DOCUMENT RESUME
ED 264 400
CE 043 065
AUTHOR
Gregory, Margaret R.; Benson, Robert T.
TITLE
V-TECS Guide for Data Processing.
INSTITUTION
South Carolina State Dept. of Education, Columbia.
Office of Vocational Education.
PUB DATE
85
NOTE
86p.
PUB TYPE
Guides - Classroom Use
Guides (For Teachers) (052)
EDRS PRICE
DESCRIPTORS
MF01/PC04 Plus Postage.
Behavioral Objectives; Competency Based Education;
*Computers; Data Analysis; *Data Processing;
Definitions; *Equipment Utilization; Input Output;
*Job Skills; Learning Activities; Lesson Plans;
Management Information Systems; *Office Machines;
*Office Occupations Education; Programing; Secondary
Education; Teacher Developed Materials
ABSTRACT
This curriculum guide is intended to train trade and
industrial education students in the hands-on aspects of
the
occupation of data processor. Included in the guide
are course
outlines that address the following topics: developing job
descriptions; performing power-on and power-off procedures; loading
the operating systems, programs, files, and databases; running
tests
on programs; copying data; loading paper into a printer; changing
ribbon in a printer; preparing job instructions
for key operators;
setting up work stations; troubleshooting equipment;
correcting and
recovering data; preparing printouts; terminating
operations; coding
applications; analyzing computer input and output; and developing
documentation narratives. Each course outline contains
some or all of
the following: a duty; a task statement;
a performance objective and
performance guide; suggested learning activities;
a list of
recommended resources; student evaluation criteria, including
answers
to any evaluation questions or exercises provided;
a lesson test;
test answers; and attachments (including handouts, forms, and
transparency masters). Appendixes to the guide include definitions of
terms, a tool and equipment list, a bibliography,
a duty and task
list, and written evaluation questions and
answers. (MN)
***********************************************************************
*
Reproductions supplied by EDRS are the best that
can be made
*
*
from the original document.
*
***********************************************************************
V-TECS GUIDE
O
FOR
DATA PROCESSING
4)
LLJ
Prepared by
Margaret R. Gregory
Robert T. Benson, Ed.D.
Project Coordinator
Technical Coordinatu
SOUTH CAROLINA DEPARTMENT OF EDUCATION
Dr. Charlie G. Williams, State Superintendent of Education
Division of Instruction
Sidney B.Cooper, Deputy Superintendent
Office of Vocational Education
Dr Moody M. Oswald, Jr., Director
South Carolina Department of Education: An Equal Opportunity Agency
Columbia, South Carolina 29201
1585
US.
DEPARTMENT OF
EDUCATION
NATIONAL
INSTITUTE OF
EDUCATION
EDUCATIONAL
RESOURCES
INFORMATION
CENTER (ERIC)
This document
has been
reproduced as
YYYY
received from
the person or
organization
originating A.
II Minor changes
havo been
made to improve
reproduction qualitY.
points of view or
opinions stated
M this docu
ment do not
necessarily represent
oflici,rINIE
position or policy.
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIO 'AL RESOURCES
INFORMATION CENTER (ERIC)."
ACKNOWLEDGMENTS
Data Processing is a rapidly growing industry with improvements being made in
computers and microcomputers faster than textbooks are able to keep their
information current. The members of the South Carolina Curriculum Writing Team are
to be praised for their flexibility in changing with each new discovery.
They had to
gather resources from the operational manuals and through their own experiences when
textbooks were not adequate.
Those instructors who demonstrated exemplary skills were:
Sallie Schirm
Columbia High School
Shelia Werner
Batesburg-Leesville High School
Charlotte Moore
Richland Northeast High School
Janet Collins
Lancaster Vocational School
The instructors who reviewed the materials for validity and reliability were: Ira
Snead, R.D. Anderson Area Vocational Center; Mary Emily Pow, Summerville High
School; Carolyn Lesslie, Rock Hill Career Center; Katherine Cliatt, A.C. Flora High
school; Linda Dunn, Floyd D. Johnson Area Vocational Center; Rita Beard, Hillcrest
sigh School (Dalzell); Beatrice Jenkins, Hannah-Pamplico High School; Anne Arnold
Martin, Richland Northeast High School.
The South Carolina Department of Education Staff who provided assistance and
guidance were:
Andrea Kelly
Business Education Supervisor
Miriam Fisher
Business Education Consultant
Barbara Richardson
Word Processor
Dr. Annie Winstead
Sex Equity Consultant
Elizabeth Yergason
Editor
Jim Lewallen
Word Processor
ii
Acknowledgments
Introduction
Use of a V-TECS Guide
Course Outline
P.O.
1.
P.O.
2.
P.O.
3.
P.O.
4.
P.O.
5.
P.O.
6.
P.O.
7.
P.O.
8.
P.O.
9.
P.O. 10.
P.O. 11.
P.O. 12.
P.O. 13.
P.O. 14.
P.O. 15.
P.O. 16.
P.O. 17.
P.O. 18.
P.O. 19.
P.O. 20.
P.O. 21.
P.O. 22.
P.O. 23.
P.O. 24.
P.O. 25.
P.O. 26.
P.O. 27.
P.O. 28.
P.O. 29.
TABLE OF CONTENTS
Develop job descriptions
Perform power-on procedures
Perform power-off procedures
Load the operating system
Load programs, files, or data base
Run tests on programs
Copy data
Load paper in printer
Change ribbon in printer
Prepare job instructions for key operator
Set up work station
Determine reason for CRT terminal not functioning
Enter data from source documents
Add new records
Modify records
Correct data entry errors
Recover data after incorrectly removing
tape or
diskette
Prepare printouts using printer
Terminate operation
File reusable tapes, disks,
or diskettes
Design 1/0 record layouts
Program logic: Develop general logic
sequence
Prepare detail flowchart for coding
program
Prepare system flowchart
Code applications program
Develop data for use in
program testing
Analyze computer input for test
run
Analyze computer output for
accuracy following
test run
Develop documentation narrative
Appendices
Appendix A. Duty and Task List
Appendix B. Definition of Terms
Appendix C. Tool and Equipment List
Appendix D. Bibliography
ii
1
3
5
8
10
12
14
17
19
22
25
27
31
33
36
39
41
43
46
48
50
53
55
58
61
63
65
67
69
73
75
77
79
81
82
INTRODUCTION
A V-TECS guide is an extension
or continuation of a V-TECS catalog. While the
V-TECS catalog compiles duties, tasks,
performance objectives, and performance
guides, it deals only with the psychomotor
aspect of an occupation. A V-TECS
catalog is a blueprint; an identification of the "hands on"
aspect of the job. The
catalog
does not take into consideration such
areas
as
the
background
information surrounding a task and how to make inferences,
generalizations, and
decisions from a body of knowledge,
nor does it deal with attitudes, job seeking
skills, safety, or energy conservation practices.
The purpose of the V-TECS
guide is to take these aspects of teaching and learning
into consideration.
The Data Processing V-TECS Curriculum
Guide is based on the following three
catalogs: Computer Operator, Data Entry Operator, and
Programmer.
Experience has shown that the art of learning
can also be taught while teaching
subject matter. People need to learn how to learn. The V -TECS
guide is aware
of how students learn and is
an efficient way for instructors to assist students to
learn.
The V-TECS guide
is
centered around
all
three
domains
of
learning:
psychomotor, cognitive, and affective.
The following paragraphs will give
a
brief explanation of each area.
Psychomotor
Manipulative skills such as loading
a printer, keying data into a computer,
changing a ribbon, and filing tapes and disks
are examples of manipulative or
psychomotor skills.
Tasks such as these
are identified in a V-TECS catalog and
grouped
by
duties
and objectives.
Each performance objective
has
a
performance standard which must be met
to prove student proficiency in the
manipulative aspect of the task. The V-TECS
catalog, however, does not include
any suggestions with regard to learning to do these tasks. The V-TECS
guide is
developed around psychomotor tasks which
are worker-oriented.
Cognitive
To perform psychomotor tasks,
students must think. To load a printer, they must
know when and how to raise and
move paper tracts along with engaging the paper
on the pin feed and closing paper tractors.
There is a certain technique to
aligning the paper properly using adjustment
controls. This involves cognition
or
mental activity. Cognition is what
goes on in the mind about any job being done.
A V-TECS guide provides both the
collateral knowledge and the impetus to apply
cognition to psychomotor tasks.
Cognition, then, is that process by which information
is stored and used. That
voice that warns one of potential dangers is cognition. A
student may become
the best worker at his/her job; but if he/she fails
to think a process through and
apply any available experience, he/she
may become just
atiother
statistic.
Cognition causes the student to turn off the
power supply to a printer before
attempting to clear a paper jam.
Good cognition or thinking can help
an
employee do a job better and quicker.
A V-TECS guide provides for the
cognitive aspects of learning.
Affective
Curriculum writers, supervisors, and instructors often fail
to assist a student in
acquiring a positive attitude toward self, job, school
or fellow students.
The V-
TECS guide seeks to provide assistance
to the instructor in this area.
It is
difficult for the instructor to identify each aspect of desirable
behavior for
every unit and often harder yet to teach them. In this
area, a student might be
judged on the housekeeping in the work
area, punctuality, and ability to carry out
directions.
Potential employers are interested in student attitude
because an
angry or uncertain person is often a poor worker.
A student's ability to succeed
on the first job and every job thereafter depends
largely on attitude. If a student has the attitude of
"let someone else do it," job
deficiency will probably result.
A student using a V-TECS guide will
have
participated in activities dealing with getting along with others,
with supervisors
or staff members, and with large and small groups.
Enabling objectives which are statements describing
knowledge and/or attitudes
needed as a prerequisite were added to each task.
2
USE OF A V-TECS GUIDE
The V-TECS guide is designed
to provide job-relevant tasks,
performance
objectives,
performance
guides,
resources,
learning
activities,
evaluation
standards, and achievement testing in
selected occupations. The V-TECS
guide
is also designed to be used with
any teaching methods you, as an instructor,
may
choose.
If the lecture/demonstration
method is best for you,
you will find
sufficient help to meet
your needs.
