Faculty of Information and Communication Technology

STUDY GUIDE

NAME AND CODE OF QUALIFICATIONS:

 Diploma in Informatics Extended (DPIFF0)

 Diploma in computer science Extended ( DPRSF0)
 Diploma in Multimedia Extended (DPMCF0)
 Diploma in Information and Technology Extended (DPITF0)

First Year and Foundation Unit

NQF NQF MODULE

MODULE NAMES
LEVEL CREDITS CODES

PPAF05D
5 15 Principles of Programming A Extended

5 15 Introduction to Programming 115R TROF05D

Compiled by: TA Maseko

Reviewed by: KS Tshehla

Date: January 2025

©COPYRIGHT: Tshwane University of Technology

Private Bag X680

PRETORIA

0001

All rights reserved. Apart from any reasonable quotations for the purposes of
research criticism or review as permitted under the Copyright Act, no part of this
book may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy and recording, without permission in writing from
the publisher.
TABLE OF CONTENTS

SECTION A: INTRODUCTION………………………………………………………………………….2

1. Welcome......................................................................................................................... 2

2. Guideline on the use of this study guide.....................................................................2

3. Code of conduct.............................................................................................................2

4. Class attendance............................................................................................................2

5. Modules names.............................................................................................................. 3

6. Modules credits..............................................................................................................3

7. Purpose of the module.................................................................................................. 3

8. Qualification module layout..........................................................................................4

SECTION B: ORGANISATIONAL COMPONENT…………………………………………………….8

9. Contact information of departmental administrators.................................................8

10. Contact information of lecturers...................................................................................8

11. Timetable........................................................................................................................ 9

12. Dates and year planner................................................................................................10

SECTION C: PRESCRIBED AND RECOMMENDED RESOURCES……………………………..16

13. Resources and recommended material.....................................................................16

SECTION D: MODULE DESCRIPTION………………………………………………………………17

14. Articulation with other modules in the programme..................................................17

15. Learning assumed to be in place................................................................................17

16. Module outline..............................................................................................................17

17. Unit descriptors............................................................................................................19

SECTION E: ASSESSMENT…………………………………………………………………………..23

18. Methods of assessment.............................................................................................. 23

19. Assessment administration........................................................................................31

20. Moderation....................................................................................................................32

21. Plagiarism..................................................................................................................... 32

i
SECTION A: INTRODUCTION

1. Welcome
Welcome to the modules Principles of Programming A Extended (PPAF05D) and Introduction
to Programming 115R (TROF0D5). These modules are year subjects that help to form the
foundation in the training for general IT professions such as Software Analyst, Software
Architect, Software Coder, and Software Tester. Once you have knowledge of and skills in
developing basic programs, you will be able to complete your programming B modules, and
ultimately succeed in the specialization of your choice (Computer Science, Informatics,
Information Technology or Multimedia). We trust you will enjoy the course and find it
interesting and informative.

Most of the material that the student needs to master to pass this module will not be taught in
class. It is primarily the student's responsibility to master this material and this will not be
achieved by the instructor presenting the material in class. This study guide is a great ally in
navigating through the module.

2. Guideline on the use of this study guide

This guide will assist you with the name of the qualification, NQF level, credits of the
qualification, enabling you to verify the details with the registrations’ office. It will also provide
information on the duration, the purpose of the qualification and the contact information.

3. Code of conduct
See Chapter 15 of Students’ Rules and Regulations.

“Any student who contravenes the provisions of rule 15.1 of the disciplinary code is guilty of
misconduct and will be dealt with in terms of the disciplinary code for students. For the
purposes of this disciplinary code, the word “University” refers to the Tshwane University of
Technology (TUT).”

