Bachelor of Engineering Technology in Computer Engineering

Associated Assessment Criteria for Exit Level Outcome 1:

• Investigate a range of mathematical models.
• Evaluate the goodness of fit to various standard and broadly-defined computer engineering problems.
• Apply analytical, numerical and statistical methods to solve a range of computer engineering problems.

Associated Assessment Criteria for Exit Level Outcome 2:

• Apply an appropriate mix of physics and computer engineering theory in the analysis and design of computer engineering systems, components or software.
• Identify and quantify uncertainty and risk in computer engineering analysis and design.
• Evaluate a selection of current and emerging computer engineering technologies for specific applications.
• Identify and highlight a preferred solution by appropriate technical, economic and environmental criteria and the boundaries and importance of acceptable practice and standards.

Associated Assessment Criteria for Exit Level Outcome 3:

• Apply relevant analogue and digital electronic principles to computer engineering system analysis and design with emphasis on critical technical issues and constraints.
• Apply programming and software and hardware design theory and techniques to the optimization of computer engineering systems and processes.

Associated Assessment Criteria for Exit Level Outcome 4:

• Select and use digital information technology equipment for the collection of data of the computer engineering systems.
• Investigate safe methods and procedures.
• Analyze and interpret information derived from collected data and draw a conclusion.
• Present the objective of the investigation, methods, results, and conclusions in a technical report formally.
• Apply computer engineering safety standards and codes of practice in investigations and experimentation.

Associated Assessment Criteria for Exit Level Outcome 5:

• Adapt the structure, style, and language of communication in reports and presentations to be appropriate in the case of either a technical/expert or non-technical/non-expert audience.
• Use an appropriate and effective blend of graphical, textual, and numerical computer engineering information presentation in order to achieve a clear communication objective and conclusion.
• Understand and communicate computer engineering standards, codes of practice, and relevant legislation using the formal modalities of reports and presentations.

Associated Assessment Criteria for Exit Level Outcome 6:

• Apply ethical reasoning to decisions taken in computer engineering.
• Evaluate the ethical implications of alternatives with particular reference to environmental impact as well as public and employee safety.
• Understand and apply the boundaries of competence and professional responsibility, transparency, and accountability to computer engineering activities and decisions.

Associated Assessment Criteria for Exit Level Outcome 7:

• Source, integrate and apply relevant mathematics, physics and computer engineering information to solving a broadly-defined computer engineering design problem.
• Manage and integrate independent and teamwork effectively to execute a broadly-defined computer engineering design project across disciplinary, language, and cultural boundaries.
• Apply written and verbal communication of relevant computer engineering information through the formal modalities of reports and presentations to the management, execution, and documentation of a broadly-defined computer engineering design project.

Integrated Assessment:

• Formative assessment aims at enhancing learners learning and provides them with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management.
• Summative assessment will take place at the end of a section of work/quarter or semester and aims at assessing learners' attainment against the learning outcomes of the qualification and subject.
• Integrated assessment cuts across several subjects/modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence.