database from data analysis, normalisation, mapping
a specific database model. The relational model is emphasised and introduced using structured query
language (SQL) for creating and manipulating databases in both MS Access and SQL Server
environments. Assignment work includes the analysis, design, and implementation of a database using
SQL queries in SQL Server environment.
2.2 Graduate Attributes for Undergraduate Courses
Graduates of Bachelor courses from King’s Own Institute (KOI) will achieve the graduate attributes expected
under the Australian Qualifications Framework (2nd edition, January 2013). Graduates at this level will be able
to apply a broad and coherent body of knowledge from their major area of study in a range of contexts for professional practice or scholarship and as a pathway for further learning.
King’s Own Institute’s generic graduate attributes for a bachelor’s level degree are summarised below:
KOI Bachelor Degree Graduate Attributes
Detailed Description
Knowledge
Current, comprehensive, and coherent and connected
knowledge
Critical Thinking
Critical thinking and creative skills to analyse
and synthesise information and evaluate new problems
Communication
Communication skills for effective reading, writing, listening and presenting in varied modes and contexts
and for transferring knowledge and skills to a variety of audiences
Information Literacy
Information and technological skills for accessing,
evaluating, managing and using information professionally
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 3 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Problem Solving Skills
Skills to apply logical and creative thinking to solve
problems and evaluate solutions
Ethical and
Cultural Sensitivity
Appreciation of ethical principles, cultural sensitivity and social responsibility, both personally and
professionally
Teamwork
Leadership and teamwork skills to collaborate, inspire
colleagues and manage responsibly with positive results
Professional Skills
Professional skills to exercise judgement in planning, problem solving and decision making
Across the course, these skills are developed progressively at three levels: o Level 1 Foundation – Students learn the basic skills, theories and techniques of the
subject and apply them in basic, standalone contexts o Level 2 Intermediate – Students further develop the skills, theories and techniques of the subject and
apply them in more complex contexts, and begin to integrate this application with other subjects. o Level 3 Advanced – Students demonstrate an ability to plan, research and apply the skills, theories and
techniques of the subject in complex situations, integrating the subject content with a range of other subject disciplines within the context of the course.
2.3 Subject Learning Outcomes
This is a Level 2 subject.
On successful completion of this subject, students should be able to:
Subject Learning Outcomes
Contribution to Graduate Attributes
a) Explain the history and development of database technologies and the emergence of the relational database model and SQL.
b) Model business information requirements and produce a
logical database design using entity relationship diagrams (ERD) and extended relationship diagrams (EERD).
c) Design, develop, test and prove the functionality of a
database using MS Access and SQL.
d) Describe and carry out the necessary steps to develop an
effective physical database design
e) Formulate, write and execute SQL queries in an SQL
Server environment.
f) Explain the main functions of database administration and data warehousing.
2.4 Subject Content and Structure
Below are details of the subject content and how it is structured, including specific topics covered in lectures and tutorials. Reading refers to the text unless otherwise indicated.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 4 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Weekly Planner:
Week
(beginning)
Topic covered in each week’s lecture
Reading(s) Expected work as listed in Moodle
1
28 Oct
Introduction to DBMS:
● history of database processing
● emergence of relational model ● post-relational developments ● DBMS concepts
Ch.1
Chapter 1 Discussion. Introduction to Database
concepts and SQL environments. Formative Tutorial exercise
2
04 Nov
Data modelling with the Entity- Relationship model:
● purpose of a data model
● the E-R model and diagrams ● variations of the E-R model
● entities and data modelling
● process
Ch.5
Activities, Data Modelling ERD exercises.
Summative Tutorial exercises (2%)
3
11 Nov
The relational model and normalisation: ● characteristics of relationships
and relational Model ● normalisation advantages and
disadvantages ● normal forms and normalisation
categories
Ch.3
Activities, Normalisation exercises on 1NF, 2NF, 3NF and BCNF.
Summative Tutorial exercises (2%)
4
18 Nov
Transforming data models into database designs:
● purpose of database design
● tables, entities, primary/alternate keys
● verify normalisation
● create relationships
● design for minimum cardinality
Ch.6
Activities and Database Exercises - creating tables
and relationships in SQL, Database Design exercises.
Summative Tutorial exercises (2%)
5
25 Nov
Introduction to Structured Query
Language: ● To understand SQL statements
● using SQL in MS Access and SQL Server
● Querying tables using SQL
Ch 2
Activities and Database exercises - execute simple SQL queries in MS Access and SQL Server.
Summative Tutorial exercises (2%) Assessment 2: Quiz (10%)
6 02 Dec
SQL for database construction and application processing: ● Use of Relational Algebra in
SQL
● SQL Queries using two or more tables
● SQL Queries using subqueries
Ch.2
Activities and Database Exercises - Complex SQL queries using relational
Algebra, join and Subqueries.