4. Class attendance
See Chapter 12 of Students’ Rules and Regulations. (Rules 12.1.1 – 12.1.15).

2
It is critical to understand the full attendance requirements outlined in Chapter 12. Below are
some key highlights:

 Attendance Obligation: All students must attend lectures, complete assignments, and
participate in practicals and tests. (Rule 12.1.1)

 80% Minimum Attendance: Failure to attend at least 80% of scheduled classes may
result in exclusion from examinations. (Rule 12.1.2)

 Exemptions: Students unable to meet attendance requirements must apply for

exemption through the head of department. (Rule 12.1.3)

 Class Registers: Attendance is recorded using a class register, and it is the student's
responsibility to sign in each session. (Rule 12.1.5)

 Excused Absences: Acceptable excuses (medical conditions, emergencies, or official

activities) must be supported with proper documentation within two days. (Rules 12.1.9
– 12.1.10)

 Penalties for Violations: Non-compliance with attendance rules may result in denial
of examination admission and full liability for class fees. (Rules 12.1.7 & 12.1.14)

5. Grievances
If students encounter issues or have grievances related to their academic experience, they
should follow a structured procedure to ensure their concerns are addressed effectively. The
first step is to discuss the issue directly with their lecturer, providing relevant details and
evidence to support their grievance. Many concerns can be resolved at this level through open
communication. If unresolved, the student should escalate it to the Module Coordinator. If the
matter remains unresolved, submit a formal written grievance to the Unit Manager, and if
necessary, the Dean of the Faculty.

Students are advised to follow this procedure sequentially, without skipping any steps unless
specifically advised otherwise. It is essential to keep records of all communications, including
emails, meeting notes, and supporting documents, at every stage. Grievances must be
presented respectfully and professionally to ensure fair and efficient resolution.

Module Unit Dean of the

Student Lecturer
Coordinator Manager Faculty

3
6. Modules names
Principles of Programming A Extended, Introduction to Programming 115R.

7. Modules credits
Total credits for the course: 15 credits for the year.

8. Purpose of the module

The Principles of Programming A Extended / Introduction to Programming 115R module
is a year–long, 15–credit, NQF Level 5 module offered as part of the extended program. It is
designed to introduce students to foundational programming concepts using Scratch and
Java, while preparing them to address IT-related challenges in academic and professional
settings. The extended duration allows students to build a deeper understanding of
programming principles at a manageable pace, ensuring a solid foundation for future studies.

The module emphasizes the development of problem-solving skills, logical thinking, and
the ability to write programs incorporating conditional statements and iteration control
structures. It also instils good coding practices that align with industry standards.

This module contributes to the following qualifications: Diploma in Computer Science, Diploma
in Information Technology, Diploma in Multimedia Computing, and Diploma in Informatics. It
forms the basis for more advanced programming topics, including Object-Oriented
Programming (OOP), which is introduced in subsequent modules.

4
9. Qualification module layout
The layout diagrams below show where this module fits into each qualification .

Diploma in Multimedia Computing

5
Diploma in Computer Science

6
Diploma in Informatics

7
Diploma in Information Technology

8
SECTION B: ORGANISATIONAL COMPONENT

10. Contact information of departmental administrators

For contact details, please refer to the information below:

Name Office Campus Contact number & E-mail Role in Programme

Mr MB Phurutsi 18-G07 Soshanguve 012 382 9839 Unit Manager for 1st Year
South PhurutsiMB@tut.ac.za and Foundation Unit.

Ms SP Dlamini 18-G07 Soshanguve 012 382 9795 Departmental

South DlaminiSP@tut.ac.za administrator.

Dr MN Moeti 1-G106 Polokwane 012 382 0960 HOD

MoetiMN@tut.ac.za

Mr SM Marebane 14-G35 Emalahleni 012 382 3136 HOD

MarebaneSM@tut.ac.za

11. Contact information of lecturers

Please note that the information below may be edited from time to time and students will be informed
accordingly until the next issue of the study guide is issued. Consultation times will be posted on the
lecturer’s timetable on their office door.