If you prefer to use discussions
or other
methods that require student participation,
you will find ample help. Regardless
of whicik method is successful for
you, a V-TECS guide can save preparation time
and offer innovative methods and
procedures. For example,
a student may work
either alone or on a team while in class
and learn skills in direct relation
to what
is actually being done
on the job.
This approach also takes into
consideration a
student's attitudes, thinking skills, and
mathematical reading skills.
The use of small
groups in teaching can be helpful since
many students may feel
inadequate due to their lack of background
information in mechanical things.
Some students may also feel
that they are physically incompetent
or lack the
necessary background experiences.
A successful
program (course) can provide
students with a sense of security
by reinforcing positive attitudes while
improving their skills and subject
knowledge. By allowing students
to interact on
a personal level, this task/learner-centered
approach can achieve this.
As
students gain confidence and discover
they are an essential part of
a team
engaged in the learning-teaching
process, their confidence increases.
The
student in their setting wilt also
learn to work without direct
supervision.
In
addition,
use of
the small-group method permits
the instructor
to vary
instructional routines
away from lecture or other full-class methods
to activities
for single students, pairs of
students, or any number so desired.
In the V-TECS guide,
you will find suggestions for specific classroom
activities.
These activities
are not meant to restrict you
or your students, but only to
suggest a variety of learning activities
for each task statement.
Please do not
feel that each student
must complete all the activities.
3
A COURSE IN
DATA PROCESSING
4
8
Computer Operator
V-TECS 7
DUTY OR UNIT: PERFORMING
SUPERVISORY FUNCTIONS
PERFORMANCE OBJECTIVE I
TASK: Develop job descriptions.
CONDITIONS: Job requirements
STANDARD: All duties,
responsibilities and limitations of
the position must
be stated.
Equipment use and special skills
required must be listed.
Criteria for evaluation of job
performance are stated.
SOURCE FOR STANDARD:
Consensus of writing team composed
of incumbent computer
operators.
PERFORMANCE GUIDE
1.
Identify position title.
2.
Determine direct supervisor.
3.
List duties of position.
4.
List responsibilities of position.
5.
Note limitations of position.
6.
List equipment to be operated.
7.
List special skills required.
8.
Identify criteria for evaluation of
job performance.
ENABLING OBJECTIVE
Reading comprehension
on at least 8th grade level
LEARNING ACTIVITIES
1.
Identify computer-related
career opportunities.
2.
Discuss the education that is
required for various computer-related
careers.
3.
Describe the range of
careers from entry-level to management level.
4.
Discuss how to communicate with
various kinds of computer personnel
that may be encountered.
5.
Distribute a list of job requirements
and have students develop
a
description for that position.
RESOURCES
Brenan and Mandell.
Introduction to Computers and BASIC
Programming,
pp. 356-369.
Wanous, et. al. Fundamentals
of Data Processing,
pp. 387-404.
5
Performance Objective I
Computer Operator
V-TECS 7
EVALUATION
Practical Application
Develop a job descriptioP from
a list of requirements provided by the
instructor.
Method of Evaluation
Observation by instructor using the performance
guide and the checklist.
All items must be rated acceptable.
Performance Objective 1
Computer Operator
V-TECS 7
CHECKLIST: DEVELOPING 308 DESCRIPTIONS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Described position title by function
of the job.
2.
Identified direct supervisor.
3.
Listed all duties of the position.
4.
Listed all responsibilities of the
position.
5.
Stated limitations of the position.
6.
Listed equipment to be operated.
7.
Listed special skills required.
8.
Listed criteria for evaluation of
job performance.
Student's Name
Evaluated By
Date
7
Computer Operator
V-TECS 25
DUTY OR UNIT: PROCESSING DATA
USING COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 2
TASK: Perform
power-on procedures.
CONDITIONS: A computer
system with all equipment turned off..
STANDARD: At the conclusion of
the power-on procedures, all equipment
must be operational.
SOURCE FOR STANDARD:
Consensus of writing team composed of incumbent
computer operators
PERFORMANCE GUIDE
1.
Turn on central processing unit.
2.
Turn on disk drives.
3.
Turn on tape drives.
4.
Turn on printer.
5.
Turn on card reader/punch.*
6.
Verify that all equipment is operational.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Explain rules for care of the
computer.
2.
Describe the care of the software.
3.
Demonstrate how to turn on peripherals
and the computer.
4.
Explain the meaning of
any messages that might appear on the video
display.
5.
Explain and demonstrate the special
keys to be used.
RESOURCES
Operation manual for computer being
used
EVALUATION
Practical Application
Perform power-on procedures
on a computer system which has had all
equipment turned off.
Method of Evaluation
Observation by instructor using the
performance guide and checklist.
All
items must be rated acceptable.
*The South Carolina Curriculum
Writing Team recommends the deletion
of the
card reader/punch procedure if
keypunch equipment is not available.
Performance Objective 2
Computer Operator
V-TECS 25
CHECKLIST: PERFORMING POWER-ON
PROCEDURES
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Followed all rules for
care of computer.
2.
Turned on peripherals.
3.
Turned on computer.
4.
Responded to messages that appeared
on video display, if applicable.
5.
Demonstrated use of special keys, if
applicable.
Student's Name
Evaluated By
Date
Computer Operator
V-TECS 26
DUTY OR UNIT: PROCESSING DATA USING COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 3
TASK: Perform power-off procedures.
CONDITIONS: An operating computer system
STANDARD: At the conclusion of the power-off procedures,
all equipment
must be off.
SOURCE FOR STANDARD:
Concensus of writing team composed of incumbent computer
operators
PERFORMANCE GUIDE
1.
Issue shutdown command at console.
2.
Turn off disk drive.
3.
Turn off tape drive.
4.
Turn off printer.
.5.
Turn off card reader/punch.*
6.
Turn off central processing unit.
7.
Verify that all equipment is off.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Describe care of software when removing it from
computer.
2.
Emphasize the importance of not taking software
out when computer is
in operation.
3.
Demonstrate how to turn off the computer and peripherals.
4.
Explain importance of not turning computer back
on for at least 15
seconds.
5.
Discuss importance of saving information before turning off
the
computer.
RESOURCES
Operation manual for computer being used
EVALUATION
Practical Application
Perform power-off procedures on an operating computer
system.
Method of Evaluation
Observation by instructor using the performance guide
and the checklist.
All items must be rated acceptable.
*The South Carolina Curriculum Writing Team
recommends the deletion of the
card reader/punch procedure if keypunch equipment is not available.
10
Performance Objective 3
Computer Operator
V-TECS 26
CHECKLIST: PERFORMING POWER-OFF PROCEDURES
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Followed all rules for care of software.
2.
Turned off computer.
3.
Turned off peripherals.
4.
Explained the importance of waiting
to turn computer back on.
5.
Explained the importance of saving
information before turning off the
computer.
Student's Name
Evaluated By
Date
Computer Operator
V-TECS 49
DUTY OR UNIT: PROCESSING DATA USING COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 4
TASK: Load the operati:g system.
CONDITIONS: A computer system with completed
power-on procedures and
an operating system disk.
STANDARD: A Start message must be received
on the console after loading
system is loaded into main memory.
SOURCE FOR STANDARD:
Consensus of writing team composed of incumbent computer operators
PERFORMANCE GUIDE
1.
Place the operating system in an input-output device and make it ready.
2.
Instruct console unit to read operating system into main
memory.
3.
Respond to Start message.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Identify the different types of system programs and their
purposes.
2.
Discuss the operating system that your computer uses.
3.
Demonstrate the procedure for inserting the system disk.
4.
Demonstrate how to load the system disk and begin start-up dialog.
5.
Explain what to do when the start-up dialog
appears.
RESOURCES
Brenan and Mandell. Introduction to Computers and BASIC Programming.
Operation manual for computer being used
or the disk system owner's
manual.
EVALUATION
Practical Application
Load the operating system of a computer system after
power-on procedures
are complete.
Method of Evaluation
Observation by instructor using the performance guide and the
checklist.
All items must be rated acceptable.
12
16
Performance Objective 4
Computer Operator
V-TECS 49
CHECKLIST: LOADING THE OPERATING SYSTEM
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Inserted the system disk.
2.
Loaded the system disk and began
start-up dialog.
3.
Followed start-up dialog.
Student's Name
Evaluated by
Date
13
17
Computer Operator
V-TECS 33
DUTY OR UNIT: PROCESSING DATA USING COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 5
TASK: Load programs, files, or data base.
CONDITIONS:
Programs, files, or data base to be run on computer and
input device
STANDARD:
Programs, files, or data base must be loaded into main
memory so that the program will begin executing.
SOURCE FOR STANDARD:
Shelly and Cashman. Introduction to Computers and Processing.
129 Card Data Recorder
Operator's Reference Manual, p. 14.
PERFORMANCE GUIDE
1.
Identify program storage media (cards, tape, disk).
2.
Place program on designated input device.
3. Load program into memory.
4.
Respond to program execution messages.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Explain how punched cards and magnetic media differ in storage of
data.
2.
Describe some source-data automated devices and tell how they differ
from each other.
3.
Discuss the differences between impact and nonimpact printers and
give examples of each.
4. Give examples of some special-purpose output devices.
5.
Demonstrate how to load program into memory and to respond to
program execution messages.
RESOURCES
Brenan and Mandell.
Introduction to Computers and BASIC Programming,
pp. 45-63.
Operational manual for computer being used
EVALUATION
Practical Application
Load a program into main memory so that it will begin executing.
Method of Evaluation
Observation by instructor using the performance guide and the checklist.
All items on checklist must be rated acceptable.
14
18
Performance Objective 5
Computer Operator
V-TECS 33
LEARNING ACTIVITIES
1.
Explain how punched cards and magnetic media differ in storage of data.
2.
Describe some source-data automated devices and tell how they differ from
each other.
3.
Discuss the differences between impact and nonimpact printers and give
examples of each.
4.
Give examples of some special-purpose output devices.
5.
Demonstrate how to load program into memory and to respond to program
execution messages.
RESOURCES
Brenan and Mandell.
Introduction to Computers and BASIC Programming,
pp. 45-63
Operational manual for computer being used
EVALUATION
Practical Application
Load a program into main memory so that it will begin executing.