Summative Tutorial exercises (2%)
7 09 Dec
SQL for database construction and application processing:
● Creating SQL Views
● Use of Functions, Triggers, and Stored Procedures
● SQL Queries using subqueries
Ch.7
Activities and Database Exercises – Execute
advanced SQL queries using SQL Server Summative Tutorial exercises (2%) Assessment 3: Practical Exam (20%)
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 5 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Week
(beginning)
Topic covered in each week’s
lecture Reading(s)
Expected work
as listed in Moodle
8
16 Dec
Database Redesign:
● the need for database redesign
● analysing existing databases ● making changes to tables, columns,
constraints, cardinalities, relationships
● Reverse and Forward Engineering
Ch. 8
Chapter Activities – Database Redesign, Alter Table names, columns,
relationships Summative Tutorial exercises (2%)
9
06 Jan
Managing multiuser databases: ● database administration ● DBMS and application security
● database backup and recovery ● Managing the DBMS and data
repository ● Data Ethics and Privacy
Ch.9
Reading
Resources related to ACS code of conduct, General Data
Protection Regulation (GDPR) and Australia’s
Privacy Principles
Chapter Activities related to resource locking, database security, ethics, privacy,
backup, and recovery Summative Tutorial exercises (2%)
10
13 Jan
The web server environment: ● the web database processing
environment
● database server access standards ● the importance of XML
Ch.11
Chapter Activities related to ODBC, OLE DB and
ADO.NET, and JDBC Summative Tutorial exercises (2%)
11
20 Jan
Big data, data warehousing, and business intelligence systems:
● business intelligence systems ● data warehousing and data marts ● OLAP and data mining
● cloud computing
● big data and the NOSQL movement
Ch.12
Chapter Activities related to Big Data, Business Intelligence, Data Warehousing, Data Mart, and Cloud computing
Summative Tutorial exercises (2%)
Assessment 4: Group Report
(40%)
12 28 (Tue) Jan Revision and Preparation for Final
Exam All Chapters
Revision Assessment 5: Group
report Presentation
(10%)
13 03 Feb Study Review Week and Final Exam Week
14 10 Feb
Examinations Continuing students - enrolments for T125 open
Please see exam timetable for
exam date, time and location
15
17 Feb Student Vacation begins New students - enrolments for T125 open
16 24 Feb
● Results Released ● Review of Grade Day for T324 – see Sections 2.6 and 3.2 below for relevant information. ● Certification of Grades NOTE: More information about the dates will be provided at a later date through Moodle/KOI email.
T125 3 Mar 2025
1 03 Mar
Week 1 of classes for T125
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 6 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
2.5 Public Holiday Amendments
Please note: KOI is closed on all scheduled NSW Public Holidays T324 has one (1) public holidays that occur during this trimester. Classes scheduled for these public holidays (Calendar Class Dates) will be rescheduled as per the table below.
This applies to ALL subjects taught in T324. Please see the table below and adjust your class timing as required. Please make sure you have arrangements in place to attend the rescheduled classes if applicable to your T324 enrolment.
Classes will be conducted at the same time and in the same location as your normally scheduled class except these classes will be held on the date shown below.
Calendar Class Date Rescheduled Class Date
Monday 27 January 2025 (Week 12)
Monday 03 Feb 2025
2.6 Review of Grade, Deferred Exams & Supplementary Exams/Assessments Review of Grade:
There may be instances when you believe that your final grade in a subject does not accurately reflect your
performance against the marking criteria. Section 8 of the Assessment and Assessment Appeals Policy (www.koi.edu.au) describes the grounds on which you may apply for a Review of Grade. If you have a concern about your marks and you are unable to resolve it with the Academic staff concerned, then you can apply for a formal Review of Grade as explained in section 3.2(e) Appeals Process below. Please note the time limits for requesting a review. Please ensure you read the Review of Grade information before
submitting an application. Review of Grade Day: Final exam scripts will not normally be returned to students. Students can obtain feedback on their exam performance and their results for the whole subject at the Review of Grade Day. KOI will hold the Review of
Grade Day for all subjects studied in T324. The ROG day will be in week 16, the date will be announced at a later date and the students will be notified through Moodle/KOI email. Only final exams and whole subject results will be discussed as all other assessments should have been reviewed during the trimester. Further information about Review of Grade Day will be available through Moodle.
If you fail one or more subjects and you wish to consider applying for a Review of Grade you are STRONGLY
ADVISED to attend the Review of Grade Day. You will have the chance to discuss your final exam and subject result with your lecturer, and will be advised if you have valid reasons for applying for a Review of Grade (see Section 3.2 below and the Assessment and Assessment Appeals Policy). A formal request for a review of grade may not be considered unless you first contact the subject coordinator to discuss the result.
Deferred Exams:
If you wish to apply for a deferred exam because you are unable to attend the scheduled exam, you should submit the Assignment Extension / Exam Deferment Form available by contacting [email protected] as soon as possible, but no later than three (3) working days of the assessment due date.
If you miss your mid-trimester or final exam there is no guarantee you will be offered a deferred exam.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 7 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
You must apply within the stated timeframe and satisfy the conditions for approval to be offered a deferred exam (see Section 8.1 of the Assessment and Assessment Appeals Policy and the Application for Assignment Extension or Deferred Exam Forms). In assessing your request for a deferred exam, KOI will take into account the information you provide, the severity of the event or circumstance, your performance on other items of assessment in the subject, class attendance and your history of previous applications for special consideration.
Deferred mid-trimester exams will be held before the end of week 9. Deferred final exams will be held on two days during week 1 or 2 in the next trimester. You will not normally be granted a deferred exam on the grounds that you mistook the time, date or place of an examination, or that you have made arrangements to be elsewhere at that time; for example, have booked plane tickets.