Name Office Campus Contact number and Role in Programme

E-mail

Mr KS Tshehla 12-221 Soshanguve South 012 382 9119 Lecturer

TshehlaKS@tut.ac.za

Mr S Sekele 12-218 Soshanguve South 012 382 9820 Lecturer

SekeleMS@tut.ac.za

Mr VL Baloyi 12-217 Soshanguve South BaloyiVL@tut.ac.za Lecturer

Ms S Binqela 12-222 Soshanguve South BinqelaS@tut.ac.za Lecturer

9
Mr SN Maluleke 12-222 Soshanguve South 012 382 9068 Lecturer

MalulekaNS@tut.ac.za

Ms SFZ Malinga 12-217 Soshanguve South 012 382 9062 Lecturer

MalingaSF@tut.ac.za

Ms LZ Nzima Soshanguve South 012 382 9772 Lecturer

NzimaLZ@tut.ac.za

Mrs TA Maseko 14-G41 Emalahleni 013 6533 145 Lecturer

MasekoTA@tut.ac.za

Ms LV Mokele 14-G41 Emalahleni 013 6533 145 Lecturer

MokeleV@tut.ac.za

Mr PM Kgaphola 14G45 Emalahleni 013 6533 140 Lecturer

KgapholaPM@tut.ac.za

Mr K Kgatla 1-G174 Polokwane KgatlaK@tut.ac.za Lecturer

015 287 0752

12. Timetable
The timetable for the class attendance is obtainable from the timetable coordinator or the departmental
administrator.

10
13. Dates and year planner

First semester 2024 (5 February – 29 June)

ACADEMI
DATE TOPICS ASSESSMENTS
C WEEK #

1 3-8 Feb Orientation

2 10-15 Feb Bootcamp

LO 1: Basic programming concepts.

3 17-22 Feb
Chapter 1: Introduction to Scratch (Whole chapter)

LO 1: Basic programming concepts.

4 24 Feb - 1 Mar LO 3: Good programming practices.

Chapter 2: Introduction to Variables-Getting values from user. (Page 3-14)

LO 1: Basic programming concepts.

LO 3: Good programming practices. Quiz 1 (Chapter 1,Chapter 2 : page 1

5 3-8 Mar
Chapter 2: Displaying message on the screen (Output)-Writing basic programs. to 25)

( Page 15-26)

6 10-15 Mar LO 1: Basic programming concepts.

LO 2: Problem solving skills.

LO 3: Good programming practices.

Chapter 2: Calculations (Order of precedence) - Naming conventions for variables

11
 (Page 26-38)

LO 1: Basic programming concepts.

LO 2: Problem solving skills. Quiz 2 (Chapter 2 : page 26 until the

7 17-22 Mar
Chapter 2: Multiple Lines Output-Obtain more input after output. end)

( Page 41-60)

LO 1: Basic programming concepts.

Chapter 3 Class Test 1 ( Chapter 1 &2)

8 24-29 Mar
3.23 The java environment (page 120-122) Test date and time will be confirmed

3.1 Scratch vs Java -3.3 Displaying output (pages 10-22)

31 Mar - 5 Apr Recess: 31 Mar - 5 Apr.

LO 1: Basic programming concepts.

LO 3: Good programming practices.

9 7-12 Apr Chapter 3
3.4 Obtaining Output in Java - 3.5 Primitive data types
(pages 23-42)

LO 1: Basic programming concepts.

LO 3: Good programming practices.

10 14-19 Apr Chapter 3
3.4 Obtaining Output in Java - 3.5 Primitive data types
(pages 23-42)

11 21-26 Apr LO 1: Basic programming concepts. Quiz 3 ( Chapter 3: 3.1 - 3.4) )

12
 LO 3: Good programming practices.

Chapter 3
3.4 Obtaining Output in Java - 3.5 Primitive data types
(pages 23-42)

SEMESTER TEST 1

12 28 Apr - 3 May (Chapter 2)

Test date and time will be confirmed

LO 1: Basic programming concepts.

LO 2: Problem solving skills.

LO 3: Good programming practices.

13 5-10 May
Chapter 3
3.6 Naming rules and conventions - 3.10 more about coding calculations (pages
42-59)

LO 1: Basic programming concepts.