Method of Evaluation
Observation by instructor using the performance guide and the checklist.
All
items on checklist must be rated acceptable.
15
19
Performance Objective 5
Computer Operator
V-TECS 33
CHECKLIST: LOAD PROGRAMS, FILES, OR DATA BASE
ACTIVITY
RATING
Acceptable
Unacceptable
I.
Identified program storage media.
2.
Placed program in designated input
device.
3.
Loaded program into memory.
4.
Responded to program execution
messages.
Student's Name
Evaluated By
Date
Computer Operator
V-TECS 40
DUTY OR UNIT: PROCESSING
DATA USING COMPUTER
EQUIPMENT
PERFORMANCE OBJECTIVE 6
TASK: Run tests
on programs
CONDITIONS:
A computer
program, computer hardware,
computer
software.
STANDARD: Program printout
must be obtained.
SOURCE FOR STANDARD:
Consensus of writing
team composed of incumbent
computer: operators.
PERFORMANCE GUIDE
1.
Read program into the
system.
2.
Initiate program.
3.
Process program.
4.
Print program results.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Review the steps in loading
a program into the computer.
2.
Discuss how to search for
a program if there are several
on the disk or
tape.
3.
Demonstrate and discuss the
commands that must be used in
order to
list the program you have loaded
for verification.
4.
Demonstrate and discuss the
commands that must be used in
order to
run the program you have loaded.
5.
Discuss and demonstrate how
to activate the printer.
RESOURCES
Operation manual for
computer being used
EVALUATION
Practical Application
Run a program and print
the program results. Information
will be provided
by the instructor.
Method of Evaluation
Observation by instructor using
the performance guide and
the checklist.
All items must be rated
acceptable.
Performance Objective 6
Computer Operator
V-TECS 40
CHECKLIST: RUN TESTS ON PROGRAMS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Loaded program into system.
2.
Read program into system.
3.
Initiated program.
4.
Processed program.
5.
Printed program results.
Student's Name
Evaluated By
Date
18
22
Data Entry Operator
V-TECS 6
DUTY OR UNIT: PERFORMING DATA CONTROL FUNCTIONS
PERFORMANCE OBJECTIVE 7
TASK: Copy data.
CONDITIONS: Data to be copied,
computer hardware, computer software.
STANDARD: Copy must be
exact duplicate of original data.
SOURCE FOR STANDARD:
Consensus of writing team of incumbent data
entry operators
PERFORMANCE GUIDE
On-line
1.
Identify data to be copied.
2.
Log on.
3.
Locate data to be copied.
4.
Create a name for the new data.
5.
Enter copy command.
6.
Verify creation of the copied data.
7.
Log off.
Off-line*
1.
Set up keying equipment for duplication.
2.
Place blank recording medium in equipment.
3.
Place medium containing data to be copied
into read station.
4.
Duplicate data.
5.
Remove media from equipment.
6.
Verify accuracy of keyed data of keypunches
by sightchecking.
ENABLING OBJECTIVE
Ability to follow directions
*The South Carolina Curriculum Writing Team
recommends the deletion of the
off-line procedure if keypunch equipment
is not available.
Performance Objective 7
Data Entry Operator
V-TECS 6
LEARNING ACTIVITIES
1.
Review the steps in turning on the computer and loading the
program.
2.
Discuss the need to copy data that has already been recorded
on the
disk or tape.
3.
Demonstrate the steps for preparing a backup copy.
4.
Explain formatting, source drive, destination drive, and password.
5.
Demonstrate how to format a disk.
RESOURCES
Operational manual for computer being used
EVALUATION
Practical Application
Locate data to be copied and copy the data.
Method of Evaluation
Observation by instructor using the performance guide and the checklist.
All items must be rated acceptable.
20
2 4
1
Performance Objective 7
Data Entry Operator
V-TECS 6
CHECKLIST: COPY DATA
ACTIVITY
RATING
Acceptable
Unacceptable
I.
Identified data to be copied.
2.
Performed power-on procedures.
3.
Located data to be copied.
4.
Created a name for the new data.
5.
Entered copy command.
6.
Verified creation of the copied data.
7.
Performed power-off procedures.
Student's Name
Evaluated By
Date
21
25
Computer Operator
V-TECS 47
DUTY OR UNIT: PROCESSING DATA USING
COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 8
TASK: Load paper in printer.
CONDITIONS: Continuous paper to be loaded
in printer, computer printer
STANDARD: When loaded, printer will
be operable, paper will be aligned,
and carriage control tape will be set.
SOURCE FOR STANDARD:
Consensus of writing team composed of incumbent
computer operators
PERFORMANCE GUIDE
1.
Insure that adequate supply of
paper is available for printing job.
2.
Raise covers necessary to
expose printer controls.
3.
Move printing mechanism.
4.
Raise paper tractors and remove
any unused paper from printer.
5.
Move paper tractors to proper position.
6.
Engage paper on pin feed and close
paper tractors.
7.
Tighten tension with right-hand
paper tractors.
8.
Align paper with print mechanism using
adjustment controls.
9.
Set carriage control tape
so that print is aligned on paper.*
10. Close cover(s).
11.
Press start key.
ENABLING OBJECTIVE
Ability to follow directions
*South Carolina Curriculum Writing
Team:
Carriage control tape is not
applicable on mini-printers.
Performance Objective 3
Computer Operator
V-TECS 47
LEARNING ACTIVITIES
1.
Identify the types of printers.
2.
Discuss the types of paper used for different jobs.
3.
Show how the printer is connected to the
computer.
4.
Explain the care and maintenance of the printer.
.5.
Demonstrate how to load the paper into the printer.
RESOURCES
The operation manual for the specified printer.
EVALUATION
Practical Application
Load paper into printer.
Method of Evaluation
Observation by instructor using the performance guide
and the checklist.
All items must be rated acceptable.
23
Performance Objective 8
Computer Operator
V-TECS 47
CHECKLIST: LOAD PAPER IN PRINTER
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Obtained adequate supply of
paper for
printing job.
2.
Raised covers necessary to expose printer
controls.
3.
Moved printing mechanism.
4.
Raised paper tractors and removed
any
unused paper from printer.
5.
Moved paper tractors to proper position.
6.
Engaged paper on pin feed and closed
paper tractors.
7.
Tightened tension with right-hand
paper
tractors.
8.
Aligned paper with print mechanism using
adjustment controls.
9.
Set carriage control tape
so that print
is aligned on paper, if applicable.
10.
Closed cover.
11.
Pressed start key.
Student's Name
Evaluated By
Date
24
28
Computer Operator
V-TECS 48
DUTY OR UNIT: PROCESSING DATA USING COMPUTER EQUIPMENT
PERFORMANCE OBJECTIVE 9
TASK: Change ribbon in printei-.
CONDITIONS: New ribbon, printer
STANDARD: Ribbon must be changed according to instructions and
must
produce clear, readable print.
SOURCE FOR STANDARD:
Consensus of writing team composed of incumbent computer operators
PERFORMANCE GUIDE
1.
Secure ribbon and instructions for replacing ribbon.
2.
Turn off printer.
3.
Replace ribbon according to instructions.
4.
Turn on machine and check quality of print.
5.
Follow designated procedures if print quality is not acceptable.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Show how to determine when a new ribbon needs to be installed.
2.
Demonstrate how to remove the old ribbon cartridge.
3.
Demonstrate how to install a new ribbon cartridge.
4.
Show how to check to see if ribbon cartridge has been installed
properly.
5.
Explain what to do if ribbon quality is not acceptable.
RESOURCES
Operation manual for the specified printer.
EVALUATION
Practical Application
Change ribbon in printer.
Method of Evaluation
Observation by instructor using the performance guide and the checklist.
All items must be rated acceptable.
25
29
Performance Objective 9
COMPUTER OPERATOR
V-TECS 48
CHECKLIST: CHANGE RIBBON IN
PRINTER
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Obtained ribbon and instructions for
replacing ribbon.
2.
Turned off printer.
3.
Replaced ribbon according to
instructions.
4.
Turned on machine and checked
quality of
print.
5.
Followed designated procedures if
print
quality was not acceptable.
Student's Name
Evaluated By
Date
Data Entry Operator
V-TECS 2
DUTY OR UNIT: PERFORMING DATA
CONTROL FUNCTIONS
PERFORMANCE OBJECTSVE 10
TASK: Prepare job instructions
for key operator.
CONDITIONS: Source document,
necessary software, data record layout,
key entry specifications.
STANDARD:
Job instructions must be prepared
without error and must
contain field locations and field definitions of
items to be keyed, related
data entry program control functions, and special
keying instructions.
SOURCE FOR STANDARD:
Shelly and Cashman. Introduction
to Computers and Data Processing.
129 Card Data Recorder
Operator's Reference Manual,
p. 1.
PERFORMANCE GUIDE
1.
Identify items on the
source document that will be keyed into the data
record.
2.
Enter items to be keyed
on the job instruction sheet showing the field
locations and field definition (i.e., numeric
and alphabetic).*
3.
Indicate the data entry
program control function that relates to each
data field on the job instruction sheet.**
4.
Note
special
keying
instructions
relating to
data
fields
on
job
instruction sheet.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Show examples of different types of
source documents.
2.
Explain how source documents
are used in data entry.
3.
Show an example of a job instruction
sheet (Student Information Sheet).
4.
Demonstrate how to complete
a job instruction sheet.
5.
Have students complete
a job instruction sheet.
RESOURCES
Student Information Sheet (Job Instruction
Sheet)
Bux and Clark. Data Entry
Activities for the Microcomputer, Activity
2.
Wanous, et. al. Fundamentals of Data Processing,
Chapter 1.
The South Carolina Curriculum
Writing Team makes the following
comments:
*For magnetic media, it would
not be necessary to show the field locations
and
field definition.
It
is necessary to know the order
for data input and the
maximum number of spaces for each
field.
**This is not necessary for magnetic
media.
27
31
Performance Objective 10
Data Entry Operator
V-TECS 2
EVALUATION
Practical Application
Using a source document, prepare a job instruction sheet.
Method of Evaluation
Observation by instructor using the performances guide and the checklist.
