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ROLE OF THE TEACHER

The role of teacher is to:

(a) Assign the project for the School-Based Assessment.

(b) Provide guidance throughout the life of the projects. The teacher should work with candidates
to develop a project management chart with definite timelines for achieving clearly
identified objectives, from project inception to project completion.

(c) Guide students through the SBA by helping to clarify the problem or by discussing
possible approaches to solving the problem. Teachers, while giving guidance, should guard
against providing a complete solution to the problem for the candidate or prescribing a specific
format that should be followed.

(d) Assess student’s skills in problem- solving and algorithm development using flowcharts or
pseudocode, coding an algorithm using Visual Basic for Applications and the effective use
of productivity tools to perform prescribed activities. The development of the project is a
continuous exercise that occurs during scheduled class hours as well as outside class times.
At a time to be determined by the teacher the relevant component will be assessed and
the marks recorded. Hardcopies of the completed documents should be kept by both the
teacher and students. The teacher should use the mark scheme provided by CXC® and include
any comments pertinent to the conduct of the assessment.

(e) Guide students through the SBA by helping to clarify the problem or by discussing
possible formats.

(f) Ensure that students are allowed sufficient access to equipment to allow successful
completion of their projects.

SCOPE AND SIZE

The project should be the size and complexity for candidates to satisfactorily complete during
the second year of the two-year course.

The WP and WBD, SS and DB sections of the project should each have approximately the same
number of tasks and degree of complexity such that each project requires the same amount of
preparation. The project should encompass some advanced processes in Sections 4, 5 and 6. Problem-
Solving and Program Implementation should be based on the project and not attempted in
isolation. It must, therefore, be an actual implementation of a simple aspect of the project.

Teachers are encouraged to design their School-Based Assessment at the commencement of the
academic year. This would allow for the completion of sections of the project as topics are addressed.
It is suggested that the Problem-Solving component be attempted when the teacher has completed
Section 7 of the syllabus, and the Program Implementation component at the completion of Section
8.

CXC 30/G/SYLL 17 35