LO 2: Problem solving skills.

LO 3: Good programming practices.

14 Quiz 4 ( Chapter 3: 3.5 - 3.16 )
Chapter 3
3.11 The division operator in Java - 3.16 data type conversion
(pages 60-84)

15 12-17 May LO 1: Basic programming concepts.

13
 LO 2: Problem solving skills.

Chapter 3
3.17 Mathematical calculations - 3.19 Unary operators
(pages 84-104)

LO 1: Basic programming concepts.

LO 2: Problem solving skills.

LO 3: Good programming practices.

16 19-24 May Quiz 5 ( Chapter 3: 3.17 - 3.22 )
Chapter 3
3.20 Compound assignment operators - 3.22 Finding errors in Java
(pages 105-120)

LO 2: Problem solving skills.

LO 3: Good programming practices.

LO 4: Control Structures - Decision CLASS TEST 2 (Chapter 3: 3.1 - 3.17)

17 26-31 May
Chapter 4 Test date and time will be confirmed

4.1 Making Decision in real life - 4.6 the if statement

pages 2-14

LO 2: Problem solving skills.

LO 3: Good programming practices.

18 2-7 Jun LO 4: Control Structures - Decision

Chapter 4
4.7 the if…else statement-4.9 Boolean expressions pages(16-30)

14
 LO 2: Problem solving skills.

LO 3: Good programming practices.

19 9-14 Jun LO 4: Control Structures - Decision

Chapter 4
4.10 Terminologies - 4.14 Using flags (pages 31-46)

SEMESTER TEST 2 ( Chapter 2,3, 4.1 –

20 16-21 Jun Semester Test 2 4.7)

Test date and time will be confirmed

23-28 Jun

1 July – 11 July Recess

Second semester plan to be confirmed.

15
SECTION C: PRESCRIBED AND RECOMMENDED RESOURCES

14. Resources and recommended material

The following tables indicate what literature and other resources are recommended for successful
completion of this course. You are strongly advised to consult all the prescribed resources.

RECOMMENDED RESOURCES

AUTHOR NAME Year of ISBN NO

Publication

Deitel, P. & Deitel, H. Java: How to program: Early Objects 2015 ISBN-13: 978-0133807806
(Tenth Ed.)

Liang, Y. D. Introduction to Java programming 2013 ISBN-13: 978-0132936521

comprehensive Version (Ninth ed.)

Scratch online resources:

https://cdn-learn.adafruit.com/downloads/pdf/guide-to-scratch-3.pdf?timestamp=1549714937

http://scratched.gse.harvard.edu/sites/default/files/lp_scratch3.pdf

https://cdn-learn.adafruit.com/downloads/pdf/guide-to-scratch-3.pdf?timestamp=1549714937

http://www.calvin.edu/~vtn2/MACUL%20Scratch%20Workshop.pdf

16
SECTION D: MODULE DESCRIPTION

15. Articulation with other modules in the programme

Alignment of this module with exit learning outcomes and assessment criteria

This module is aligned to ELO 1.

ELO 1: Design and analyse algorithms and data structures to create efficient solutions.

16. Learning assumed to be in place

No prerequisite subject above NQF 4 is required for this module.

17. Module outline

Units Learning outcomes Chapter in the notes

Unit 1 Develop proficiency in basic programming concepts. Chapters 1 and 3

 Scratch Programming
o Introduction to Scratch and its features
o Creating and customizing sprites
o Creating basic programs using Scratch blocks
o Debugging and testing programs in Scratch
 Java Programming
o Introduction to Java and its features
o Java syntax and basic programming concepts
o Writing and running Java programs using a text editor
o Debugging and testing Java programs

Unit 2 Develop problem-solving skills: Chapters 2, 3, 4 and

 Analyse programming problems and design algorithms using 5

IPO tables, flowcharts, and trace tables.
 Apply problem-solving skills to develop effective algorithms for
programming problems.
 Translate algorithms into working programs.