If you are offered a deferred exam, but do not attend you will be awarded 0 marks for the exam. This may mean it becomes difficult for you to pass the subject. If you apply for a deferred exam within the required time frame and satisfy the conditions you will be advised by email (to your KOI student email address) of the time and date for the deferred exam. Please ensure that you are available to take the exam at this time. Marks awarded for the deferred exam will be the marks awarded for that item of assessment towards your final
mark in the subject.
Supplementary Assessments (Exams and Assessments): A supplementary assessment may be offered to students to provide a final opportunity to demonstrate successful achievement of the learning outcomes of a subject. Supplementary assessments are only offered at the discretion
of the Board of Examiners. In considering whether or not to offer a supplementary assessment, KOI will take into account your performance on all the major assessment items in the subject, your attendance, participation and your history of any previous special considerations. If you are offered a supplementary assessment, you will be advised by email to your KOI student email address
of the time and due date for the supplementary assessment – supplementary exams will normally be held at the same time as deferred final exams during week 1 or week 2 of the next trimester.
You must pass the supplementary assessment to pass the subject. The maximum grade you can achieve in a subject based on a supplementary assessment is a PASS grade. If you:
• are offered a supplementary assessment, but fail it; • are offered a supplementary exam, but do not attend; or • are offered a supplementary assessment but do not submit by the due date; you will receive a FAIL grade for
the subject. Students are also eligible for a supplementary assessment for their final subject in a course where they fail the subject but have successfully completed all other subjects in the course. You must have completed all major
assessment tasks for the subject and obtained a passing mark on at least one of the major assessment tasks to be eligible for a supplementary assessment.
If you believe you meet the criteria for a supplementary assessment for the final subject in your course, but have not received an offer, complete the Complaint, Grievance, Appeal Form and send your form to [email protected]. The deadline for applying for supplementary assessment is the Friday of the first week of
classes in the next trimester. 2.7 Teaching Methods/Strategies Briefly described below are the teaching methods/strategies used in this subject:
o Lectures (2 hours/week) are conducted in seminar style and address the subject content, provide
motivation and context and draw on the students’ experience and preparatory reading.
o Tutorials (2 hours/week) include class discussion of case studies and research papers, practice sets
and problem-solving and syndicate work on group projects. Tutorials often include group exercises and
so contribute to the development of teamwork skills and cultural understanding. Tutorial participation is
an essential component of the subject and contributes to the development of many of the graduate
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 8 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
attributes (see section 2.2 above). Tutorial participation contributes towards the assessment in many
subjects (see details in Section 3.1 for this subject). Supplementary tutorial material such as case
studies, recommended readings, review questions etc. will be made available each week in Moodle.
o Online teaching resources include class materials, readings, model answers to assignments and
exercises and discussion boards. All online materials for this subject as provided by KOI will be found
in the Moodle page for this subject. Students should access Moodle regularly as material may be
updated at any time during the trimester
o Other contact - academic staff may also contact students either via Moodle messaging, or via email to
the email address provided to KOI on enrolment.
2.8 Student Assessment
Assessment is designed to encourage effective student learning and enable students to develop and
demonstrate the skills and knowledge identified in the subject learning outcomes. Assessment tasks during the first half of the study period are usually intended to maximise the developmental function of
assessment (formative assessment). These assessment tasks include weekly tutorial exercises (as indicated in the weekly planner) and low stakes graded assessment (as shown in the graded assessment table). The major assessment tasks where students demonstrate their knowledge and skills (summative assessment) generally occur later in the study period. These are the major graded assessment items shown in the graded assessment table.
Final grades are awarded by the Board of Examiners in accordance with KOI's Assessment and
Assessment Appeals Policy. The definitions and guidelines for the awarding of final grades within the BIT degree are:
o HD High distinction (85-100%) an outstanding level of achievement in relation to the assessment
process.
o DI Distinction (75-84%) a high level of achievement in relation to the assessment process.
o CR Credit (65-74%) a better than satisfactory level of achievement in relation to the assessment
process.
o P Pass (50-64%) a satisfactory level of achievement in relation to the assessment process.
o F Fail (0-49%) an unsatisfactory level of achievement in relation to the assessment process.
Provided below is a schedule of formal assessment tasks and major examinations for the subject.
Assessment Type When assessed Weighting Learning Outcomes
Assessed
Assessment 1 Weekly Tutorial Weeks 2 - 11 20% a, b, c, d, e, f
Assessment 2: Quiz Week 5 10% a, b, c
Assessment 3: Practical Exam Week 7 20% a, b, c, d, e
Assessment 4: Group report Week 11 40% b, c, d, e, f
Assessment 5: Presentation Week 12 10% b, c, d, e, f
Requirements to Pass the Subject:
To gain a pass or better in this subject, students must gain a minimum of 50% of the total available subject marks.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 9 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
2.9 Prescribed and Recommended Readings
Prescribed Text:
Kroenke, DM., Auer, D., Yoder, RC. and Vandenberg, SL., 2021. Database Processing: Fundamentals,
Design, and Implementation. 16th Edition, Pearson Education Limited.
Recommended Readings:
Coronel, C. and Morris, S.A., 2022. Database systems: design, implementation and management.
Cengage learning.
Ogli, R.A.R., 2022, February. The difference between the concepts of database and database
management system. In Archive of Conferences (pp. 33-34).
