ProjectFV

HIGHER COLLEGES OF TECHNOLOGY Computer and Information Science Project Course CIS2303- Systems Analysis and Design Assessment Method Group Project Date of Assessment Week 15 Deadline(s) Maximum Mark 100 Percentage of Final Grade 25%  The entire project/case study/poster is designed and developed by me (and my team members).  The proper citation has been used when I (and my team members) used other sources.  No part of this project has been designed, developed or written for me (and my team members) by a third party.  I have a copy of this project in case the submitted copy is lost or damaged.  None of the music/graphics/animation/video/images used in this project have violated the Copy Right/Patent/Intellectual Property rights of an individual, company or an Institution.  I have the written permission from people who are featuring in this project. Date: / / Student HCT ID Student Name Signature For Examiner’s Use Only: CLOs CLO1 CLO2 CLO3 CLO4 Total Marks Allocated 100 Marks Obtained C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n

C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n

11. Which architectural style you like to adopt to design the to-be system? 12. Create a high-level architectural model of the to-be system. REPORT AND PRESENTRATION STRUCTURE REPORT 50% The Project is done by a group called ProjectTeam that contains at most 4 members . Any help you receive from classmates should be limited and should never involve details of how to model a solution. You must abide by the following: You may not work as a partner with another ProjectTeam. The project team needs to submit just one hard copy of the report with the above cover page. The following is a list of what is expected for deliverables. Feel free to add any sections that you want. CLO Aim Deliverable Content The focus is to evaluate the overall structure and language efficacy of the report.  Cover page  Table of Content  Table of Figures  Introduction  Answers of all questions  Conclusion listing the individual student reflections  References CLO1: Compare a range of system development methodologies The focus is to evaluate the choice of System Development methodology.  Provide answer to question 1: 1. Which methodology would you like to adopt for this project? Justify your choice by listing 2 arguments. CLO2: Create behavioral models to document system requirements Specification – An explanation of the problem to be solved in terms of business process. Requirements Analysis and Definition is the first stage in the systems analysis and design. This stage breaks down functional and non- functional requirements to a basic design view, to provide a clear system development process framework. The focus is to describe the behavioral models.  Provide answers for questions 2 to 8: 2. Conduct the feasibility study for this project. 3. Define, discover, review, document, and understand the user's needs and constraints of the to-be system using at least two requirements gathering techniques. Justify your choice. 4. Create an activity diagram describing the behavior of the business process. 5. What is the perimeter of the to-be system? 6. Identify the functional and non-functional requirements of the to-be system? 7. According to your answer in Question 1 and 6, describe the requirements using either a product backlog or a use case diagram. 8. For each sprint/iteration, create a system sequence diagram describing the behavior of or a user story/a use case. CLO3: Create structural models to specify system requirements Requirements Analysis and Definition. The focus is to describe the structural models.  Provide answers for questions 9 and 10: 9. For each sprint/iteration, create a fragment of the domain class diagram describing the structure of the to-be system. 10. Merge/Refine all fragments to define the domain class diagram. CLO4: Create a high-level software architectural design model The focus is to evaluate the transition to design model.  Provide answers for questions 11 and 12: 11. Which architectural pattern you like to adopt to design the to-be system? 12. Create a high-level architectural model of the to-be system. CLO2, 3, and 4 The focus is to evaluate  Provide answer to question 13: C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n

that the student has a clear view of the different methodologies and masters how to apply them. 13. Use STARUML to answer the questions from 4 to 12. Document each question by screenshots of diagrams and/or product backlogs. INDIVIDUAL PRESENTATION AND FOLLOW-UP QUESTIONS 50% You will give a 25-minutes class presentation of your work and answer all interview questions (Please check the below rubric). The presentation should include all report items. One general comment is to add more figures/diagrams of your system to help with your explanation of your project (A picture is worth a thousand words). In addition, the student ability to collaborate and participate in the deliverable accomplishment will be assessed. Students should keep track and record the collaboration between team members by using BBL Discussion Board . GOOD LUCK C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n

Q4. Create an activity diagram describing the behavior of the business process. Q5. What is the perimeter of the to-be system 4 . Missing and/ or wrong swimlanes. . Missing and/or wrong activities. . Missing and/or wrong control nodes. . System perimeter is not identified. Some but not all of the following: . No syntactical errors. . All swimlanes are identified. . All activities are identified. . All control nodes are identified. . The system perimeter is identified. Most but not all of the following: . No syntactical errors. . All swimlanes are identified. . All activities are identified. . All control nodes are identified. . The system perimeter is identified. . No syntactical errors. . All swimlanes are identified. . All activities are identified. . All control nodes are identified. . The system perimeter is identified. . No semantic errors. The AD is well-formed, consistent, and coherent. . No syntactical errors. . All swimlanes are identified. . All activities are identified. . All control nodes are identified. . The system perimeter is identified. Q6. Identify the functional and non-functional requirements of the to-be system? Q7. According to your answer in Question 1 and 6, describe the requirements using either a product backlog or a use case diagram. 6 . Missing functional requirements. . Missing non- functional requirements. . Syntactical errors. . Missing and/or wrong actors and types. . Missing and/or wrong granularity level of use cases. . Missing and/or wrong relationships. Some but not all of the following: . All functional requirements are identified. . All non-functional requirements are identified. . No syntactical errors. . All actors and their types are identified. . All use cases are illustrated. . All relationships are identified. Most but not all of the following: . All functional requirements are identified. . All non-functional requirements are identified. . No syntactical errors. . All actors and their types are identified. . All use cases are illustrated. . All relationships are identified. All of the following: . All functional requirements are identified. . All non-functional requirements are identified. . No syntactical errors. . All actors and their types are identified. . All use cases are illustrated. . All relationships are identified. All of the following: . All functional requirements are identified. . All non-functional requirements are identified. . No semantics errors. The UCD is well-formed, consistent, and coherent. . No syntactical errors. . All actors and their types are identified. . All use cases are C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n P a g e 7 | 11