All items must be rated acceptable.
28 32
Performance Objective 10 Student Information Sheet
Data Entry Operator
V-TECS 2
NAME OF JOB
JOB INSTRUCTION SHEET
SOURCE DOCUMENT
DATA TO BE ENTERED (in order of entry)
SPECIAL SOFTWARE TO BE USED
SPECIAL INSTRUCTIONS
JOB COMPLETED BY
DATE
29
33
Performance Objective 10
Data Entry Operator
V-TECS 2
CHECKLIST: PREPARE JOB INSTRUCTIONS FOR KEY OPERATOR
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Wrote name of job clearly.
2.
Identified source document.
3.
Entered all data in correct order.
4.
Identified special software.
5.
Gave special instructions.
6.
Gave name of person completing the
job.
7.
Gave date.
Student's Name
Evaluated By
Date
30
34
Data Entry Operator
V-TECS 12
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 11
TASK: Set up work station.
CONDITIONS:
lob to be entered, data entry equipment, supplies, and
source materials
STANDARD:
All supplies and source materials must be assembled and
equipment must be ready for entering data.
SOURCE FOR STANDARD:
Consensus of writing team composed of data entry operators
PERFORMANCE GUIDE
1.
Assemble supplies and source materials.
2.
Organize job in correct order for entering.
3.
Turn machine on.
4.
Place media on data entry equipment (if applicable).
5.
Set controls.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1. Identify what should be located at work station.
2.
Demonstrate how the work station should be set up.
3.
Have students practice turning machine on.
4.
Show how to place media on data entry equipment (if applicable.)
5.
Demonstrate how to load software.
RESOURCES
Manual for machine used
Bux and Clark. Data Entry Activities for the Microcomputer, Activity 1.
Muscat and Lorton.
User's Guide for Microcomputer Applications for the
Data Processing Work Kit.
EVALUATION
Practical Application
Set up work station for operation with equipment ready for entering data.
Method of Evaluation
Observation by the instructor using the performance guide and the checklist.
All items must be rated acceptable.
31
35
Performance Objective 11
Data Entry Operator
V-TECS 12
CHECKLIST: SET UP WORK STATION
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Positioned CRT so the user can see
screen.
2.
Positioned keyboard so it is accessible
to user.
3.
Inserted software--tape, disk or card.
4. Turned machine on.
5.
Loaded program and set controls.
6.
Located data to be entered so it can
be read easily.
Student's Name
Evaluated By
Date
32
Data Entry Operator
V-TECS 4
DUTY OR UNIT: PERFORMING DATA CONTROL
FUNCTIONS
PERFORMANCE OBJECTIVE 12
TASK: Determine
reason for CRT terminal not functioning.
CONDITIONS: Malfunctioning CRT terminal
provided.
STANDARD: Exact cause of malfunction
must be identified or appropriate
vendor representative contacted.
SOURCE FOR STANDARD:
Consensus of writing team composed of data
entry operators
PERFORMANCE GUIDE
1.
Insure the malfunction is not due
to operator error (i.e., accidental
pressing of Break key instead of Return).
2. Check to see if terminal is receiving
power.
3. Check to see if terminal has been disabled
by the central system.
4. Turn system off and check fuse.
5.
Insure that malfunction is not in modem.
6.
If CRT is still malfunctioning, write description of
malfunction.
7.
Call vendor representative.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1. Demonstrate how to turn
on a CRT terminal.
2.
Discuss types of problems that could
cause a malfunction.
3. Demonstrate how to check terminal for
power failure.
4. Demonstrate how to check for malfunction
of modem, disk or tape
drive.
5. Have students to write description of
malfunction (Student Information
Sheet).
6. Discuss appropriate action to follow after CRT
malfunctions.
RESOURCES
Student Information Sheet (Repair Form)
EVALUATION
Practical Application
Determine the cause of CRT terminal malfunction.
Method of Evaluation
Observation by the instructor using the
performance guide and the
checklist. All items must be rated acceptable.
Performance Objective 12 Student Information Sheet
Data Entry Operator
V-TECS 4
DATE
NAME
REPAIR FORM
LOCATION
TYPE OF MALFUNCTION
DATE
REPAIR FORM
NAME OF MACHINE
LOCATION
TYPE OF MALFUNCTION
34
38
Performance Objective 12
Data Entry Operator
V-TECS 4
CHECKLIST: DETERMINE REASON FOR CRT TERMINAL
NOT FUNCTIONING
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Turned on CRT terminal.
2.
Checked the following items when the
machine malfunctioned:
a. POWER
b. MODEM
c. DISK OR TAPE DRIVE
3.
Completed the repair form.
4.
Followed appropriate action after
malfunction.
Student's Name
Evaluated By
Date
35
39
Data Entry Operator
V-TECS 14
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 13
TASK:
Enter data from source documents (with
or without program
control).
CONDITIONS:
Source documents, data entry format requirements, and
designated data entry equipment with recording medium.
STANDARD: Data must be recorded from
source documents in designated
format without errors and must meet minimum keystroke standards
as
specified for the job.
SOURCE FOR STANDARD:
Consensus of writing team composed of data entry operators
PERFORMANCE GUIDE
Magnetic Media
Off-line (tape, disk, or diskette)
1.
Start machine.
2.
Place tape, disk, or diskette on data entry equipment.
3.
Set machine to Enter mode.
4.
Activate program, if using program control.
5. Key data.
6. Remove tape, disk, or diskette from machine.
7.
Turn machine off.
Magnetic Media
On-line (terminal)
i.
Log on.
2.
Key data.
3. Log off.
Keypunch*
1.
Review instructions.
2.
Place blank cards in hopper.
3.
Insure that starwheels are raised.
4.
Mount program card on drum.
5.
Lower starwheels.
6. Start machine.
7.
Clear machine.
8.
Feed two cards into punch station.
9.
Punch first card manually.
10.
Turn on switches for automatic operation.
*The South Carolina Curriculum Writing Team recommends
the deletion of these
procedures if keypunch equipment is not available.
36
40
Performance Objective 13
Data Entry Operator
V-TECS 14
11.
Punch remaining cards.
12.
Remove punched cards from machine.
13.
Remove blank cards from machine.
14.
Raise starwheels.
15.
Remove program card.
16.
Stop machine.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1. Review how to turn machine
on and how to load tape, disk, or diskette.
2. Demonstrate how to load
program in machine.
3.
Explain and demonstrate how to key data.
4. Show how to remove tape, disk,
or diskette and how to turn machine
off.
5. Have students practice entering data.
RESOURCES
Bux and Clark. Data Entry Activities
for the Microcomputer, pp. 29-45.
Muscat and Lorton.
User's Guide for Microcomputer Applications for
the
Data Processing Work Kit.
EVALUATION
Practical Application
Enter data from source documents.
Method of Evaluation
Observation by the
instructor using the performance guide and
the
checklist. All items must be rated acceptable.
Performance Objective 13
Data Entry Operator
V-TECS 14
CHECKLIST: ENTER DATA FROM SOURCE DOCUMENTS (WITH OR
WITHOUT PROGRAM CONTROL)
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Turned on machine and loaded with
tape, disk, or diskette.
2.
Loaded program.
3.
Keyed data from source document.
4.
Removed tape, disk, or diskette.
Student's Name
Evaluated By
Date
38
42
Data Entry Operator
V-TECS 16
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 14
TASK: Add new records.
CONDITIONS: Existing file, new records to be added
STANDARD:
The addition and accuracy of all new records must be
completed without error.
SOURCE FOR STANDARD:
Wanous,
Wagner, and
Hallan.
Introduction to Automated Data
Processing, p. 56.
PERFORMANCE GUIDE
Magnetic Media
(tape, disk, diskette)
1.
Locate file to which new records are to be added.
2. Place machine in Enter mode.
3. Key data for new records.
4.
Verify accuracy of added records.
Keypunch *
1.
Keypunch new records.
2.
Verify records.
3.
Insert new record into existing deck, either manually or through sort.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Demonstrate how to load software.
2.
Discuss how to add records to old file.
3.
Explain and show how to key data for new records.
4. Have students practice keying data for new records.
5. Have students to check records for accuracy.
RESOURCES
Bux and Clark. Data Entry Activities for the Microcomputer, Activity 11.
Olinzock and Santos.
Microcomputer Activities for Office Procedures,
Activity 4.
EVALUATION
Practical Application
Add new records on tape, disk, diskette, or keypunch.
Method of Evaluation
Use performance guide and checklist to determine student's proficiency in
adding new records. All items must be rated acceptable.
*The South Carolina Curriculum Writing Team recommends th.. deletion of these
procedures if keypunch equipment is not available.
39
43
Performance Objective 14 Data Entry Operator
V-TECS 16
CHECKLIST: ADD NEW RECORDS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Loaded software into computer.
2.
Keyed data into existing file.
3. Verified and corrected records,
if necessary.
4.
Removed software from computer and
turned off power.
Student's Name
Evaluated
By
Date
40
44
Data Entry Operator
V-TECS 17
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 15
TASK: Modify records.
CONDITIONS: Existing records, instructions for modification,
data
STANDARD: Modified records must contain
no errors.
SOURCE FOR STANDARD:
Wanous,
Wagner, and He llan.
Introduction
to Automated Data
Processing, p. 56.
PERFORMANCE GUIDE
1.
Locate record to be modified.
2.
Key required changes.
3.
Verify accuracy of modified record.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Discuss steps necessary to modify records.
2.
Demonstrate how to load software.
3.
Explain how to locate record to be modified.
4.
Have students key in changes by following instructions
on software.
5.
Have students verify changes before storing data.
RESOURCES
Olinzock and Santos.
Microcomputer Activities for Office Procedures,
Activities 4-10.
Bux and Clark. Data Entry Activities for the Microcomputer,
Activity 2.
EVALUATION
Practical Application
Using data provided by the instructor, modify the records.
Method of Evaluation
Use performance guide and checklist to determine student's proficiency
in
modifying records. All items on checklist must be rated acceptable.
41
45
Performance Objective 15
Data Entry Operator
V-TECS 17
CHECKLIST: MODIFY RECORDS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Loaded software.
2.
Located record to be changed or
modified.