Deineko, Z., Sotnik, S., Vovk, O. and Lyashenko, V., 2021. Features of Database Types.
Zhang, Y. and Pan, F., 2022. Design and implementation of a new intelligent warehouse management
system based on MySQL database technology. Informatica, 46(3).
Co, Ltd, 2023. Database Principles and Technologies – Based on Huawei GaussDB. Singapore: Springer.
DOI: 10.1007/978-981-19-3032-4.
Bush, J., 2020. Learn SQL Database Programming. Packt Publishing. Lubis, J.H. and Zamzami, E.M., 2020, June. Relational database reconstruction from SQL to Entity
Relational Diagrams. In Journal of Physics: Conference Series (Vol. 1566, No. 1, p. 012072). IOP Publishing.
Hoffer, J., Venkataraman, R. and Topi, H., 2019. Modern Database Management. 13th ed. Prentice Hall. Morris, S. & Coronel, C. 2019, Database systems: design, implementation, & management, 13th edn,
Cengage Learning, Boston, Mass.
Wei, Z. and Link, S., 2019. Embedded functional dependencies and data-completeness tailored
database design. Proceedings of the VLDB Endowment, 12(11), pp.1458-1470. Gillenson, M.L., 2023. Fundamentals of database management systems. John Wiley & Sons.
Recommended Journals
Teimoor, R.A., 2021. A Review of Database Security Concepts, Risks, and Problems. UHD Journal of
Science and Technology, 5(2).
Bajaj, A. and Bick, W., 2020. The Rise of NoSQL Systems. Journal of Database Management, 31(3),
pp.67-82.
Mukherjee, S., 2019. SQL Server Development Best Practices. International Journal of Innovative
Research in Computer and Communication Engineering, 10.
Bouamama, S., 2018. Migration from a Relational Database to NoSQL. International Journal of
Knowledge-Based Organizations, 8(3), pp.63-80.
Malik, A., Burney, A. and Ahmed, F., 2020. A comparative study of unstructured data with SQL and NO-
SQL database management systems. Journal of Computer and Communications, 8(4), pp.59-71.
Yang, J., Li, Y., Liu, Q., Li, L., Feng, A., Wang, T., Zheng, S., Xu, A. and Lyu, J., 2020. Brief introduction
of medical database and data mining technology in big data era. Journal of Evidence‐Based Medicine,
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 10 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
13(1), pp.57-69.
Dæhli, O., Kristoffersen, B., Lauvås Jr, P. and Sandnes, T., 2021. Exploring Feedback and Gamification
in a Data Modeling Learning Tool. Electronic Journal of e-Learning, 19(6), pp.559-574.
1. Oaic (no date) Mobile privacy: A Better Practice Guide for Mobile app developers, OAIC.
Available at: https://www.oaic.gov.au/privacy/privacy-guidance-for-organisations-andgovernment-
agencies/more-guidance/mobile-privacy-a-better-practice-guide-for-mobile-appdevelopers
(Accessed: 29 August 2024).
2. Data protection in the EU (no date) European Commission. Available at:
https://commission.europa.eu/law/law-topic/data-protection/data-protection-eu_en (Accessed: 29
August 2024).
3. Australian Computer Society (ACS). (n.d.) Professional Ethics, Conduct, and Complaints. Available
at: https://www.acs.org.au/memberships/professional-ethics-conduct-and-complaints.html (Accessed:
29 August 2024).________________________________________________________________
Database resources and articles
As we are using MS Access and SQL Server there are numerous resources available online. For core concepts and platform-independent (irrelevant to the DBMS being used) Data Modelling and SQL useful links are also provided on Moodle. During lectures and tutorials, students will be informed where
example databases and related files may be found. Students are also expected to use the library and the internet for additional learning. The following links are primarily for additional learning and future reference (be sure to bookmark them). Remember to use your textbook first – all of the information you should need is in the text.
Useful Websites:
The following industry websites are useful introductory sources covering a range of information useful for this subject. A larger resource of database information, tutorials, and exercises.
● Access 2013 Microsoft Official site for Access 2013 ● Basic design from MS Office Database Design Basics ● SQL Server Central http://www.sqlservercentral.com/Articles ● Allen Browne Tips. Allen Browne is an Australian based Access developer with many years of
experience. More for VBA and advanced coding problems. ● MSDN Community Forum. Microsoft Developer Network (MSDN)
● TechOnTheNet. More advanced on VBA forms
● https://www.w3schools.com/sql/ ● https://www.sqlcourse.com/
Journals:
● ACM Transactions on Computer Systems. Available from EBSCOhost research databases ● ACM Transactions On Database Systems. Available from EBSCOhost research databases
● Journal of Electronic Commerce Research www.jecr.org ● Journal of International Technology and Information Management
https://www.sciencedirect.com/journal/international-journal-of-information-management ● https://medium.com/@pat.vishad/different-types-of-keys-in-dbms-
ae61c5b352cc"https://medium.com/@pat.vishad/different-types-of-keys-in-dbms-ae61c5b352cc ● https://www.sqlcourse.com/advanced-course/
Students are encouraged to read peer-reviewed journal articles and conference papers. Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts, and court opinions, from academic publishers, professional societies, online repositories, universities, and other web sites.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 11 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
3. Assessment Details
3.1 Details of Each Assessment Item
The assessments for this subject are described below. The description includes the type of assessment, its purpose, weighting, due date and submission requirements, the topic of the assessment, details of the task and detailed marking criteria, including a marking rubric for essays, reports and presentations. Supplementary assessment information and assistance can be found in Moodle.