Unit 3 Understand the importance of good programming practices: Chapters 2, 3, 4 and

 Write clear and maintainable code. 5

17
  Use comments and appropriate variable names.
 Apply debugging techniques.

Unit 4 Create Java programs using control structures: Chapters 4 and 5

 Decision Structures in Java

o If/else statements
o Switch statements.
 Repetition Structures in Java
o For loops
o While loops
o Do-while loops

18
18. Unit descriptors

UNIT 1: Programming Fundamentals (Students notes: Chapters 1 and 3)

Outcomes:

Understand the basic programming concepts and syntax of Scratch and Java.

Create basic programs in Scratch and Java.

Customize sprites and use basic programming blocks in Scratch.

Write basic code in Java using a text editor and command prompt.

Assessment Criteria Teaching Strategies Assessment methods

 Ability to create basic programs in Demonstrating the application of thinking Formative:

Scratch and Java. skills to solve problems. Worksheets and quizzes in class and computer
 Understanding of fundamental Facilitating informal small group discussions. laboratory and through a learning management
programming concepts and system.
Facilitating the completion of tasks in teams.
syntax.
Supplying real-life problems to be solved. Group discussions in class and through a learning
 Ability to customize sprites and
management system.
use basic programming blocks in Applying visualization techniques in solving
problems (draw diagrams of a problem’s Skills demonstration in a computer laboratory.
Scratch.
 Ability to write basic code in Java scenario) Adding activities, notes and reflection in the
using a text editor. academic portfolio.

Summative:

Class tests (paper based and computer based),

semester tests, project and examination.

19
UNIT 2: Problem Solving and Algorithm Design (Students notes: Chapter 2, 3, 4 and 5)

Outcomes:

Analyse programming problems and design algorithms using IPO tables, flowcharts, and trace tables.

Apply problem-solving skills to develop effective algorithms for programming problems.

Implement algorithms using Java programming language.

Evaluate the correctness and efficiency of algorithms.

Assessment Criteria Teaching Strategies Assessment methods

 Analyse programming problems Demonstrating the application of thinking skills Formative:

and design algorithms using IPO to solve problems. Worksheets and quizzes in class and computer
tables, flowcharts, and trace Facilitating informal small group discussions. laboratory and through a learning management
tables. system.
Facilitating the completion of tasks in teams.
 Apply problem-solving skills to
Supplying real-life problems to be solved. Group discussions in class and through a learning
develop effective algorithms for
management system.
programming problems. Applying visualization techniques in solving
Skills demonstration in a computer laboratory.
 Implement using problems (draw diagrams of a problem’s
algorithms
Java programming language. scenario) Adding activities, notes and reflection in the
 Evaluate the correctness and academic portfolio.
efficiency of algorithms. Summative:

Class tests (paper based and computer based),

semester tests, project and examination.

20
UNIT 3: Good Programming Practices (Students notes: Chapter 2, 3)

Outcomes:

Understand the importance of writing clear and maintainable code.

Use appropriate variable names and comments in code.

Identify and fix errors in code using debugging techniques.

Assessment Criteria Teaching Strategies Assessment methods

 Understand the importance of Demonstrating the application of thinking Formative:

writing clear and maintainable code. skills to solve problems. Worksheets and quizzes in class and computer
 Use appropriate variable names and Facilitating informal small group discussions. laboratory and through a learning management
comments in code. system.
Facilitating the completion of tasks in teams.
 Identify and fix errors in code using
Supplying real-life problems to be solved. Group discussions in class and through a learning
debugging techniques.
management system.
Applying visualization techniques in solving
problems (draw diagrams of a problem’s Skills demonstration in a computer laboratory.

scenario) Adding activities, notes and reflection in the

academic portfolio.

Summative:

Class tests (paper based and computer based),

semester tests, project and examination.

21
UNIT 4: Control Structures in Java (Students notes: Chapter 4 & 5)

Outcome:

Understand decision-making and repetition structures in Java.

Use if/else statements, switch statements, for loops, while loops, and do-while loops in Java programming.