3.
Keyed in corrections.
4.
Verified corrections before storing.
5.
Removed software from computer and
turned power off.
Student's Name
Evaluated By
Date
42 46
Data Entry Operator
V-TECS 18
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 16
TASK: Correct data entry errors.
CONDITIONS: Media on which incorrect data have been recorded, location
of errors, corrections to be made
STANDARD: All data entry errors must be corrected and verified.
SOURCE FOR STANDARD:
Wanous, Wagner, and
Hallan.
Introduction
to Automated Data
Processing, p. 60.
PERFORMANCE GUIDE
Magnetic Media
Off-line and On-line
1.
Locate file containing incorrect data.
2.
Place machine in designated mode.
3.
Locate errors.
4.
Make corrections.
5.
Vc-ify corrections.
Keypunch *
1.
Manually insert card containing error at read station and blank card at
punch station.
2.
Duplicate the columns of the card that are correct and repunch the
incorrect columns.
3.
Put a tear in error card and place behind keyboard.
4.
Repeat Steps 1-3 until all corrections have been made.
5.
Sight check cards for accuracy.
6.
Verify accuracy of corrections.
ENABLING OBJECTIVE
Ability to follow directions
*The South Carolina Curriculum Writing Team recommends the deletion of this
procedure if keypunch equipment is riot available.
43
47
Performance Objective 16
Data Entry Operator
TECS 18
LEARNING ACTIVITIES
1.
Discuss procedures to follow in correcting errors.
2.
Demonstrate how to load software.
3.
Explain how to locate file containing incorrect data.
4. Show how to locate errors.
5.
Have students practice making corrections and verifying corrections.
RESOURCES
Olinzock and Santos.
Microcomputer Activities for Office Procedures,
Activities 4-10.
Bux and Clark. Data Entry Activities for the Microcomputer, Activity 2.
EVALUATION
Practical Application
Correct data entry errors.
Method of Evaluation
Observation by the instructor using the performance guide and the checklist.
All items must be rated acceptable.
44
48
Performance Objective 16
Data Entry Operator
V-TECS 18
CHECKLIST: CORRECT DATA ENTRY ERRORS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Loaded software.
2.
Located error in record.
3.
Made all corrections and verified before
storing.
4.
Removed software and turned power off.
Student's Name
Evaluated By
Date
45
49
Data Entry Operator
V-TECS 9
DUTY OR UNIT: PERFORMING DATA CONTROL FUNCTIONS
PERFORMANCE OBJECTIVE 17
TASK: Recover data after incorrectly removing tape or diskette.
CONDITIONS: Incorrectly removed tape or diskette
STANDARD: All keyed data must be recovered.
SOURCE FOR STANDARD:
Concensus of writing team composed of incumbent data entry operators
PERFORMANCE GUIDE
1.
Insert tape or diskette into keying device.
2.
Locate point at which data was lost.
3.
Locate same point in source documents.
4.
Rekey lost data.
5.
Verify data.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Explain causes for data being lost, i.e., power failure, power surges,
mechanical failure.
2.
Discuss steps necessary to recover lost data.
3.
Demonstrate how to insert software.
4.
Explain how to locate point at which data was lost.
5.
Explain the process of rekeying lost data and verification.
6.
Reemphasize the importance of saving all work.
7.
Have students practice rekeying lost data.
RESOURCES
Bux and Clark. Data Entry Activities for the Microcomputer.
EVALUATION
Practical Application
Recover data after incorrectly removing tape or diskette.
Method of Evaluation
Observation by the instructor using the performance guide and the checklist.
All items must be rated acceptable.
46
50
Performance Objective 17
Data Entry Operator
V-TECS 9
CHECKLIST: RECOVER DATA AFTER INCORRECTLY REMOVING
TAPE OR DISKETTE
ACTIVITY
RATING
Acceptable
Unacceptable
1. Loaded software.
2.
Located point at which data was
lost.
3.
Rekeyed lost data.
4.
Verified data.
5.
Saved data.
6.
Removed software and turned
power off.
Student's Name
Evaluated By
Date
47
51
Data Entry Operator
V-TECS 24
DUTY OR UNIT: PERFORMING RELATED MACHINE OPERATIONS
PERFORMANCE OBJECTIVE 18
TASK: Prepare printouts using printer.
CONDITIONS: Printer, punched cards or computer file, and form specifications
STANDARD: Printouts must have clear print and must be aligned according
to form specifications.
SOURCE FOR STANDARD:
Consensus of writing team composed of data entry operators
PERFORMANCE GUIDE
1. Secure forms.
2. Set up printer for forms.
3. Mount forms on printer.
4.
Start printer to align forms.
5. Adjust alignment as needed.
6. Check printing for clarity.
7. If printing is not clear, clean printer, replace ribbon, or make other
needed adjustments.
8.
Print forms.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
I.
Discuss the importance of clear, readable output and show good and
poor examples.
2.
Show how to set up printer for particular forms.
3.
Demonstrate how to mount forms on printer.
4.
Explain how to start printer and adjust alignment as needed.
5.
Demonstrate how to clean printer, replace ribbon or make other needed
adjustments for particular output problems.
6. Show results of adjustments through printer output.
RESOURCES
Vendor's computer operating manual for printer
EVALUATION
Practical Application
Prepare printouts using printer.
Method of Evaluation
Observation by the instructor using the performance guide and the checklist.
All items must be rated acceptable.
48
52
Performance Objective 18
Data Entry Operator
V-TECS 24
CHECKLIST: PREPARE PRINTOUTS USING PRINTER
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Loaded and aligned forms.
2.
Adjusted alignment and checked print-
ing clarity.
3.
Demonstrated how to clean printer.
4.
Demonstrated how to replace printer
ribbon.
5.
Demonstrated how to make other ad-
justments if necessary.
6.
Outputted clear, readable forms.
Student's Name
Evaluated By
Date
49
53
Data Entry Operator
V-TECS 21
DUTY OR UNIT: ENTERING AND VERIFYING DATA
PERFORMANCE OBJECTIVE 19
TASK: Terminate operation.
CONDITIONS: Machine with disks, diskettes,
tapes, or cards
STANDARD: Operation is terminated when disks, diskettes,
tapes, or cards
are removed from machine and stored according to vendor's operating
manual, source documents are marked, and machines
are turned off.
SOURCE FOR STANDARD:
Consensus of writing team composed of data entry operators
PERFORMANCE GUIDE
Magnetic Media
Off-line (tape, disk, diskette)
1.
Place machine in Rewind mode.
2.
Remove media (tape, disk, diskette) and store.
3.
Mark source documents and stack neatly.
4.
Turn machine off.
Magnetic Media
On-line (terminal)
1.
Enter Save to hold the incomplete batch for the
next processing day.
2.
Mark source documents and stack neatly.
3.
Log off.
Keypunch*
1.
Remove punched cards from machine and file.
2.
Remove blank cards from machine and
store.
3.
Dispose of error cards.
4.
Mark source documents and stack neatly.
5.
Turn machine off.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Explain how to terminate processing according to software
instructions.
2.
Demonstrate how to remove media (tape, disk, diskette)
and turn off
machine according to vendor's operating manual.
3.
Show students the designated storage place for
removed media.
4.
Explain how to mark and store
source documents.
5.
Review how to turn machine off.
*The South Carolina Curriculum Writing Team
recommends the del( tion of these
steps if keypunch equipment is not available.
Performance Objective 19
Data Entry Operator
V-TECS 21
RESOURCES
Vendor's (computer) Operating Manual
Appropriate software packages
EVALUATION
Practical Application
Terminate an operation.
Method of Evaluation
Observation by the instructor using the performance guide and checklist.
All items must be rated acceptable.
55
51
Performance Objective 19
Data Entry Operator
V-TECS 21
CHECKLIST: TERMINATE OPERATION
ACTIVITY
RATING
Acceptable
Unacceptable
I.
Followed software directions for
terminating program.
2.
Removed media.
3.
Turned off machine.
4.
Placed removed media in designated
storage place.
5.
Marked and stored source documents.
Student's Name
Evaluated By
Date
52
56
Data Entry Operator
V-TECS 35
DUTY OR UNIT: PERFORMING CLERICAL AND MAINTENANCE DUTIES
PERFORMANCE OBJECTIVE 20
TASK: File reusable tapes, disks, or diskettes.
CONDITIONS: Reusable tapes, disks, or diskettes to be filed
STANDARD: Tapes, disks, or diskettes must be filed as designated with 100
percent accuracy.
SOURCE FOR STANDARD:
Shelly and Cashman.
Introduction to Computers and Data Processing,
pp. 1-15.
PERFORMANCE GUIDE
1.
Collect tapes, disks, or diskettes.
2.
Sort tapes, disks, or diskettes.
3. File tapes, disks, or diskettes.
ENABLING OBJECTIVE
Ability to follow directions
LEARNING ACTIVITIES
1.
Demonstrate how to collect tapes, disks, or diskettes.
2.
Demonstrate how to clean tapes and disks of foreign dust particles.
3.
Explain the designated categories and order (ascending, etc.) used in
sorting and filing tapes, disks, or diskettes.
4. Demonstrate how to file tapes, disks, or diskettes by appropriate
categories and by correct order into storage areas.
5.
Explain the importance of placing tapes, disks, or diskettes in fireproof
storage areas and having more than one tape library.
RESOURCES
None available to the writing team
EVALUATION
Practical Application
File reusable tapes, disks, or diskettes.
Method of Evaluation
Observation by the instructor using performance guide and checklist.
All
items must be rated acceptable.
53 5 7
Performance Objective 20
Data Entry Operator
V-TECS 35
CHECKLIST: FILE REUSABLE TAPES, DISKS, OR DISKETTES
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Collected
tapes, disks, or diskettes.
2.
Arranged tapes, disks, or diskettes
by category and order.
3.
Filed tapes, disks, or diskettes.
Student's Name
Evaluated By
Date
54
58
Programmer
V-TECS 13
DUTY OR UNIT: ANALYZING PROGRAMMING PROBLEMS
PERFORMANCE OBJECTIVE 21
TASK: Design I/O record layouts.
