Associated Assessment Criteria for Exit Level Outcome 1:

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Model and analyse possible solutions.
• Evaluate possible solutions and select the best solution.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

• Utilise an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of complex engineering problems.
• Use theories, principles and laws.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on essential issues and recognize and deal with constraints.
• Acquire and evaluate knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modeling and optimization of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and select a preferred solution for techno-economic analysis and judgment.
• Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

• Plan and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyze, interpret and derive information from available data.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5:

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess results produced by the method, skill or tool against the required results.
• Create, select, and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

• Certify that the structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Use appropriate and effective graphics in enhancing the meaning of the text.
• Confirm that the visual materials enhance the oral communication process.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

• Explain the impact of technology in terms of the benefits and limitations of society.
• Analyse the engineering activity in terms of the impact on public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8:

• Explain the principles of planning, organizing, leading and controlling.
• Carry out individual work effectively, strategically and on time.
• Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Function as a team leader.
• Organize and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.
• Source, organize and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgments in decision-making during problem-solving and justify the design.
• Limit decision-making to the area of current competence.

Integrated Assessment:

• Appropriate and diverse assessment methods will be used to assess the ability of learners to analyze, design, develop and implement software solutions.
• In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations.
• Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence.
• It assesses the ability of learners to analyze, design, develop and implement software solutions.

Formative Assessment:

• The subject modules consist of different forms of formative assessments, i.e. project reports, case studies, and assignments which will be implemented in each module, depending on the nature of the module.
• In each module, except for the Research Project (year) module, assessment of the gained knowledge of the learner is done by taking into account the assessment components and associated weighting.

Summative Assessment:

• For the Research Project (year module), two assessors (1 x internal and 1 x external) will be appointed on their scholarship and expertise.
• The recommendations of the external assessor are received at the Department and transmitted to the learner's supervisor for further consideration: comments, corrections or improvements.