KOI expects students to submit their own original work in both assignments and exams, or the original
work of their group in the case of group assignments.
Marking guides for assessments follow the assessment descriptions. Students should compare final drafts of their assessment against the marking guide before submission.
Please note that the final exam is not open book. Students are not permitted to bring any reference materials into the final exam. Students are not permitted to use mobile phones or other communication devices during tests and exams.
Assessment 1
Assessment type: Tutorial Exercises - individual assessment
Assessment purpose: To answer weekly tutorial exercises on the topics covered in lectures. This assessment contributes to learning outcomes a, b, c, d, e and f.
Value: 20% (2% per week) Due Date: Weeks 2-11 Submission: Submit the completed exercises every week on Moodle Assessment topic: Case studies and questions related to the weekly topic Task Details: Complete the weekly tutorial exercises that encompass a range of topics such as creating data models,
applying normalisation principles, designing logical and physical databases, running SQL queries, and other related topics. The exercises will simulate real-world scenarios to ensure practical proficiency. Marking Rubric for Assessment: 1 Value: 20%
Criteria Fail
(0 – 49%)
Pass
(50 – 64%)
Credit
(65 – 74%)
Distinction
(75 – 84%)
High
Distinction
(85 – 100%)
Tutorial Exercises
(10 marks)
Less than 50% of the tutorial
exercises completed or many major errors or omissions
Most tutorial exercises
completed, but with some major errors or omissions
Most tutorial exercises
completed, but with some minor errors and omissions
Nearly all tutorial
exercises completed, but with some minor errors and omissions
All tutorial exercises
complete and accurate or with few very minor errors
Understanding of Concepts
(10 marks)
Demonstrates minimal
understanding of fundamental concepts.
Shows a basic understanding
with frequent errors.
Displays an adequate
understanding with some errors.
Exhibits a thorough
understanding with minimal errors.
Presents a comprehensive
understanding with no errors.
Total Mark: (20 marks)
COMMENTS:
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 12 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Assessment 2 Assessment type: Online Quiz. Multiple Choice Quiz - Individual Assignment Invigilated open book Assessment purpose: This assessment will allow students to demonstrate their understanding of basic concepts of databases including conceptual and logical design as well as normalisation. This assessment
contributes to learning outcomes a, b, and c.
Value: 10% Due Date: Week 5 Assessment topic: ERD, Logical Design, and Normalisation
Task details: The quiz will consist of a series of multiple-choice questions relating to subject content taught in weeks 1-4
inclusive. Students will have 20 minutes to complete 10 multiple-choice questions. Each question will be worth one mark.
This assessment contributes to learning outcomes a, b, c, d, and e.
Marking Rubric for Assessment: ______ Value: _________
Criteria Fail
(0 – 49%)
Pass
(50 – 64%)
Credit
(65 – 74%)
Distinction
(75 – 84%)
High
Distinction
(85 – 100%)
Score (out of 10)
Less than 5 5 to 6.4 6.5 to 7.4 7.5 to 8.4 8.5 to 10
Total Mark: / (10 marks)
COMMENTS:
Assessment 3
Assessment type: Practical exam: Individual practical work.
Purpose: This assessment will allow students to demonstrate their understanding of database concepts such as logical
and physical database design and SQL programming. This assessment contributes to learning outcomes a, b, c, d, and
e.
Value: 20% Due Date: Week 7
Assessment topic: Design a database model, normalise and write SQL statements based on the given database
provided.
Submission: Students will submit their completed answers in the link provided on Moodle.
Task details: Students will be asked to create a data model using crow’s foot notation, normalise the data from 1NF to
BCNF, show each normalisation with diagrams/tables based on the scenario provided, write SQL statements using SQL
Server, and execute them.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 13 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Marking Rubric for Assessment: 3 Value: 20%
Criteria Fail
(0 – 49%)
Pass
(50 – 64%)
Credit
(65 – 74%)
Distinction
(75 – 84%)
High Distinction
(85 – 100%)
ER Diagram 4 Marks
ER diagram is not correct or not submitted
Identified all entities and built relationships using crow’s
foot notation
Identified all entities and built relationships using crow’s
foot notation
ERD accompanied with explanation of relationships
ERD accompanied with explanation of relationships, many to many
relationships resolved
ERD Conversi on 4 Marks
No tables created Tables have been created but some tables are created with incorrect
column names and relationships not identified
Tables created with correct column names, but relationships
are not identified correctly
Tables created with correct column names and
relationships, but Primary and foreign keys have not been indicated
properly
Tables created with correct column names and relationships.
