BKAS3063: ACCOUNTING SYSTEM ANALYSIS AND DESIGN

FIRST SEMESTER 2015/2016 (A151)

PBL PROJECT AND REQUIREMENT
1) Each group should consist of not more than FOUR (4) members.
2) Each group should select and register any ONE of the following
business and its cycles for this project (should no redundancy between
groups). Registration should be made before or by 14/9/2015 at your
lecturers room. Upon selecting the business, company profile should
be established by each group.
Insurance company (revenue cycle)
Telecommunication company (revenue cycle)
Grocery retailing (purchasing or revenue cycle)
Book store (purchasing or revenue cycle)
Car rental (revenue cycle)
Manufacturing (purchasing or revenue cycle)
Auto service centre (revenue cycle)
Hotel (purchasing or revenue cycle)
Tuition centre (purchasing or revenue cycle)
Restaurant (purchasing or revenue cycle)
Furniture company (purchasing or revenue cycle)
Boutique (purchasing or revenue cycle)
Sporting goods retailers (purchasing or revenue cycle)
Footwear company (purchasing or revenue cycle)
Home and electrical appliances (purchasing or revenue cycle)
Hardware wholesaler (purchasing or revenue cycle)
Pharmaceutical shop (purchasing or revenue cycle)
3) This PBL projects will be divided into four phases. For each phase, a
memorandum will be released by the respective lecturer from time to
time. The memorandums indicate the requirements of the PBL project
and a report will need to be prepared by the students. Following the
submission of the report (rubric for report will be given together with
the memorandum), presentation will be conducted in class.

Types

Due Date (Week)

Documentation

Memorandu
m1
(Planning
Phase)

Submission:
Presentation:

Memorandu
m2
(Analysis
Phase)

Submission:

Expected Outcome (report and

presentation)
1.
Baseline Project Plan (BPP)
PBL report Phase
Introduction
1
Log book
Current
system
of
the
Individual
company
(Student Learning)
Problem statement
Presentation PBL
Project objectives
Phase 1
Scope of project
Teamwork &
Methodology
chosen
for
Leadership Rubric
system development
Groups Minute of 2. Appendix
Meeting
Gantt Chart
Group
Network Diagram
Contribution and
End-of-Project
Self-Assessment
Individual
1. Data Gathering Techniques
PBL report Phase
Traditional
2
Log book
Modern
Individual
Analysis
(result)
of
(Student Learning)
techniques used
Presentation PBL
2. Diagrams
Phase 2
Business process
Teamwork &
DFD
Leadership Rubric
Context diagram
Groups Minute of
o DFD Level 0
Meeting

Memorandu
m3
(Design
Phase)

Submission:
Presentation:

Memorandu
m4
(Implementa
tion Phase)

Submission:
Presentation:

Group
Contribution and
End-of-Project
Self-Assessment
Individual

PBL report Phase

3
Log book
Individual
(Student Learning)
Presentation PBL
Phase 3
Teamwork &
Leadership Rubric
Groups Minute of
Meeting
Group
Contribution and
End-of-Project
Self-Assessment
Individual
PBL report Phase
4
Log book
Individual
(Student Learning)

3.
4.

o DFD Level 1
ERD
Flowchart (optional)
Appendix
Questions - Interview &
Questionnaires
Documents
Documents
review
Photo - Observation
Dialogue Diagram
Design of Forms & Reports
(Human interface)
Design of Logical Database
System architecture design

1.
2.
3.
4.
5.

Test plan
Documentation
System installation method
Training plan
System maintenance plan

3.

1.
2.

