School of Computer Science

Artificial Intelligence Concepts

Assignment Brief
Contents
Module Details ........................................................................................................... 1
Assignment Description.............................................................................................. 2
Learning Outcomes .................................................................................................... 3
Advice and Guidance ................................................................................................. 3
How is this assessment marked? ............................................................................... 4
Marking Criteria .......................................................................................................... 6

Module Details

Module code: COM7032M Level of Study: 7

Module Leader(s): Dr. Sahar Credits: 15

Ahmadzadeh
(Director)

Dr. Shamsuddeen
Muhammad (Seminar
lead)
Assessment format: Portfolio Method of Turnitin within
(Anonymous) submission: Moodle
An artificial
Intelligence portfolio
of various instruments
Deadline or 19th Dec 2024, Feedback date and 22nd Jan 2025, Turnitin
Assessment Period: 12Noon place: within Moodle
submission
Assessment limits: N/A Component number: 1
length, load, word count,
etc.
Is this exempt from No Component 100%
anonymous marking weighting:
under the policy?
 School of Computer Science

Assignment Description

You are required to complete the below task:

Individual Assignment: 100 Marks

This coursework will assess your artificial intelligence-related skills in real life
scenarios/problems.

You must work on your coursework, for example building Intelligent Tutoring
System for Math. The topics provided in the assignment (Math, Chemistry, etc.)
are very broad, so you must narrow down the topic to a small part that can be solved.
For instance, teaching students how to calculate the area of different shapes, e.g.,
triangle, square, etc. Please make assumptions whenever needed to clarify and
justify your point of view.

Deliverables:

Each student is required to produce and submit through Moodle the following
requirements.

A report in word format. This report is expected to contain the following sections:

1. Introduction: to set the scene for the problem

2. Project plan: to explain who is doing what, milestones and other project
planning aspects.
3. Literature review: to describe the state-of-the-art Intelligent Tutoring
Systems. Hence, you are expected to list the main ITSs in your domain and
criticise their structure, mechanisms, knowledge representation, interaction
with users, etc.
4. Development of your Intelligent Tutoring System: to describe the domain
you are working in, the steps you used to develop your ITS, any limitations,
to mention but a few. A prototype of ITS in a specific domain (Math,
Chemistry, etc.) based on your topic. This prototype should be developed
using: (i) Protégé ontology development editor which will produce a web
ontology language file (OWL) and (ii) any programming language (Java,
Python, etc.) to create user interfaces.
5. Conclusion: to summarise the solution, lessons learnt and reflections.
6. References: to list all references used in creating your report. You should
use Harvard referencing style.
Here are some useful resources on how to do that, other resources can be
found online: https://www.yorksj.ac.uk/students/referencing/referencing-
guides/

The main purpose of your report is to describe your ITS and the steps carried out to
develop it. However, you can discuss many issues, for example you can summarise
 School of Computer Science

Assignment Description

the current development in ITS in your selected domain and present the software
process you have used to produce your ITS. The process should highlight the key
requirements, design and development phase, tools used, lessons learnt and future
developments for your work. It will be extremely useful to conclude with Analysis
and Reflection, where you as a knowledgeable researcher in AI domain, can present
your analytical reflection on how to maintain the system, manage its evolution, and
so on.

Learning Outcomes

You must successfully achieve the following Learning Outcomes to pass this
assessment:

This coursework is designed to achieve the following PLOs:

7.2 Apply the findings of advanced scholarship and/or contemporary research and
practice to the solution of computer science problems
7.3 Critically evaluate computer science problems, including those at the forefront
of field.
7.4 Demonstrate operation within applicable professional, legal, social and ethical
frameworks.
7.5 Demonstrate originality and creativity in the solution of computer science
problems.

7.7 Apply standards, quality processes and engineering principles to the solution of
computer science problems

Advice and Guidance

• The first and the second tasks MUST Be identical.

• Each assessment task will have its submission link and deadline.
• You are expected to submit original and reflective text. Please use proper
referencing techniques to avoid plagiarism.
• There should be a full reference list at the end of the report.
• A high level of understanding of the subject must be demonstrated.
It is important that the content is underpinned with the inclusion of relevant
academic theory, concepts, and models where appropriate, as well as
contemporary industrial insights. These should be accurately cited and
referenced according to York St John Harvard Referencing throughout.
 School of Computer Science

How is this assessment marked?

Your work will be marked according to the assessment instructions provided within this document
and the selected Learning Outcomes’ (LOs) (see above).

Furthermore, this assessment is marked using the assessment marking criteria or a similar rubric
that aligns with the University’s Generic Assessment Descriptors (see below).1 This is to ensure all
assessment decisions are comparable regardless of the discipline or mode of assessment.

Please note that you must meet the required baseline standards (50 – 59%) which will include the
LOs and minimum expectations of the assessment. Further still, you must ensure you meet the
requirements of each grade boundary to progress to the next, i.e., you should demonstrate your
learning through the standards of the Pass, Merit and Distinction to reach a Distinction (70 – 84%).
These standards are designed to scaffold and build your learning to achieve your fullest potential in
each criterion being assessed.

Additional Information
If you require support with your study skills, please visit
https://www.yorksj.ac.uk/students/study-skills/
Assessment Regulations
Please refer to the York St John University Code of Practice for Assessment and Academic
Related Matters 2022-23.

We ask that you pay particular attention to the academic misconduct policy. Penalties will be
applied where a student is found guilty of academic and/or ethical misconduct, including
termination of programme (Policy Link).

You are required to keep to the word limit set for an assessment and to note that you may be
subject to penalty if you exceed that limit. You are required to provide an accurate word count
on the cover sheet for each piece of work you submit (Policy Link).

