PROGRAMME

BEng Software Engineering with Foundation Year

DATE

MODULE CODE SWE5203

MODULE TITLE Software Engineering

ASSESSMENT PORTFOLIO (Group Assignment)
TYPE/ Title
WEIGHTING 100%

WORD COUNT 2500 (+/- 10%)

Learning Outcomes assessed:

LO1: Decompose given problems and devise requirements specifications using
engineering best practice.
LO2: Formulate design specifications using appropriate methodologies.
LO3: Engineer solutions to solve given problems using appropriate techniques.
LO4: Apply appropriate methodologies for verification and validation.

Instructions:

 All work must be submitted on Moodle by the due date. Turnitin similarity score
must not exceed 20%.
 The assignment must be in MS Word format which complies with academic
standards and includes appropriate section headings.
 Reference sources must be cited in the text of the report and listed appropriately at
the end in a reference list using Harvard referencing style. A minimum of five
references is required.
 Late submission within 7 days after the expiry of the initial deadline is allowed but
will incur a 10 marks deduction penalty. Any submission past this period will not be
marked unless a formal submission extension has been authorised.
Purpose of the assessment:

The purpose of this assignment is to produce and submit a Software Requirement

Specification (SRS) Document for your chosen programming project. You are required to
form a team of 3-4 people and write a Software Requirements Specification, based on a
selected project. You are also required to demonstrate your completed project.

Projects Selection:

Students can select any of the following project ideas to design and build. The project itself
should be simple but must look professional. The group is free to choose any tools and
programming languages to complete the project. However, console programs are not
accepted. Student must use any graphical development tools such as Visual Studio:
 Hotel Booking System
 Library Management System
 Car Rentals System
 Online enrolment System
 Entertainment System (movies, songs, books and games)
 Online Shopping System
 Real Estate System
 Parking lot booking system
 Student information chat bot

Task:

Once students select their project, they need to do in-depth analysis for the project to
complete Software Requirement Specification document and then propose design process
with few basic model that relate to their selected project using UML . Students need approval
from lecture/tutor for their selected project.

Guidelines:

Follow the IEEE 830-1998 Recommended Practice for Software Requirements Specifications
as your guide. Entire document reading is recommended before starting your project. Another
good source of guidelines for software requirements specifications is:
http://www.processimpact.com/articles/qualreqs.html

Format:

SRS document should follow the template of the IEEE standard.

The portfolio should include the following:

1. The SRS Document Version 1.0 (Templates and guideline will be available on MOODLE):

a) Introduction
b) Project Planning
c) Scope
 d) Aims and Objectives
e) Glossary
f) Document Overview
g) Product Description
h) Software Development Process
i) Functional and non-functional requirements
j) Technical assumptions and constraints
k) References

2. The Design models should include:

a) Use Case Diagram

b) Activity Diagram
c) Basic Class Diagram
d) Context Diagram/ Data flow diagram / flowchart
e) Entity Relationship Diagram

3. Evidence of demonstration of working program:

Team submission:

This is a group assignment hence, only one member from a group will upload the portfolio on
MOODLE.

Submission guidelines:

The report should have a consistent, professional, and well-organized appearance. Your
report should include the following:

1. Cover page must identify students’ (name and number), teaching staff, and assignment.
2. The pages of the assignment must be clear on each page.
Marking Guide:

All team members are expected to contribute equally and are awarded the same group marks.
However, a group member might be marked individually if there is an evidence based on the
reporting by other group members of a minimum contribution or participation by a team
member. Marker’s comments below along with the marks will explain if you have been
marked individually.

Portfolio item #1 SRS Document = 40 Marks

SRS Description of the section Marks

Introduction In this subsection, describe the purpose of the particular 5
SRS and specify the intended audience for the SRS
Project Planning • Time and Cost Planning 5
• Resource Planning
Scope, objectives and • Explain the software product(s) to be produced 5
goals • Describe the relevant benefits, objectives, and goals of
the project
• Product Description
Software • Selection Criteria 5
Development Process • Advantages and disadvantages
Specific Functional and non-functional requirements 5
requirements
assumptions, Assumptions, and constraints 5
constraints
Appendices, IEEE style 5
references, Glossary
Presentation Appearance, grammar, clarity etc. 5
Total 40

Portfolio item #2 The Design models = 35 Marks

Diagram Description Marks

Use Case Diagram full system Use Case Diagram showing all major 10
functionalities
Activity Diagram Draw activity diagram At least any three-user 10
scenario
Basic Class Diagram full system class diagram 10
Context Diagram/ Data full system Context diagram or Data flow diagram or 10
flow diagram / flowchart flow chart
ER Diagram Full system ER diagram (if used) 10
Total 50

Portfolio item #3 Demonstration of working program = 10 Marks

The group must demonstrate their program to their tutor and all team members are expected
to contribute.
An up-to-date copy of the Project Activity Journal is required where you show the weekly
working of the group.
General Assessment Criteria for Written Assessments Level HE5
% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
85- Directly relevant to Demonstrates an Makes exceptional use of Coherently The presentational An exceptionally well Sources accurately cited
title. exceptional appropriate articulated and style & written in the
(Exceptional