Primary and foreign keys have been indicated properly
Normalis ation 4 Marks
Database tables not normalised
Demonstrated all the normalisation from 1NF to 2NF along with the diagram,
table data
Demonstrated all the normalisation from 1NF to 3NF along with the diagram,
table data
Demonstrated all the normalisation from 1NF to BCNF along with the
diagram, table data but missing the explanation
Demonstrated all the normalisation from 1NF to BCNF along with the diagram, table data and
explanation
DDL and DML Scripts
8 Marks
Scripts are incorrect or not submitted
DDL and DML Scripts are correct Tables
are created, data is inserted, updated and deleted
DDL and DML Scripts are correct Tables
are created, data is inserted, updated and deleted- Tables have default values and constraints are
enabled on tables
DDL and DML Scripts are correct
Tables are created, data is processed. Tables have default values and constraints
are enabled.Func tions and Triggers are written correctly but
need improvement
DDL and DML Scripts are correct Tables
are created, data is inserted, updated and deleted. Tables have default values and constraints are
enabled. Functions and Triggers are written correctly
Total Mark: (20 marks)
COMMENTS:
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 14 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Assessment 4 Assessment Type: Database project – Group assessment
Assessment Purpose: This assessment will help students to design and develop a database based on a given scenario
specification. This assessment contributes to learning outcomes b,c,d,e, and f. The students will identify the entities and
their relationships and write SQL queries to implement the database. Students are expected to improve the database
performance, including the structure, database relationship, integrity, and other aspects to make the database more
secure, efficient, and presentable to business stakeholders.
Value: 40%
Due Date: Week 11
Topic: The group will identify a project scenario and get it approved by the tutor before proceeding further.
Group collaboration rules:
Students will work in small groups of 3-4 students in a group. Each group is supposed to have at least two group meetings.
The meeting minutes should be documented for each meeting and attached as an Appendix of the group work report,
clearly indicating who was present, any issues, and actions, and agreed timelines. The group work must indicate that a
fair and reasonable distribution of work among the individual group members has been achieved. Each group member is
expected to make a reasonable contribution to this group assignment. “Free riders” are not allowed. If a group member is
found not to contribute to this assignment, a penalty (or even a zero mark) will be applied to that member.
Task Details: Complete the following tasks and document your work in your written assessment. There are two
components to this task-Group work implementation and individual self-reflection report. For group work, students will be
required to analyse and determine the requirements for the client’s business needs and complete the database design
and development tasks satisfying the user requirements. The group is required to answer the following questions in their
report.
Task 1 (ERD):
Draw a conceptual data model (ERD) using either crow’s feet to model the data requirements for the chosen database.
Your diagram should include all entities, relationships (including names) and attributes, primary key (underlined),
cardinality and participation (optional / mandatory) symbols; and assumptions you have made, e.g. how you arrived at the
cardinality / participation for those not mentioned or clear in the business description, etc. Your ER Diagram must include
Seven to Ten etities. Your attribute names and primary and foreign keys should be indicated as per the conventions given
in the lecture slides (i.e. attributes as proper nouns, primary key underlined, and foreign keys in italics. All many-to-many
relationships should be resolved
Task 2 (Relational data structures)
Create relational data structures that translates your conceptual data model into a logical data model which includes relation names, attribute names, primary keys, and foreign keys.
Task 3 (Normalisation): For each relation in task 2, identify a list of functional dependencies and the level of normalization achieved. Provide justification and a step-by-step process for each level of normalization.
Task 4 (DDL and DML Scripts): Translate the relational data structures into a set of base relations and create the
database Using Microsoft SQL Server. Follow the guidelines below for this task:
a. Create a new database and follow a standard naming convention for tables and attributes.
b. Create relationships between tables and enforce the necessary entity and referential integrity, and suitable constraints.
c. Insert records into each of your tables (there should be a minimum of 5 records per table).
d. Export the DDL and DML script for your database and copy it into your report.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 15 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Task 5 (SQL queries): Write any 5 sample Queries using SQL Server. These queries should use the concept of
Order By, LIKE, aggregate functions, BETWEEN, Joining. These SQL queries must be tested, and the SQL
statements, together with their results screenshots should be placed in the report.
Task 6 (Group Skills):
Write a self-reflection report (no more than 250 words) describing your experience of designing and developing the
database in your group. Please be advised that the groups on Moodle record the collaboration between group members. This group information will be used to validate your reflection report.
Each student must write and submit their reflection report individually. The report may include but is not limited to the
following:
i. Discuss your positive experience of working in the group such as collaboration and cooperation among
members. You may also mention any challenges/difficulties that you have faced in accomplishing the group
project such as lack of commitment.
ii. Comment on any limitations and/or strengths of your design
iii. Comment on whether your database meets all the system requirements as specified
iv. Mention any assumptions made.
v. Reflect on how ethics and privacy considerations influenced your design and development process
Submission requirements details: Submit in Moodle by Sunday of Week 10, 11.59 pm. Group work report (Task 1-5)
is one component that needs to be submitted by the group leader only. The other component is the individual contribution
self-reflection (Task 6), which needs to be submitted by each student individually. Students should submit a report that
follows the format of a business/professional report and contains, at a minimum, a Title Page, Table of Contents, Executive
Summary and References (if cited) and the following content:
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 16 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Assessment 4: Marking Guide for Group Report
PART Description Max Marks
Task 1: ERD
ER Diagram (entities, attributes, relationships, keys) Conceptual database model) Entities with correct attributes and data types (2 marks)
● Includes attributes and data types
Primary Keys (1 mark) ● Primary keys identified
Relationships with correct multiplicities (2 marks) ● Includes cardinalities and participation
5
Task 2: Relational data
structures
Relational data structures (logical database model) ● relations (2 marks)
● PK and FK identified(3 marks)
5
Task 3: Normalisation
● 1NF, 2NF, and 3NF conversion completed
● Justification provided ● Primary and Foreign keys indicated
5
Task 4: Create
and insert Scripts
● Physical Database Design as per ERD
● For each base relation attributes are defined with appropriate data types, field size, default values, and NULL/NOT NULL clauses
● Data Integrity (keys), Constraints (FKs, other constraints)
● Sufficient data (at least 5 records for each relation) ● Screenshots provided
10
Task 5: SQL & Output
● Five correct and complete SQL queries written ● Screenshots provided
5
Task 6: Self-
reflection Report - Individual task
● Discuss your experience of working in a group and mention any challenges/
difficulties that you have faced in accomplishing the group project. ● Comment on any limitations/strengths of your design.