CONDITIONS:
Job specifications, identified I/O devices, appropriate layout
forms
STANDARD:
The I/O record layouts must be designed
according to job
specifications.
SOURCE FOR STANDARD:
Georgia Writing Team.
Consensus of Georgia writing team composed of
programming educators and incumbent workers.
PERFORMANCE GUIDE
1.
Select form for I/O device such as card, disk and
tape.
2. Label record layout.
3. Define record content by drawing data fields
on form.
4. Label all data fields.
5. Indicate data format of each field
as to alpha, alphanumeric, numeric or
constant/literal data.
ENABLING OBJECTIVE
Ability 'to follow directions
LEARNING ACTIVITIES
1.
Discuss the reasons for designing I/O record layouts, i.e.,
as closely to job
specifications as possible.
2.
Discuss the different I/O devices available (such
as card, disk, tape) and
show examples of the various I/O record forms for each.
3. Demonstrate how to appropriately label I/O record layout
forms for
selected I/O device.
4. Show how to define record content by drawing data fields
on layout form,
and how to label all data fields.
5.
Discuss and define data format choices of each field
as
to alpha,
alphanumeric, numeric or constant/literal data.
6. Demonstrate how to indicate choices of each field
on I/O record layout
form.
RESOURCES
Shelly and Cashman.
Introduction to Computers and Data Processing,
Chapters 3 and 7.
Vendor's Reference of Procedures Manual (1/0 Record
Layout Section)
Wanous, et. al. Fundamentals of Data Processing, Chapters 5
and 8.
Performance Objective 21
EVALUATION
Practical Application
Design I/O record layouts.
Programmer
V-TECS 13
Method of Evaluation
Observation by the instructor using thc.. performance guide and checklist.
All
items must be rated acceptable.
56
60
)
Performance Objective 21
Programmer
V-TECS 13
CHECKLIST: DESIGN I/O RECORD
LAYOUTS
ACTIVITY
RATING
Acceptable
Unacceptable
1.
Listed 3 reasons for designing I/O
record layouts as closely to job
specifications as possible.
2.
Identified the various I/O record
layout forms.
3.
Demonstrated how to label I/O
record
content by drawing data fields on I/O
record layout form.
4.
Labeled all data fields.
5.
Indicated appropriate data format
choices on I/O record layout form.
Student's Name
Evaluated By
Date
57
61
Programmer
V-TECS 16
DUTY OR UNIT: FLOWCHARTING SOLUTIONS TO PROGRAMMING
PROBLEMS
PERFORMANCE OBJECTIVE 22
TASK: Program logic: Develop general logic
sequence.
CONDITIONS:
Job specifications, I/O record layouts, flowcharting
sheets,
flowcharting template
STANDARD: The flowchart must reflect
an analysis of the problem, contain
sufficient labeling to be readable, and use standard flowcharting
symbols.
SOURCE FOR STANDARD:
American National Standards Institute, X3.5-1970 Flowchart
Symbols and
Their Use in Information Processing (FIPS24XDOD).
Yoke.
"An Overview of Programming Practices."
ACM Computing
Surveys, pp. 229-230.
PERFORMANCE GUIDE
1.
Define input data routines.
a.
Read files.
b.
Select records to be processed.
2.
Define data manipulation routines.
a.
Edit data
b.
Sort files
c.
Construct intermediate work files.
d.
Accumulate totals.
3.
Define output data routines.
a.
Construct output records.
b.
Write output records.
4. Draw general flowchart.
ENABLING OBJECTIVE(S)
Ability to follow directions and to make simple, logical
decisions.
LEARNING ACTIVITIES
1.
Explain
how
important
job
specifications
are
in
developing
and
flowcharting a logic sequence.
2. Emphasize the importance of
I/O
record layouts
in
developing and
flowcharting logic sequence.
3.
Discuss and define the purpose of each symbol
on the standard flowcharting
template.
4. Show how a logic
sequence must reflect an analysis of the problem by
giving good and poor examples of each.
5.
List the reasons a flowcharted logic
sequence must contain sufficient
labeling to be readable and must have the standard flowcharting
symbols.
58
62
Performance Objective 22
Programmer
V-TECS 16
6.
Explain how to define input data routines by reading files and selecting
records to be processed.
7.
Discuss how to define data manipulation routines that will edit data,
sort files, construct intermediate work files, and accumulate totals.
8. Demonstrate how to define output data routines that construct output
records and write output records.
9. Show how to develop a general logic sequence using flowcharting sheets
and standard flowcharting symbols.
RESOURCES
Shelly and Cashman.
Introduction to Computers and Data Processing,
Chapter 11.
Shelly
and Cashman.
Introduction
to Flowcharting and Computer
Programming Logic, Chapters 6-12.
McQuigg and Harness. Flowcharting.
EVALUATION
Practical Application
Develop a logic sequence for a program design.
Method of Evaluation
Observation by the instructor using performance guide and checklist.
All
items must be rated acceptable.
Performance Objective 22
Programmer
V-TECS 16
CHECKLIST: PROGRAM LOGIC: DEVELOP GENERAL LOGIC SEQUENCE
ACTIVITY
RATING
Acceptable
Unacceptable
CheckA flowchart which contained the following:
1.
Standard flowcharting symbols
2.
An Lnalysis of the problem
3.
Sufficient labeling to be readable
4.
Input data routines
5.
Data manipulation routines
6.
Output data routines
Student's Name
Evaluated By
DaLe
60
64
Programmer
V-TECS 17
DUTY OR UNIT: FLOWCHARTING SOLUTIONS TO PROGRAMMING PROBLEMS
PERFORMANCE OBJECTIVE 23
TASK: Prepare detail flowchart for coding program.
CONDITIONS:
Program specifications, program (general)
flowchart,
I/O
record layouts, flowcharting sheets, flowcharting template
STANDARD:
The flowchart must reflect logic sequence to accommodate
program specifications, contain sufficient labeling to be readable, and use
standard flowchart symbols.
SOURCE FOR STANDARD:
American National Standards Institute.
X3.5-1970 Flowchart Symbols and
Their Use in Information Processing (FIPS24) (DOD).
Yoke.
"An Overview of Programming Practices."
ACM Computing
Surveys, pp. 229-230.
Georgia Writing Team.
Consensus of Georgia writing team composed of
programming educators and incumbent workers.
PERFORMANCE GUIDE
1.
Review program specifications.
2. Verify program (general) flowchart.
3. Develop detailed logic steps for each routine.
5. Construct flowchart of detailed instructions.
ENABLING OBJECTIVES)
Ability to follow directions and to make simple, logical decisions.
LEARNING ACTIVITIES
1.
Discuss the importance of the program specifications given by the systems
analyst.
2. Explain how to check and verify a program (general) flowchart.
3.
Give examples of how to develop the detailed logic steps for each routine.
4. Explain and show how to construct a flowchart of detailed instructions with
readable labeling and standard flowchart symbols.
5.
Have students construct a general flowchart.
RESOURCES
Shelly and Cashman. Introduction to Computers and Data Processing,
Chapters 10 and 11.
Shelly
and Cashman. Introduction to Flowcharting
and
Computer
Programming Logic, Chapters 1, 2, and 3.
EVALUATION
Practical Application
Prepare a detail flowchart for coding a program.
Method of Evaluation
Observation by the instructor using performance guide Inc i checklist. All
items must be rated acceptable.
61
65
Performance Objective 23
Programmer
V-TECS 17
CHECKLIST: PREPARE DETAIL FLOWCHART FOR CODING PROGRAM
ACTT PITY
RATING
Acceptable
Unacceptable
The program flowchart contained the following:
1.
Logical sequence of program specifications
2.
Sufficient labeling to be readable
3. Standard flowchart symbols
4.
Detailed logical steps for each routine
Student's Name
Evaluated By
Date
62
66
Programmer
V-TECS 19
DUTY OR UNIT: FLOWCHARTING SOLUTIONS TO
PROGRAMMING PROBLEMS
PERFORMANCE OBJECTIVE 24
TASK: Prepare system flowchart.
CONDITIONS:
User's
specifications,
flowcharting
sheets,
flowcharting
template
STANDARD:
The flowchart must reflect logical
sequence of processing,
contain sufficient labeling to be readable, and
use standard flowchart symbols.
SOURCE FOR STANDARD:
American National Standards Institute:
X.3.5-1970 Flowchart Symbols and
Their Use in Information Processing (FIPS24) (DOD).
Georgia Writing Team. Consensus of Georgia writing
team composed of
programming educators and incumbent workers.
Yoke.
"An Overview of Programming Practices."
-ACM Computing
Surveys, pp. 229-230.
PERFORMANCE GUIDE
1.
Identify user's requirements in terms of specific
system objectives.
2.
Identify I/O hardware requirements for each
run.
3. Flowchart each run, connecting inputs
and outputs with receiving or
sending run.
ENABLING OBJECTIVE(S)
Ability to follow directions and to make simple,
logical decisions.
LEARNING ACTIVITIES
1.
Explain the importance of meeting user's requirements.
2. Give examples
of
user's
requirements
that match specific
system
objectives.
3.
Discuss how to identify I/O hardware requirements
for each run.
4.
Explain standard flowchart symbols used in
systems flowcharts.
5. Show students how to prepare systems flowchart.
RESOURCES
Shelly and Cashman. Introduction
to Computers and Data Processing, Chapter
10.
EVALUATION
Practical Application
Diagram a system flowchart according
to user's specifications.
flethod of Evaluation
Observation by the instructor using performance
guide and checklist.
All
items must be rated acceptable.
Performance Objective 24
Programmer
V-TECS 19
CHECKLIST: PREPARE SYSTEM FLOWCHART
ACTIVITY
RATING
Acceptable
Unacceptable
Diagrammed a system flowchart which contained
the following.
1.
Logical sequence of processing
2.
Sufficient labeling to be readable
3.
Standard flowcharting symbols
11
Student's Name
Evaluated By
Date
64 68
Programmer
V-TECS 21
DUTY OR UNIT: CODING PROGRAMS
PERFORMANCE OBJECTIVE 25
TASK: Code applications program.
CONDITIONS:
Program specifications, data record layouts, programming
reference manuals, detail flowchart, coding sheets
STANDARD: Coding must conform to procedures established for the
use of
that language and make rational use of available data and analytical methods.