Presentation PBL
Phase 4
Teamwork &
Leadership Rubric
Groups Minute of
Meeting
Group
Contribution and
End-of-Project
Self-Assessment
Individual

4) Student Learning Log Book:

Each group needs to complete the following student learning logs:
Student Product Brief : beginning of project
Student Learning : during the process
5) Each group needs to prepare ONE hard cover file (PBL report Phases 14)
6) Method of submission for Log book and Teamwork & Leadership Rubric
for each phase will be informed later.
7) The total mark for this assignment is 35% from overall coursework:
Project Report = 22 marks
Oral presentation = 8 marks
Teamwork and peer review = 4 marks
Logbook = 1 mark

ALL THE BEST

Student Product Brief

Project Group:_________________________________
PROJECT: Task _______________________________Date:_______________
What do we want to produce?

What research/information do we need to conduct/gather?

We expect to learn the following from working on this product:

We will do the following to complete the task:

We will complete the task by:

Student Learning
Project Group:_________________________________
PROJECT: Task _______________________________Date:_______________
Our most important concerns/problems/questions are:

We learned:

Group Contribution and End-of-Project Self-Assessment

Project Group:_________________________________
Your name:________________________________
PROJECT: Task_______________________________________

Date:________

I have contributed to group progress in the following way:

In this group, it is hard for me to:

I can change this by:

I need to do the following to make our group more effective:

Overall, I learned the following:

Teamwork & Leadership Rubric

Criteria

Course Name ( Course Code):

Student
Name (Matric
No):
CONTENT (Written
report/Oral
presentation/PBL/Case
study)
_________________________________________________
Task: ___________________________________________________________________
Poor
Fair
Good
Excellent
Score
(0-3)

(4-6)

(7-9)

Little or no advance
preparation for team
meetings.
Rarely attend team
meetings.

Sometimes prepared in
advance for team meetings.

Moderately prepared in
advance for team meetings.

Well prepared in advance

for team meetings.

Often attend team

meetings.

Usually attend team

meetings.

Always attend team

meetings.

Does not try to solve

problems or help others
solve problems. Let others
do the works.

Does not suggest or refine

solutions, but is willing to
try out solutions suggested
by others.

Refines solutions suggested

by others.

Actively looks for and

suggests solutions to
problems.

(ii) Creative ideas

Rarely provides creative

ideas when participating in
the group and in classroom
discussion. May refuse to
participate.

Sometimes provides
creative ideas when
participating in the group
and in classroom
discussion. A satisfactory
group member who does
what is required.

Usually provides creative

ideas when participating in
the group and in classroom
discussion. A strong group
member who tries hard.

Routinely provides creative

ideas when participating in
the group and in classroom
discussion. A leader who
contributes a lot of effort.

Motivation

Rarely motivated and never

inspire others.

Fairly motivated and

sometimes inspire others.

Moderately motivated and

usually inspire others.

Highly motivated and

always inspire others

(i) Preparation
(ii) Attendance for
meetings
2

(10-12)

Commitment

Contributions
(i) Solving problems

Cooperation

Rarely listens to, shares

with, and supports the
efforts of others. Often is
not a good team player.

Often listens to, shares

with, and supports the
efforts of others, but
sometimes is not a good
team member.

Usually listens to, shares

with, and supports the
efforts of others. Does not
cause waves in the
group.

Always listens to, shares

with, and supports the
efforts of others. Tries to
keep people working well
together.

Mutually exclusive criteria for Leadership (source: www.lwtech.edu/directory/departments)

CONTENT (Written report/Oral presentation/PBL/Case study)
Criteria
5

Self-reflection

Leadership &
participation

Poor
(0-3)
Minimally reflection on
experiences, learning,
practices, and
understanding.

Fair
(4-6)
Seek out and reflects on
experiences and practices
from various sources.

Does what is required but

hesitate to does not take
leadership OR takes over
the project entirely.

Takes some responsibility

for project. Shows
leadership on certain
aspects of the project.

Good
(7-9)
Demonstrate ability to
reflect, understand and
make contributions
between theory and
practice.
Takes responsibility when
asked or elected, shows
good organizational and
leadership skills within the
team.