● Comment on whether your database meets all the system requirements as specified.
● Mention any assumptions made.
5
Report Format and presentation
● Included cover page, Table of Contents, conclusion, etc. ● Report is well written and well-formatted using professional language.
● Included minutes of meetings for group collaboration
● Included reference list if required.
5
Total: /40
Assessment 5:
Assessment type: Case Study - Presentation
Assessment purpose: To assess students’ understanding of Database concepts from assessment 4 - group report.
This assessment contributes to learning outcomes b, c, d, e, and f.
Value: 10%
Due Date: Weeks 12
Topic: Presentation of the assignment work on the Group report
Task details: Prepare and present your findings from the group report tasks which included conceptual, logical, and
physical database design for a chosen case study. Prepare 5-7 slides summarising your findings with the introduction,
your approach to the case study, an explanation of your database design, and any assumptions that you made.
Submission requirements details: Submit in Moodle by Sunday of Week 11, 11.59 pm. Presentations will be conducted
in the tutorial class during Week 11- Week 12. Each student needs to submit their presentation file on Moodle.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 17 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
Marking Rubric Assessment 5: (10%)
Criteria Fail
(0 - 49%)
Pass
(50 - 64%)
Credit
(65 - 74%)
Distinction
(75 - 84%)
High
Distinction
(85 - 100%)
Visual Appeal
2 Mark
There are
many errors in spelling, grammar, and punctuation. The slides were difficult to read,
no proper color and font used, and too much information was copied.
There are many
errors in spelling, grammar, and punctuation. Too much information was contained on many slides.
Minimal effort was made to make slides, too much going on.
There are some
errors in spelling, grammar, and punctuation. Too much information 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.
Professional-
looking presentation There are no errors in spelling, grammar or
punctuation. Information is clear and concise on each slide. Visually appealing and
very engaging.
Content
4 marks
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 the 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
Presentatio n Skills
4 marks
Minimal eye contact
focusing on a small part of the audience, the audience is not engaged, spoke too
quickly or quietly making it
difficult to
understand,
poor body
language
Focuses on only
part of the
audience,
sporadic eye
contact, and the
audience is
distracted, the
speaker could be
heard by only half
of the audience,
body language is
distracting
Speaks to the majority of the audience, and stead y eye contact, the audience is
engaged by the presentation, speaks at a suitable volume, minor problems with body language e.g. fidgeting
With regular/constant eye contact, the audience is
engaged, and
the presenter
held the
audience’s
attention,
appropriate
speaking volume
and good body
language
Exceptionally
good
presentation
skills, excellent
audience
engagement
3.2 General information about assessment
a) Late Penalties and Extensions
An important part of business life and key to achieving KOI’s graduate outcome of Professional Skills is the ability to manage workloads and meet deadlines. Completing assessment tasks on time is a good way to master these habits.
Students who miss mid-trimester tests and final exams without a valid and accepted reason may not be granted a deferred exam and will be awarded 0 marks for the assessment item. Assessment items which are
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 18 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
missed or submitted after the due date/time will attract a penalty unless there is a compelling reason (see below). These penalties are designed to encourage students to develop good time management practices, and to create equity for all students.
Any penalties applied will only be up to the maximum marks available for the specific piece of assessment attracting the penalty.
Late penalties, granting of extensions and deferred exams are based on the following: In Class Tests and Quizzes (excluding Mid-Trimester Tests)
o Generally, extensions are not permitted. A make-up test may only be permitted under very special
circumstances where acceptable supporting evidence of illness, hardship or unavoidable problems
preventing completion of the assessment is provided (see section (b) below). The procedures and
timing to apply for a make-up test (only if available) are as shown in the section Applying for an
Extension (see below).
o Missing a class test will result in 0 marks for that assessment item unless the above applies.
Written Assessments and Video Assessments
o There is a late penalty of 5% of the total available marks per calendar day unless an extension is
approved (see Applying for an Extension section below).
Presentations
o Generally, extensions are not permitted. Missing a presentation will result in 0 marks for that
assessment item. The rules for make-up presentations are the same as for missing in-class tests
(described above).
For group presentations, if serious circumstances prevent some members of the group from participating,
the members of the group who are present should make their contributions as agreed. If a make-up
presentation is approved, the other members of the group will be able to make their individual presentation
later and will be marked according to the marking rubric. A video presentation may be used to facilitate the
process.
Mid-Trimester Tests and Final Exams
If students are unable to attend mid-trimester tests or final exams due to illness, hardship or some other
unavoidable problem (acceptable to KOI), they must:
o Complete the Assignment Extension / Exam Deferment Form available by contacting [email protected] as soon as possible, but no later than three (3) working days after the exam date.
o Provide acceptable documentary evidence (see section (b) below).
o Agree to attend the deferred exam as set by KOI if a deferred exam is approved.