100%
Expertly addresses knowledge/ arguments and/or logically structured. layout is correct for answer with standard text. A wide range of
the understanding of theory theoretical models. An the type of spelling
and
assumptions of the practice for this level Demonstrates some appropriate format is assignment. and grammar. contemporary and
title through the distinctive or used. Effective inclusion relevant
and/or the identification and independent thinking. of figures, tables, Style is clear, references cited in the
requirements of critical analysis of the Presents an plates (FTP). resourceful and reference
I

most
the brief. important issues and exceptional critical analysis academic. list in the correct style.
Class

themes. of the
Quality)

material resulting in clear,

logical and
original conclusions.
70- Directly relevant to Demonstrates an Makes creative use of Coherently The presentational An excellently written Sources accurately cited
Class I (Excellent

84% title. excellent appropriate articulated and style & in the

Addresses the knowledge/ arguments and/or logically structured. layout is correct for answer with standard text. A range of
assumptions of understanding of theory theoretical models. the type of spelling contemporary
and
the title and/or the practice for this level Presents an excellent An appropriate assignment. and grammar. Style is and relevant references
through the analysis of the format is used. Effective inclusion clear, cited in
requirements of the identification and material resulting in clear, of figures, tables, resourceful and the reference list in the
Quality)

brief. analysis of the most logical plates (FTP). academic. correct

important issues and conclusions. style.
themes.
60- Directly relevant to Demonstrates a very Uses sound arguments or Logically constructed The presentational A very well written Sources accurately cited
69% title. good theoretical in the style & answer in the
Class II/i (Very

Addresses most of the knowledge/ models. Presents a clear main. An appropriate layout is correct for with standard spelling text and a range of
understanding of theory and valid format is the type of and appropriate
Good Quality)

and
assumptions of the practice for this level analysis of the material in used. assignment. grammar. Style is clear references cited in
title through the the main with Effective inclusion and reference list
and/or the identification and clear, logical conclusions. of FTP. academic. in the correct style.
requirements of analysis of key issues.
the brief.
50- Generally, addresses Demonstrates a good Presents largely coherent For the most part The presentational Competently written Most sources accurately
59% the arguments. coherently style & with cited in
II/ii
(Good Quality)

title/brief, but knowledge/ Evidence of attempted articulated and layout is correct for minor lapses in spelling the text and an
sometimes understanding of theory analysis, with logically the type of and appropriate
and
considers irrelevant practice for this level some descriptive or structured. An assignment. grammar. Style is reference list is provided
Class

issues. through the narrative passages. acceptable Inclusion of FTP but readable which
identification and Conclusions are fairly clear format is used. lacks selectivity. and academic in the is largely in the correct
analysis of some key and logical. main. style.
 issues.
40- Presents basic arguments Adequate attempt at The presentational Generally, competently Some relevant sources
(Satisfactory

49% Some degree of Demonstrates an but focus and style & cited.
irrelevance to adequate consistency lacking in articulation and layout is largely written although Some weaknesses in
the title/brief. knowledge/ places. Issues are logical correct for the intermittent referencing
Superficial vaguely stated. Descriptive structure. type of assignment. lapses in grammar and technique.
consideration of understanding of theory or narrative
the issues. passages evident which lack An acceptable format Inappropriate use of spelling pose obstacles
and clear is used. FTP or not for the
III

practice for this level. purpose. Conclusions are used where clearly reader. Style limits
not always needed to
An attempt is made to clear or logical. aid understanding. communication and is
Class

non-
Quality)

analyse key issues.

academic in a number
of
places.
Significant degree of Demonstrates Limited argument, which Poorly For the type of Deficiencies in Limited sources
35- irrelevance to the weaknesses in is descriptive or narrative structured. assignment, the spelling and and weak
39% title/ brief. Only knowledge of theory in style with little evidence Lack of presentational grammar makes referencing.
Borderline Fail

most obvious issues and practice for this of analysis. Conclusions articulation. style &/or layout is reading difficult.
are addressed at a level, with poor are neither clear nor Format lacking. FTP Simplistic or
superficial level and understanding of key logical. deficient. ignored in text or repetitious style
in unchallenging issues. not used where impairs clarity.
terms. clearly needed. Style is non-academic.
Relevance to the Demonstrates a lack Inadequate arguments and Unstructured. For the type of Poorly written with An absence of academic
<34% title/brief is of basic knowledge of no analysis. Conclusions are Lack of assignment, the numerous deficiencies sources and poor
intermittent or either theory or sparse. articulation. presentational in grammar, spelling referencing technique.
missing. practice for this level, Format deficient style &/or layout is and expression.
The topic is reduced with little evidence of lacking. Style is non-academic.
to its vaguest and understanding. FTP as above.
Fail

least challenging
terms.