Create more complex programs using control structures in Java.

Assessment Criteria Teaching Strategies Assessment methods

 Ability to use decision-making and Demonstrating the application of thinking Formative:

repetition structures in Java. skills to solve problems. Worksheets and quizzes in class and computer
 Understanding of if/else statements, Facilitating informal small group laboratory and through a learning management
switch statements, for loops, while discussions. system.
loops, and do-while loops.
Facilitating the completion of tasks in teams. Group discussions in class and through a learning
 Ability to use control structures to
Supplying real-life problems to be solved. management system.
create more complex programs.
Applying visualization techniques in solving Skills demonstration in a computer laboratory.

problems (draw diagrams of a problem’s Adding activities, notes and reflection in the
scenario) academic portfolio.

Summative:

Class tests (paper based and computer based),

semester tests, project and examination.

22
SECTION E: ASSESSMENT

19. Methods of assessment

As part of the assessment, the methods of assessments are described to assist the learner to determine how the assessment will be
presented. Below is a table that describes what these assessment methods entail.

Assessment Possible uses/

Method Example/description assessment tasks Where to use

Alternative True/False; Yes/No questions; multiple Recall of information Formative

response choice Ability to discriminate Summative
questions

Assertion/reason Consists of an assertion and supporting Ability to weigh up options and Formative
questions explanation. The learner has to decide to discriminate Summative
whether the assertion and explanation are
RPL
true, and if true, whether the explanation is
a valid reason for the assertion.
Sometimes the learner is asked to select
his/her answer from a list of possibilities,
e.g. True; True + Valid; True + Invalid.

Aural/oral tests These are mainly used to generate Interpretation of ideas Formative
evidence on learners’ ability to listen, Expression of ideas Summative
interpret, communicate ideas and sustain a
23
 conversation in the language of RPL
assessment.

Completion Learners are presented with a question Recall of factual information Formative
questions/short with a pre-determined answer consisting of Test understanding and Summative
answer a few words or may be given a statement application of knowledge, e.g. RPL
questions where key words are omitted. They are in mathematical concepts
then required to complete the statement by
filling in the word(s). Such questions may
also involve the use of numbers, diagrams
and graphs.

Examinations / These usually consist of a range of Recall of information Formative

tests questions. Learners are required
to Cognitive skills such as Summative
respond to questions within a specified problem solving or analyses
RPL
time.

Extended These are usually in a written form. There Open-ended debates or other Formative
response are few restrictions on the content and responses Summative
questions form of the response. Continuous prose is Arguments
RPL
normally required, but there may be limits
Reports
on the length and/or time allocated.

Grid Grid questions and matching questions are Recall of information Formative
questions variants of each other. The learner is Application of knowledge Summative
/matching presented with two lists – a set of

24
questions statements and a set of responses. The RPL
learner is required to indicate which
response from the second list corresponds
or matches each statement in the first list.
Grid questions are presented in grid
format. They differ from the other selected-
response assessment instruments in that
each question may have more than one
correct response and each response may
be used more than once.

Multiple choice Multiple choice questions consist of an Recall of information Formative

questions incomplete statement or a question, Check understanding; Summative
followed by plausible alternative responses analyses
RPL
from which the learner has to select the
correct one.

Outcomes involving higher order analytical

skills are probably more validly assessed
by means of free-response assessment
instruments such as extended response
questions, but multiple-choice questions
can be useful if carefully constructed.

Oral questions / The form and content of the response is Allows for self-expression Formative
restricted limited by the way in which the question is when questions are oral
25
response asked. These questions do not have pre- Supports observation of tasks Summative (small groups only)
questions determined correct answers (as in short where underpinning RPL
answer questions, etc.) and the assessor knowledge and
must exercise his/her professional understanding are tested
judgment when interpreting learner’s
responses.

Personal A personal interview is probably the oldest A range of applications using Formative
interviews and best-known means of
eliciting different forms of questions, Summative (small groups only)
information directly from learners. It particularly
RPL
combines two assessment methods, Open-ended questions
namely observation and questioning. An
Guidance and support to the
interview is a dialogue between the
learner
assessor and the learner, creating
opportunities for learner questions.