SOURCE FOR STANDARD
Language/Coding Specifications.
ANSI. X3.9-1966 BASIC FORTRAN.
X3.23-1974 Programming Language COBOL.
X3.37-1974 Programming Language APT.
Manufacturer's/Software Distributors Specifications
Johnson. System Structure and Data, Programs, and Computers,
p. 279.
PERFORMANCE GUIDE
1.
Review program specifications.
2.
Verify detail flowchart.
3. Code applications program.
4. Verify coding.
ENABLING OBJECTIVES)
Ability to follow directions and to make simple, logical decisions.
LEARNING ACTIVITIES
1.
Review the importance of program specifications.
2.
Explain how to check and verify a detail flowchart.
3. Give examples of coding for the language used.
4.
Explain how to use data and analytical methods.
5. Show examples of good and bad coded applications programs.
6.
Explain how to verify coded applications program.
RESOURCES
Shelly
and Cashman.
Introduction
t,
Computers and Data Processing,
Appendix A.
EVALUATION
Practical Application
Code an application program.
Method of Evaluation
Observation by the instructor using the performance guide and checklist. All
items must be rated acceptable.
65
69
Performance Objective 25
Programmer
V-TECS 21
CHECKLIST: CODE APPLICATIONS PROGRAM
ACTIVITY
RATING
Acceptable Unacceptable
Coded an application program which included
the following:
1.
Reflected program specifications.
2. Reflected the detail flowchart.
3.
Conformed to procedures of language
used.
4. Made use of data and analytical
methods.
Student's Name
Evaluated By
Date
66
70
Programmer
V-TECS 32
DUTY OR UNIT: TESTING PROGRAMS
PERFORMANCE OBJECTIVE 26
TASK: Develop data for use in program testing.
CONDITIONS: Program specifications provided
STANDARD: The data must contain the conditions necessary to test for both
normal and unusual results.
SOURCE FOR STANDARD:
Van Ness.
Principles of Data Processing With Computers,
p. 79,
Walnut.
Introduction to Computer Programming and Coding,
p. 84.
PERFORMANCE GUIDE
1. Review program specifications.
2.
Determine normal and unusual conditions to be tested.
3.
Create data to test each condition.
ENABLING OBJECTIVE(S)
Ability to follow directions and possess analytical skills
LEARNING ACTIVITIES
1.
Explain the necessity of including abnormal data when testing a program.
2.
Walk through sample programs using normal and unusual data.
3.
Discuss features and techniques of language which check for abnormal
results.
4. Have student enter and run a program with valid and invalid data.
5,
Have student create data for use in program testing.
RESOURCES
Clark and Drum.
Structured BASIC, Chapter 5.
Shelly and Cashman.
Introduction to Computer Programming, Structured
COBOL,
Chapter 2.
EVALUATION
Practical Application
A problem statement and coded program should be supplied by the instructor.
List the conditions which must be checked for each field and develop data
which tests each condign.
Method of Evaluation
Observation by the instructor using the performance guide and checklist.
All
items must be rated acceptable.
67
71
Performance Objective 76
Programmer
V-TECS 32
CHECKLIST: DEVELOP DATA FOR USE IN PROGRAM TESTING
ACTIVITY
RATING
Acceptable
Unacceptable
I.
Listed each field and the conditions
for which it was tested.
2.
Created data testing for normal
results.
3.
Created data testing for unusual
results.
Student's Name
Evaluated By
Date
Programmer
V-TECS 27
DUTY OR UNIT: TESTING PROGRAMS
PERFORMANCE OBJECTIVE 27
TASK: Analyze computer input for test run.
CONDITIONS: Program specifications, established test data
STANDARD: The test data must be judged with regard to normal/unusual
results and confirmed by the instructor.
SOURCE FOR STANDARD:
Consensus of
Georgia
Writing Team composed
of
programming
educators and incumbent workers.
Walnut. Introduction to Computer Programming and Coding, p. 84.
PERFORMANCE GUIDE
1.
Review program specifications.
2. Determine normal and unusual conditions to be tested.
3. Review test data for completeness and accuracy.
4. Note any discrepancies.
ENABLING OBJECTIVE(S)
Ability to follow directions and possess analytical skills
LEARNING ACTIVITIES
1. Have students review program specifications.
2.
Explain the
necessity of
including abnormal data when testing a
program.
3. Walk through sample programs using normal and unusual data.
4.
Discuss features and techniques of language which check for abnormal
results.
5. Have student enter and run a program with valid and invalid data.
RESOURCES
Clark and Drum. Structured BASIC, Chapter 5.
Shelly and Cashman. Introduction to Computer Programming, Structured
COBOL, Chapter 2.
EVALUATION
Practical Application
Use the attached problem statement, coded BASIC program, test data, and
worksheet. For each item of data on the worksheet, indicate if the item
checks for normal results or unusual results.
Also indicate if there is a
need for any additional data to test for other conditions.
Method of Evaluation
Student worksheet must be completed with 100 percent accuracy. Key to
the problem statement is attached.
69
73
Performance Objective 27
SAMPLE PROGRAM
Problem Statement
Programmer
V-TECS 27
This program is used to calculate simple interest on a loan and to calculate
monthly payments necessary to repay the loan in one year's time. All loans
must be between $100 and $1000 inclusive.
The interest charges must be
at least 15% but not more than 21%. The output for each set of data will
be the following.
The monthly payment on a $####.## loan at
interest will be
Code
The code and sample data follow. On the chart on the next page, tell whether
each data item tests for normal or unusual results. Also list any condition that is
not tested.
Data
90 CI.S
100 INPUT "ENTER THE LOAN AMOUNT";A
110 IF A>1000 then print "AMOUNT MUST NOT EXCEED $1 000 ": GOTO 100
120 IF A<100 THEN PRINT "AMOUNT MUST BE AT LEAST $100":GOTO 100
130 INPUT "ENTER THE INTEREST RATE";R
140 IF R> 21 THEN PRINT "INTEREST RATE MUST NOT BE MORE THAN 21%":GOTO
130
150 IF R<15 THEN PRINT "INTEREST RATE MUST BE AT LEAST 15%:GOTO 130
160 I = A * R / 100
170 T = I + A
180 P = T / 12
190 PRINT USING "THE MONTHLY PAYMENT ON A $##
LOAN AT
INTEREST WILL BE
200 GOTO 100
Use the following values for data.
Amount Interest Rate
150
15
2000
.15
400 22
50
18
600 21
70
74
Performance Objective 27
STUDENT WORKSHEET
Directions
Programmer
V-TECS 27
For each of the data values listed below, place a checkmark to indicate if the
item tests a normal condition or an unusual condition. At the bottom, list any
condition which is not tested supplying the item and giving possible values, if
applicable.
DATA VALUES
NORMAL
UNUSUAL
Amount 150
2000
400
50
600
Interest Rate
15
.15
22
18
21
Conditions not tested Item
Possible
(Amount or Interest Rate)
Value
i.
2.
71
75
Performance Objective 27
STUDENT WORKSHEET
Directions
Programmer
V-TECS 27
KEY
For each of the data values listed below, place
a checkmark to indicate if
the item tests a normal condition or an unusual condition. At the bottom,
list any condition which is not tested supplying the item
and giving possible
values, if applicable.
DATA VALUES
NORMAL
UNUSUAL
Amount
150
2000
400
50
600
Interest Rate
15
,/
.15
22
18
21
Conditions not tested
Item
Possible
(Amount or Interest Rate)
Value
1.
N/A
2.
76
72
Programmer
V-TEES 28
DUTY OR UNIT: TESTING PROGRAMS
PERFORMANCE OBJECTIVE 28
TASK: Analyze computer output for accuracy following test run.
CONDITIONS: All outputs, all inputs, program specifications, established
test conditions and results
STANDARD:
The test results must be compatible with the established
results for test run to be considered acceptable.
SOURCE FOR STANDARD:
Meek. Glossary of Computing Terminology, p. 160.
Van Ness. Principles of Data Processing With Computers, p. 80.
PERFORMANCE GUIDE
1. Review program specifications and established test conditions.
2. Determine if all expected output has been produced.
3. Verify output formats.
4.
Verify output content for accuracy.
5. Verify that all established test conditions have been met.
ENABLING OBJECTIVE(S)
Ability to follow directions and the possession of analytical skills.
LEARNING ACTIVITIES
1. Discuss how information is printed on microcomputer screens using
zone formats.
2. Explain editing characters and how they can be included on reports.
3. Discuss importance of neatness and readability of output.
4. Emphasize the importance of analyzing output data for accuracy and
completeness.
5. Give examples of test runs and have students analyze the output and
suggest improvements.
RESOURCES
Clark and Drum. Structured BASIC, Chapter 4.
EVALUATION
Practical Application
Analyze computer output (provided by the instructor)
following test runs. Complete Student Worksheet and submit
Method of Evaluation
Instructor will determine from the worksheet if the output
correctly by the student.
77
73
for accuracy
to instructor.
was analyzed
Performance Objective 28
STUDENT WORKSHEET
Analyzing Computer Output
Programmer
V-TECS 28
Item
Yes
No
1.
Spacing of each line of output in
accordance with the established results?
2. Editing accurate on every item?
3.
Heading conforms exactly to the
established results?
4.
All calculated values correspond to
the established results?
5.
If an interactive program, does the
program test data input for validity
at all appropriate points?
Student's Name
Evaluated By
Date
78
74
Programmer
V-TECS 38
DUTY OR UNIT: DOCUMENTING PROGRAMS
PERFORMANCE OBJECTIVE 29
TASK: Develop documentation narrative.
CONDITIONS:
Record layout(s), program (general) flowchart,
program
specifications
STANDARD: The narrative must describe the problem
statement clearly
and in such a way that all requirements involved
are covered.
SOURCE FOR STANDARD:
Georgia Writing Team. Consensus of Georgia writing
team composed of
programming educators and incumbent workers.
PERFORMANCE GUIDE
1.
Review program specifications.
2.
Explain program specifications.
a.
State purpose of program.
b.
List required input.
c.
Explain processing techniques.
d.
Describe output and disposition.