Deferred exam
o There will only be one deferred exam offered. o Marks obtained for the deferred exam will be the marks awarded for that assessment item.
o If you miss the deferred exam you will be awarded 0 marks for the assessment item. This may mean you
are unable to pass the subject.
b) Applying for an Extension
If students are unable to submit or attend an assessment when due, they must
o Complete the Assignment Extension / Exam Deferment Form available by contacting [email protected] as soon as possible, but no later than three (3) working days of the assessment
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 19 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
due date. o Provide acceptable documentary evidence in the form of a medical certificate, police report or some
other appropriate evidence of illness or hardship, or a technician’s report on problems with computer or communications technology, or a signed and witnessed statutory declaration explaining the circumstances.
o Students and lecturers / tutors will be advised of the outcome of the extension request as soon as practicable.
Please remember there is no guarantee of an extension being granted, and poor organisation is not a satisfactory reason to be granted an extension.
c) Referencing and Plagiarism
Please remember that all sources used in assessment tasks must be suitably referenced. Failure to acknowledge sources is plagiarism, and as such is a very serious academic issue. Students
plagiarising run the risk of severe penalties ranging from a reduction in marks through to 0 marks for a first offence for a single assessment task, to exclusion from KOI in the most serious repeat cases. Exclusion has serious visa implications. The easiest way to avoid plagiarising is to reference all sources.
Harvard referencing is the required method – in-text referencing using Author’s Surname (family name) and year of publication. A Referencing Guide, “Harvard Referencing”, and a Referencing Tutorial can be found on
the right-hand menu strip in Moodle on all subject pages.
An effective way to reference correctly is to use Microsoft Word’s referencing function (please note that
other versions and programs are likely to be different). To use the referencing function, click on the References Tab in the menu ribbon – students should choose Harvard.
Authorship is also an issue under plagiarism – KOI expects students to submit their own original work in both assessment and exams, or the original work of their group in the case of a group project. All students agree to
a statement of authorship when submitting assessments online via Moodle, stating that the work submitted is their own original work.
The following are examples of academic misconduct and can attract severe penalties:
o Handing in work created by someone else (without acknowledgement), whether copied from another
student, written by someone else, or from any published or electronic source, is fraud, and falls under the general Plagiarism guidelines.
o Copying / cheating in tests and exams is academic misconduct. Such incidents will be treated just as seriously as other forms of plagiarism.
o Students who willingly allow another student to copy their work in any assessment may be considered to assisting in copying/cheating, and similar penalties may be applied.
Where a subject coordinator considers that a student might have engaged in academic misconduct, KOI may
require the student to undertake an additional oral exam as a part of the assessment for the subject, as a way of testing the student’s understanding of their work.
Further information can be found on the KOI website.
d) Reasonable Adjustment
The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat people with a disability less
fairly than people without a disability. In the context of this subject, the principle of Reasonable Adjustment is applied to ensure that participants with a disability have equitable access to all aspects of the learning for the subject. For assessment, this means that barriers to their demonstrating competence are removed wherever it is reasonably practical to do so.
Examples of reasonable adjustment in assessment may include:
o provision of an oral assessment, rather than a written assessment o provision of extra time o use of adaptive technology.
KING’S OWN INSTITUTE* Success in Higher Education
ICT200 DATABASE DESIGN AND DEVELOPMENT T3 2024 Page 20 of 20
© AUSTRALIAN INSTITUTE OF BUSINESS AND MANAGEMENT PTY LTD ABN: 72 132 629 979 CRICOS 03171A
The focus of the adjusted assessment should be on enabling the student to demonstrate achievement of
the learning outcomes for the subject, rather than on the method of assessment.
e) Appeals Process
Full details of the KOI Assessment and Assessment Appeals Policy may be obtained in hard copy from the Library, and on the KOI website www.koi.edu.au under Policies and Forms.
Assessments and Mid-Trimester Exams:
Where students are not satisfied with the results of an assessment, including mid-trimester exams, they have the right to appeal. The process is as follows:
o Discuss the assessment with their tutor or lecturer – students should identify where they feel more marks
should have been awarded – students should provide valid reasons based on the marking guide provided
for the assessment. Reasons such as “I worked really hard” are not considered valid.
o If still not satisfied, students should complete an Application for Review of Assessment Marks form, clearly
explaining the reasons for seeking a review. This form is available from the KOI website under Policies
and Forms and is also available at KOI Reception (Kent St, Market St and O’Connell St). The
completed Application for Review of Assessment Marks form should be submitted
as explained on the form with supporting evidence attached to [email protected] .
o The form must be submitted within ten (10) working days of the return of the marked assessment, or within
five (5) working days after the return of the assessment if the assessment is returned after the end of the
trimester.
Review of Grade – whole of subject and final exams:
Where students are not satisfied with the results of the whole subject or with their final exam results, they have the right to request a Review of Grade – see the Assessment and Assessment Appeals Policy for more information.
An Application for Review of Grade/Assessment Form (available from the KOI Website under Policies and Forms and from KOI Reception at Kent St, Market St and O’Connell St) should be completed clearly
explaining the grounds for the application. The completed application should be submitted as explained on the form, with supporting evidence attached to [email protected] .