Questionnaires A questionnaire is a structured written Assessment of outcomes Formative

interview consisting of a set of questions particularly concerned with Summative
relating to particular areas of performance. attitudes, feelings, interests
RPL
Unlike a personal interview, it is and experiences
administered and judged under standard
conditions.

Structured A structured question consists of a stem Recall of information Formative

questions (which describes a situation), followed by a Application of knowledge and Summative

26
 series of related questions. The stem can understanding RPL
be text, a diagram, a picture, a video, etc. Analyses, Debates,
Arguments

Assignments A problem-solving exercise with clear Problem-solving around a Formative

guidelines and a specified length. More particular topic Summative
structured and less open-ended than
RPL
projects, but they do not necessarily
involve strict adherence to a prescribed
procedure, and they are not concerned
exclusively with manual skills.

Case studies A description of an event concerning a Analyses of situations Formative

real-life or simulated situation, usually in Drawing conclusions Summative
the form of a paragraph or text, a video, a
Reports on possible courses RPL
picture or a role-play exercise. This is
of action
followed by a series of instructions to elicit
responses from learners. Individuals or
small groups may undertake case studies.

Logbooks A useful means of assessing learner’s In a workplace – monitor and Formative

progress and achievements. It should have check activities; record Summative
clear instructions for use and give processes; record of
RPL
guidance on how essential information is to achievements
(Learner has to be in workplace)
be recorded.

27
Practical An activity that allows learners to Demonstration of skill Formative
exercises / demonstrate manual and/or behavioural Summative
demonstrations skills. The assessment may be based on
RPL (Not always practical –
the end-result of the activity (the product),
logistics)
or the carrying-out of the activity (the
process), or a combination of both

Portfolios A collection of different types of evidence Recognition of prior learning Summative

relating to the work being assessed. It can and experience RPL
include a variety of work samples. Assessment of long-term (Not recommended for formative)
Portfolios are suitable for long-term activities related to each other
activities.
Assessment where direct
It is important that the evidence in the observation may be difficult
portfolio meet the requirements of
sufficiency and currency. The learner and
assessor usually plan the portfolio jointly
as sources of evidence may vary. The
learner is then responsible for the
collection of evidence and the compilation
of the portfolio.

Projects A project is any exercise or investigation in Comprehensive range of skills Summative

which the time constraints are more can be assessed RPL
relaxed. Projects are: Integration of activities within (Not recommended for formative)

28
 • Practical and across unit standards or

• Comprehensive and open-ended different parts of a

qualification
• Tackled without close supervision, but
with assessor guidance and support

Projects can involve individuals or a group

of learners. The choice of the project is
directed by the assessor, usually by
providing the learner with a topic or brief
for the investigation

Role-plays Learners are presented with a situation, Assessment of a wide range Formative
often a problem or an incident, to which of behavioural and Summative
they have to respond by assuming a interpersonal skills
RPL
particular role. The enactment may be
unrehearsed, or the learner may be briefed
in the particular role to be played. Such
assessments are open-ended and are
person centred.

Reflective A reflective journal gives learners the It gives the assessor a unique Formative
journal opportunity to critically reflect on their own opportunity to follow the
learning, to express their thoughts and thought-processes of a learner
experiences and to present this in an and to monitor the way a
acceptable way. Even though it is a form of learner thinks and grows

29
 self-assessment, it can be submitted for Critical evaluation of progress
assessment. by the learner

Self-assessment A checklist, questionnaire completed by a Critical evaluation of progress Formative

learner, notes jotted down or other forms of by learner
structured self-assessment undertaken
after an action, demonstration, oral
examination, etc.

Peer Assessment by the learner’s peers, usually Assessment of paired or Mainly formative
assessment in the form of a checklist. group activities Summative if team-, group work part
Assessment of teamwork of outcomes

30
20. Assessment administration
The assessment administration process and expectations of the undergraduate student is
outlined below.