illustrated. . All relationships are identified. Q8. For each sprint/iteration, create a system sequence diagram describing the behavior of or a user story/a use case. 4 . Missing and/or wrong participants. . Missing and/or wrong messages. . Incoherent and inconsistent scenario. Some but not all of the following: . All participants are identified. . All messages are identified. . Interactions properly implement the normal scenario defined in the textual description of the use case. Most but not all of the following: . All participants are identified. . All messages are identified. . Interactions properly implement the normal scenario defined in the textual description of the use case. . All participants are identified. . All messages are identified. . Interactions properly implement the normal scenario defined in the textual description of the use case. . All participants are identified. . All messages are identified. . Interactions properly implement all scenarios (normal scenario, alternative scenario, error scenario) defined in the textual description of the use case. Subtotal 22 Section 3 CLO3: Create structural models to specify system requirement (CAP weight 6%= 12 Marks ) Awarded Marks Unacceptable 0-59% Acceptable 60%-69% Good 70%-76% Very Good 77%-86% Exceptional 87%-100% Q9. For each sprint/iteration, create a fragment of the domain class diagram describing the structure of the to-be system. Q10. Merge/Refine all fragments to define the domain class diagram. 12 . Missing and/or wrong classes. . Missing and/or wrong attributes. . Missing and/or wrong methods. . Missing and/or wrong multiplicities, associations, aggregations, composition, and generalization/ specialization. Some but not all of the following: . All classes are identified. . All attributes are identified and include their data type. . All methods are identified, well described, and include their data types and returns. . All multiplicities, associations, Most but not all of the following: . All classes are identified. . All attributes are identified and include their data type. . All methods are identified, well described, and include their data types and returns. . All multiplicities, associations, . All classes are identified. . All attributes are identified and include their data type. . All methods are identified, well described, and include their data types and returns. . All multiplicities, associations, aggregations, compositions, and . All classes are identified. . All attributes are identified and include their data type. . All methods are identified, well described, and include their data types and returns. . All multiplicities, associations, aggregations, compositions, and C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n P a g e 8 | 11

STUDENT (1) NAME: ____________________________ STUDENT HCT ID: _______________ Absen t 1-59.49% 59.5%  69.49% 69.5%  76.49% 76.5%  86.49% 86.5%  100% Collaboration (10%) . Does not participate in the task or is so often off the task that he/she performs. . No contribution to the group goal. . Participates in the task, but does not cooperate with others or with the group process. . Participates in discussions. . Voices own opinion and views. . Remains focused on the topic. . Completes some tasks independently. . Cooperates with the group process, but does not coordinate his or her contributions with those of others. . Listens without interrupting. . Actively solicits others’ ideas. . Accepts assigned tasks. . Goes along with group consensus. . Builds on others’ ideas. . Coordinates both processes and products with those of teammates, but does not resolve major conflicts. . Actively listens. . Gives and receives constructive feedback. . Adapts ideas/process to accommodate teammates. . Seeks consensus. . Resolves minor conflicts effectively. . Student coordinates processes and products with those of teammates. . Resolves both major and minor conflicts effectively. . Expresses disagreements honestly but tactfully. . Supports group decisions even if not in total agreement. . Compromises and negotiates to reach solution. Oral Communicatio n (15%)  Communicates with a limited sense of audience and purpose (No eye contact, no body language, and no poise)  Communicates information and ideas with limited clarity  Uses language with limited accuracy and effectiveness  Tension and nervousness are obvious; has trouble recovering from mistakes  Presentation indicates lack of understanding of the topic Some but not all of the following:  Communicat es with a clear sense of audience and purpose (Eye contact, body language, and poise)  Communicat es information and ideas with considerable clarity which demonstrate Most but not all of the following:  Communicat es with a clear sense of audience and purpose (Eye contact, body language, and poise)  Communicat es information and ideas with considerable clarity which demonstrate All of the following:  Communicates with a clear sense of audience and purpose (Eye contact, body language, and poise)  Communicates information and ideas with considerable clarity which demonstrates good understanding of the topic  Uses language with considerable accuracy and effectiveness  Makes minor mistakes, but quickly recovers from them; displays little or no tensions  Well-organized presentation All of the following:  Communicates with a strong sense of audience and purpose (holds attention with the use if direct eye contact, seldom looking at notes)  Communicates information and ideas with a high degree of clarity which demonstrates excellent knowledge of the subject.   Uses Language with a high degree of accuracy and effectiveness  Student displays relaxed, self-confident, with no mistakes  Presentation is C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n P a g e 10 | 11

s good understandin g of the topic  Uses Language with considerable accuracy and effectiveness  Makes minor mistakes, but quickly recovers from them; displays little or no tensions  Well- organized presentation s good understandin g of the topic  Uses language with considerable accuracy and effectiveness  Makes minor mistakes, but quickly recovers from them; displays little or no tensions  Well- organized presentation polished. Follow-up questions and discussion (25%) Unable to answer questions from the examining board. Able to answer some but not all questions from the examining board. Able to answer most but not all questions from the examining board. Able to answer all questions from the examining board. Able to answer all questions and demonstrate a complete understanding of the study. FINAL GRADE PROJECT SCORE STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 Total Group Project Score Total Individual Oral VIVA / Oral Defense Final Score C I S 2 3 0 3 - P r o j e c t D e s c r i p ti o n P a g e 11 | 11