Excellent
(10-12)
Demonstrate learning and
growth from self-reflection
on experiences, learning,
practices, and
understanding.
Facilitates team
assignments of
responsibilities, ensuring
that work is shared. Shows
initiative and good
organizational skills.

Score

/84
TOTAL SCORE

Lecturer Name: ___________________________________________________ Date: _________________________________

Criteria

Weak
(0-3)

Average
(4-6)

Satisfactory
Competent
Critical
Thinking Rubric
(7-9)

Score

(10-12)

Course Name ( Course Code):

Student Name (Matric No):
_________________________________________________
Task: ___________________________________________________________________

Identify the main

issue/ problem

Unable to identify
issue/problem in complex
situations. Uncertain and
unable to assess adequately.

Analysis of the
issue/problem

Unable to analyze
issue/problem in complex
situations and uncertain and
unable to assess adequately.
Unable to provide ideas and
alternative solutions.

Able to identify an
issue/problem in a
complex situation but
less able to assess
adequately.
Able to analyze issue/
problem in a complex
situation but less able to
assess adequately.
Moderately able to
think but lack the
capability to offer some
solutions.

Able to identify a problem with

clarity but moderately able to
assess and justify the situation.

Able to identify issue/

problem in a complex
situation and able to assess
and justify the situation.

Able to analyze issue/problem

with clarity but moderately able
to assess and justify the situation.

Thinking beyond
boundaries

Unable to think beyond

boundaries and outside the
box.

Moderately able to
think but unable to
provide clear views.

Able to think beyond boundaries

in limited situation only. To
some extent able to provide clear
views.

Able to analyze
issue/problem in a complex
situation and able to assess
and justify the situation.
Able to develop and
improve thinking skills.
Able to analyze and clearly
explain a situation and
assess the discussion.
Able to think beyond
boundaries at most times
and to provide challenging
views.

Decision making
based on solid
evidence

Lack ability to make decision

and if decision is made,
usually not based on accurate
evidence.

Moderately able to
make good decision
based on accurate
evidence.

Able to make decision based on

evidence but lack the ability to
differentiate between accurate
and inaccurate evidence.

Able to make decision

based on real solid
evidence and to identify the
source of evidence.

Generate ideas
and alternative
solutions/strategie
s

Able to analyze a discussion at

certain level but with very limited
capability to develop ideas.

Lecturer Name: ___________________________________________________ Date: ________________________________

x2

x2

Lecturer Name:_________________________________ Date:____________________________________

Conten
t

Poor
(0 3)
Student does not have
grasp of information,
and unable to answer
questions.

Fair
(4 6)
Student has a grasp of
information, but less
comfortable answering
questions.

Good
(7 9)
Student is at ease with
information, and answers
questions reasonably well.

Excellent
(10 12)
Student has a good grasp
of information, and
handles all questions well.

Student uses no, poor or

inappropriate visual
aids.

Student uses average quality

visual aids that rarely support the
presentation.

Student uses good quality

visual aids.

Student uses good quality

and creative visual aids.

Non- Verbal Skills

Student makes no eye

contact, reads from
notes, is nervous, and
inappropriately dressed.

Student makes some eye contact,

reads mostly from notes, seems
nervous, and rather
inappropriately dressed.

Student makes eye contact

most of the time but
sometimes reads from notes, is
relaxed, and appropriately
dressed.

Student maintains eye

contact, seldom reads from
notes, is relaxed, selfconfident and
appropriately dressed.

Verbal
Skills

Enthusiasm

Student does not show

interest towards the
topic presented.

Student is indifferent to the topic

presented.

Student shows interest in the

topic presented.

Student demonstrates
passion for the topic
presented.

Elocution

Student incorrectly
pronounces terms and
speaks too quietly.

Student incorrectly pronounces

some terms and speaks quietly.

Student pronounces most

words correctly and speaks
clearly.

Student pronounces
correctly and speaks
eloquently.

Subject
knowledge

Visual Aids

Total Marks:

Score

____ x 3

____ x 2

/120