19.1 Specifications and guidelines for submission of assessment

Refer to TUT assessment policy.

19.2 Due dates for summative assessments

Due dates for summative assessments will be communicated to students by the lecturer or
exams department as it is made available.

19.3 Final mark

The following table reflects the allocation of marks for the calculation of the year mark. (The
examiner reserves the right to change the below structure as needed).

The final mark for PPA / TROF05D will be calculated as follows:

Assessment Name Weight Contribution Totals

CLASS TESTS Class Test 1 10%

4 written class tests Class Test 2 10%
30%
Best 3 will count
Class Test 3 10%

Semester Test 1 18%

SEMESTER TESTS Semester Test 2 18% 54%
Semester Test 3 18%
ONLINE QUIZZES
Average of best 8 out of Quizzes 10% 10%
9
Assignment - Project Assignment 6% 6%
Year mark Predicate 100%

Predicate=0.3 × ClassTests+0.45 × Semester Tests+0.15 ×Quizzes

+0.1 × Project

* A predicate of 40% is required to qualify to write the final examination.

Predicate 50%
Examination 50%
Final Mark 100%

31
19.4 Pass requirements

To pass this module, the following minimum requirements must be met:

 A student must achieve a final mark of 50% or more to pass the module.
 In addition to the final mark of 50%, a student should obtain a subminimum mark of at
least 40% in examination to pass.
 Students shall pass this module with distinction by obtaining a final mark of 75% or
more.

Supplementary examination

 The predicate mark obtained for admission to main exam shall also apply to
supplementary examination.
 A student who fails the main examination, but obtains a final mark of at least 45%,
qualifies for a supplementary examination.
 A student who obtains a final mark of 50% and above but failed the minimum
subminimum (40% in examination) also qualifies for a supplementary examination.

21. Moderation
Moderation will be done internally by a moderator approved by Senate. The moderator will be
competent in corporate governance, ethics and risk management including the field of auditing
and/or internal auditing.

22. Plagiarism
The following is an extract from TUT’s plagiarism policy. Reference: RIPPOL067.

 All students have a moral obligation and responsibility to maintain the following
academic integrity principles in the production and presentation of academic outputs,
regardless of the presentation format and/or work type:
 Each student should only submit his/her own original academic work, except when
formal group work was required in the production of the academic output;
 Each student should accurately indicate in all academic outputs when information is
used that was produced by another scholar by referencing it in accordance with a
recognised referencing convention system;
 No student should use, present or submit someone else’s electronic works, multimedia
products or artistic works as if it is his/her own;

32
 Each student should accurately indicate the download/access date and the uniform
resource locator (URL) of the internet web page when information is used from a
website, web page or other electronic source;
 No student should allow another person/s to use or copy from his/her academic output
and present it as their own work;
 Each student has the responsibility to request assistance from staff members should
they require guidance and/or advice about plagiarism in their academic outputs.
 Students have a moral obligation to report plagiarism incidents in academic and/or
research environments. All whistle-blowers are protected in terms of the Policy on
Prevention of Fraud, Corruption and Theft (Policy #: VCPOL010).
 Plagiarism is a form of misconduct. The relevant part (Chapter 15 – Student Discipline)
of the Prospectus, Part 1 (Students’ rules and regulations) read as follows:
 “Any student who contravenes the provisions of rule 15.1 of the disciplinary code is
guilty of misconduct and will be dealt with in terms of the disciplinary code for students
…
 Handing in any written assignment for assessment in which the essential parts of the
assignment have been copied from the work of another person, or any form of
plagiarism.”
 All students must be fully aware that plagiarism offences/penalties can seriously affect
their academic status and progress at TUT and other tertiary institutions. In the most
serious cases, it can result in dismissal from the University and/or formal
cancellation/retraction of current/previously submitted academic outputs. In addition,
the University may indicate the nature and outcome of all plagiarism offences/penalties
when it is required to provide a reference or conduct statement for the student.

33