ENABLING OBJECTIVE
Ability to follow directions.
LEARNING ACTIVITIES
1.
Discuss the reasons for documentation of
computer programs.
2.
List items that may be included as part of the documentation.
3.
Distinguish
between
documentation
required
for
command-driven
programs vs. prompt-driven programs.
4.
Discuss how structured programs
are vitually self-documenting.
5.
Discuss the use of remark/comment statements in
programs.
6.
Distinguish between internal and external documentation.
7.
Give examples of documentation narratives and discuss.
RESOURCES
Gilbert and Larky. Practical PASCAL,
pp. 124-127.
Shelly and Cashman. Introduction to BASIC Programming,
Chapters 1 and 2.
EVALUATION
Practical Application
Write a documentation narrative for the
program specifications provided by
the instructor.
Method of Evaluation
Evaluate the narrative using the attached checklist.
All items must be
rated acceptable.
Performance Objective 29
CHECKLIST: DOCUMENTING PROGRAMS
Programmer
V-TECS 38
ACTIVITY
RATING
Acceptable
Unacceptable
The narrative supplied each of the
following:
1.
Purpose of the program
2.
Explanation of how to begin
execution of the program
3.
Description of format in which
each data item must be entered
4.
Explanation of the processing
techniques
5.
Description of the output to
be produced
6.
Explanation of how to terminate
execution of the program
7.
Explanation of the disposition
of any printout produced
Student's Name
Evaluated By
Date
76
8
APPENDIX A
DUTY AND TASK LIST
V-TECS
Page
P.O. #
Number
PERFORMING SUPERVISORY FUNCTIONS
1. Develop job descriptions. CO-7 5
PROCESSING DATA USING COMPUTER EQUIPMENT
2.
Perform power-on procedures. CO-25 8
3. Perform power-off procedures.
CO-26 10
4.
Load the operating system. CO-49
12
5.
Load programs, files, or data base.
CO-33
14
6.
Run tests on programs.
CO-40 17
PERFORMING DATA CONTROL FUNCTIONS
7.
Copy data.
DEO -6
19
PROCESSING DATA USING COMPUTER EQUIPMENT
8.
Load paper in printer. CO-47
22
9.
Change ribbon in printer. CO-48
25
PERFORMING DATA CONTROL FUNCTIONS
10.
Prepare job instructions for key operator.
DEO -2
27
ENTERING AND VERIFYING DATA
11. Set up work station. DEO -12
31
PERFORMING DATA CONTROL FUNCTIONS
12.
Determine reason for CRT terminal not
functioning.
DEO -4 33
ENTERING AND VERIFYING DATA
13. Enter data from source documents (with or
without program control).
DEO -14
36
14.
Add new records. DEO -16
39
15.
Modify records. DEO -17 41
16.
Correct data entry errors. DEO -18
43
PERFORMING DATA CONTROL FUNCTIONS
17.
Recover data after incorrectly removing tape
or diskette.
DEO -9
46
PERFORMING RELATED MACHINE OPERATIONS
18.
Prepare printouts using printer.
DE.0-k4 48
CO = Computer Operator
DEO = Data Entry Operator
P = Programmer
77
DUTY AND TASK LIST (con't)
V-TECS
Page
P.O. #
Number
ENTERING AND VERIFYING DATA
19.
Terminate operation.
DEO -21
50
PERFORMING CLERICAL AND MAINTENANCE DUTIES
20.
File reusable tapes, disks,
or diskettes.
DEO -35
53
ANALYZING PROGRAMMING PROBLEMS
21.
Design I/O record layouts.
P-13
55
FLOWCHARTING SOLUTIONS TO PROGRAMMING
PROBLEMS
22.
Program logic: Develop general logic
sequence. P-16
58
23.
Prepare detail flowchart for coding
program.
P-17
61
24.
Prepare system flowchart.
P-19
63
CODING PROGRAMS
25.
Code applications program.
P-21
65
TESTING PROGRAMS
26.
Develop data for use in program teEfing.
P-32
67
27.
Analyze computer input for test
run.
P-27
69
28.
Analyze computer output for
accuracy
following test run.
P-28
73
DOCUMENTING PROGRAMS
29.
Develop documentation narrative.
P-38
75
DEO = Data Entry Operator
P = Programmer
APPENDIX B
DEFINITION OF TERMS
The following items
are supplied to establish operational definitions
as they apply to
this study.
CAREER LADDER: A vertical
arrangement of jobs within an occupational
area to
indicate skill distinction and progression.
CATALOGS: A comprehensive collection
of performance objectives, performance
guides, criterion-referenced measures, and related
data organized by a job
structure or career ladder within a domain of interest.
CONSORTIUM: A group of state agencies,
institutions, or other entities which have
been legally constituted through letters
of commitments, agreements,
or by
assignment of higher authorities to work together
toward the solution of problems
in education.
A membership from autonomous agencies
and institutions which
cuts across state boundaries as they attempt to solve problems
or meet goals.
D.O.T. CODE: A nine-digit number
used to identify a specific job within
a given
domain.
INSTRUCTIONAL SYSTEM DEVELOPMENT (ISD):
A deliberate, orderly
process for
planning and developing instructional
programs which insures that personnel are
taught
the
knowledge,
skills,
and
attitudes
essential
for
successful job
performance. Depends on a dePr.,iption and
analysis of the tasks necessary for
performing the job, objectives, evaluation
procedures to determine whether
or
not the objectives have been reached, and methods
for revising the process based
on empirical data.
OCCUPATIONS INVENTORY (TASK INVENTORY
BOOKLET): A survey instrument
containing ta::-; performed by job incumbents within
D.O.T.'s complete with
background information and
a list of tools and equipment.
PERFORMANCE-BASED INSTRUCTION: Instruction
which, when properly designed
and applied, results
in the learner's demonstration of
certain abilities.
The
desired abilities are selected before the instruction
is designed and are clearly
defined as observable performance objectives.
In V-TECS catalogs, the abilities
are primarily psychomotor.
This type of instruction is also
referred to as
competency-based instruction.
PERFORMANCE GUIDE (PG): A series
of steps, arranged in a
sequence ordinarily
followed, which when completed
may result in the performance of a task. Also,
called "teaching steps."
PROJECT:
An occupational domain
area selected by a V-TECS member state for
catalog development based upon the U.S. Department
of Labor's Dictionary of
Occupational Titles (D.O.T.).
STATE-OF-THE-ART (SOA STUDY):
Research conducted to determine the
Purr,. nt
status of performance-based instructional materials and practices in the domain
area under study and to obtain other information that might be used in catalog
development.
TASK:
A unit of work activity which constitutes log5cal and
necessary steps in
performance of a duty. A task has a definite beginning and ending point in
its
accomplishments and generally consists of two
or more definite steps.
TASK ANALYSIS:
A characteristic
of
a
task
statement which makes
its
accomplishments crucial to the acceptable performance of
a worker or student.
A method of analysis which identifies the critical tasks
and aids in determining
the consequence of poor performance or lack of performance
by a worker or
student.
WRITING TEAM:
A team of people representing instructors with
subject matter
expertise, persons having knowledge and experience in developing
criterion-
referenced measures, local or state supervisors of incumbent
workers whose
function is to analyze occupational data and develop performance
objectives and
criterion-referenced measure for specific D.O.T.
areas.
APPENDIX C
TOOL AND EQUIPMENT LIST
Programs
Files
Data base to be run on computer
Input device
Computer hardware
Computer printer
Ceatinuous paper for printer
Ribbon
Source document
Data record layout
Key entry specifications
Malfunctioning CRT terminal
Data-entry equipment with recording
medium
Existing file
Existing records
Instructions for modification
Form specifications
Operating computer system with disks,
diskettes, tapes, or cards
Reuseable tapes, disks, or diskettes
Identified I/O devices
Layout forms
Flowcharting sheets
f!nwcharting template
Program (general) flowchart
I/O record layouts
User's specifications
Program specifications
Data record layouts
Programming reference manuals
Detail flowchart
Coding sheets
Established test data
Outputs
Inputs
Test conditions and results
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85
APPENDIX D
BIBLIOGRAPHY
13renan,
Kathleen and Steven Mandell.
Introduction to Computers and BASIC
Programming. Mountain View, CA: West Publishing Co.,
1984.
Bux, William E. and James F. Clark.
Data Entry Activities for the Microcomputer.
Cincinnati: South-Western Publishing Company, 1982.
Clark, James F. and William 0. Drum. Structured BASIC. Cincinnati:
South-Western
Publishing Company, 1983.
Gilbert, Harry M. and Arthur 1. Larky. Practical PASCAL. Cincinnati: South-Western
Publishing Company, 1984.
McQuigg, James D. and Alta M. Harness. Flowcharting. New York:
Houghton-Mifflin
Publishing Company, 1983.
Muscat, Eugene and Paul Lorton.
User's Guide for Microcomputer Applications for
Data Processing Work Kit.
New York:
Gregg Division/McGraw-Hill Book
Company, 1983.
Olinzock, Anthony and Otto Santos. Microcomputer Activities
for Office Procedures.
Cincinnati: South-Western Publishing Company, 1984.
Shelly, Gary B. and Thomas J. Cashman. Introduction
to BMIC Programming. Brea,
CA: Anaheim Publishing Company, 1982.
Shelly, Gary B. and Thomas J. Cashman.
Introduction to Computers and Data
Processing. Fullerton, CA: Anaheim Publishing Company,
1980.
Shelly, Gary B. and Thomas J. Cashman.
Introduction to Computer Programming.
Structured COBOL. Fullerton, CA: Anaheim Publishing Company,
1977.
lly,
Gary
B. and Thomas J.
Cashman.
Introduction to Flowcharting and
Programming Logic. Fullerton, CA: Anaheim Publishing
Company, 1972.
Wanous, S.J.;
Gerald Wagner; and Judith Lambrecht.
Fundamentals of Data
Processing. 2nd Ed. Cincinnati: South-Western Publishing
Company, 1981.
Related Resources
Appropriate software packages
Student Information Sheets: Repair Form, Job
Instruction Sheet
Operational manual for computer being used
Disk system owner's manual
Operational manual for the specified printer
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