Print| S NO | Assessment statement | Grade | Teacher’s notes |
| 1 | Describe the characteristics of standard algorithms on linear arrays. | These are: sequential search, binary search, bubble sort, selection sort. | |
| 2 | Outline the standard operations of collections. | These are: addition and retrieval of data. | |
| 3 | Discuss an algorithm to solve a specific problem. | Students should be expected to discuss the differences between algorithms, including both standard and novel algorithms. For example, discussing the advantages and disadvantages of using a binary search as opposed to a sequential search. | |
| 4 | Analyse an algorithm presented as a flow chart. | Examination questions may involve variables, calculations, simple and nested loops, simple conditionals and multiple or nested conditionals.
This would include tracing an algorithm as well as assessing its correctness. Students will not be expected to construct a flow chart to represent an algorithm in an externally assessed component. MYP Mathematics: using flow charts to solve problems in real-life contexts, patterns and sequences, logic, algorithms. MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration). |
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| 5 | Analyse an algorithm presented as pseudocode. | Examination questions may involve variables, calculations, simple and nested loops, simple conditionals and multiple or nested conditionals.
This would include tracing an algorithm as well as assessing its correctness. MYP Mathematics: using flow charts to solve problems in real-life contexts, patterns and sequences, logic, algorithms. MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration). |
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| 6 | Construct pseudocode to represent an algorithm. | MYP Mathematics: using flow charts to solve problems in real-life contexts, patterns and sequences, logic, algorithms.
MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration). AIM 4 Demonstrate thinking skills to represent a possible solution to a specified complex problem. |
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| 7 | Suggest suitable algorithms to solve a specific problem. | Suitable algorithms may include both standard algorithms and novel algorithms. Suitable may include considerations of efficiency,
correctness, reliability and flexibility. Students are expected to suggest algorithms that will actually solve the problem successfully. LINK General principles of computational thinking, introduction to programming. |
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| 8 | Deduce the efficiency of an algorithm in the context of its use. | Students should understand and explain the difference in efficiency between a single loop, nested loops, a loop that ends when a condition
is met or questions of similar complexity. Students should also be able to suggest changes in an algorithm that would improve efficiency, for example, using a flag to stop a search immediately when an item is found, rather than continuing the search through the entire list. |
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| 9 | Determine the number of times a step in an algorithm will be performed for given input data. | Examination questions will involve specific algorithms (in pseudocode/ flow charts), and students may be expected to give an actual number (or range of numbers) of iterations that a step will execute. |