For late or non-submission of work by the published deadline or an approved extended

deadline, a mark of 0NS will be recorded. Where a re-assessment opportunity exists, a student
will normally be permitted only one attempt to be re-assessed for a capped mark (Policy Link).

An extension to the published deadline may be granted to an individual student if they meet
the eligibility criteria of the (Policy Link).

Please see the assessment criteria below.

1 A rubric is a type of scoring guide that markers use to set out specific components and expectations for an assignment for their students.
It is then used to guide the marking they undertake.
 School of Computer Science

Deliverable Skills Criteria Description Marks (%)

1. Introduction Thinking Skills Introduce the project, explaining the 10
relevance of your ITS and the
problem it addresses. Learner should
demonstrate good knowledge of AI
algorithms Techniques. Learners
should provide a rationale for the
choices they have made.
2. Project Plan Professional Provide a project plan, detailing roles, 10
Conventions responsibilities, milestones, and
project management approaches.
3. Literature Review Research Skills Review existing ITSs, critique their 10
structure, mechanisms, and
knowledge representation in your
chosen domain.
4. Your Intelligent Thinking Skills Description 15
Tutoring System (ITS) Learner should identify the
Description & And requirements for The Intelligent
Development Tutoring System (Ontology &
Practical and Application). Describe the steps in
Professional developing your ITS, including
Learning Skills ontology creation, interface
development, and limitations.

Development
Create a domain-specific ontology
using Protégé, covering key concepts 20
and relationships in your subject area.

User Interface Development

Develop a functional user interface
using Java, Python, etc., which 10
interacts with the ontology to guide
the user.

Integration and Functionality

Ensure that the interface properly 5
communicates with the ontology and
provides a seamless learning
experience.

5. Conclusion Thinking Skills Summarize the project outcome, 10

lessons learned, and potential future
improvements.
6. References Professional Provide a complete and correctly 10
Conventions formatted list of references using the
Harvard referencing style.
 School of Computer Science

Marking Criteria
Pass Grade Bands (100 – 50) (Learning Outcomes must be met)
Fail Grade Bands (49 – 0) (Learning Outcomes are not met)
Assessors, please insert your own assessment marking criteria relevant this module which provides further detail and disciplinary specificity,
etc. For more information on how to use the GAD to guide your assessment marking criteria visit Marking Criteria.

Criteria Pass (50 – 59) Merit (60 – 69) Distinction (70 – Distinction (85 – 100) Borderline Fail (45 Fail (30 - 44) Fail (0 - 29) Marks
84) - 49)

Introduction Basic Good Comprehensive Outstanding insight into AI Limited Poor No understanding 10
understanding of understanding of AI understanding of techniques with strong, understanding of understanding of of AI techniques Marks
(Thinking Skills)
AI techniques techniques with a AI techniques with insightful rationale. AI techniques with AI techniques or rationale
with a simple clear and logical well-reasoned weak rationale. with flawed provided.
rationale for rationale. rationale for all rationale.
choices. choices.

Project Plan The project plan The project plan The project plan is The project plan is highly The project plan The project plan The project plan 10
includes basic covers most roles thorough and detailed and well-organized, includes only is incomplete, is either missing Marks
(Professional roles, and responsibilities, clearly structured, covering all roles, minimal roles and with little to no or extremely
Conventions) responsibilities, with key milestones covering most responsibilities, and responsibilities, mention of roles, underdeveloped,
and milestones identified. The use roles, milestones with exceptional with few responsibilities, with no mention
but lacks detail or of project responsibilities, clarity. Includes milestones or milestones. of roles,
clarity in some management tools and milestones in comprehensive project identified. Project There is little responsibilities, or
areas. Project and techniques is great detail. management approaches management evidence of milestones. There
management sound but may lack Appropriate project (e.g., Agile, Waterfall, or Gantt techniques are project is no evidence of
approaches are depth in certain management charts), timelines, risk either not present management any project
present but may areas, such as risk techniques are management strategies, and or are poorly approaches, and management
be management or used, and contingency plans. There is developed, and the timelines are strategies or
underdeveloped adaptation timelines are evidence of strong forward plan lacks clear vague or absent. timelines, and the
or inconsistently strategies. realistic. There planning and adaptability, with timelines or risk The plan does plan shows no
applied. Timelines Timelines are may be minor gaps clear assignment of tasks to management not offer a meaningful
are provided but mostly realistic, but in detailing risk individuals. Every milestone is strategies. coherent attempt at forward
may be some milestones management or clearly defined, achievable, Milestones may be structure for planning.
somewhat vague may not be well- contingency plans, and logically sequenced. overly broad or tracking
or unrealistic, with defined. Overall, the but overall, the unclear, making it progress, and
milestones that plan is functional project plan is well- difficult to track key project
are either too but could benefit considered and project progress phases are
broadly defined or from more clarity or actionable. The effectively. missing.
not well detail. plan demonstrates
connected to the strong time
overall project management and
objectives. task delegation
skills.
 School of Computer Science
Literature Able to create a Good technical Strong technical Exceptional technical skills: AI Limited technical Poor technical No technical 10
functional AI ability: AI with skills; well- algorithm is well-optimized with ability: AI algorithm ability: AI ability Marks
Review algorithm with relevant data; populated AI advanced software; system is incomplete or algorithm is non- demonstrated; no
(Research Skills) basic sample data effective use of algorithm; and thoroughly tested and secure. lacks sample data. functional or AI algorithm or
software effectively retrieve lacks necessary analysis created.
complex data.
information.
Basic Incomplete Poor 50
Your identification of
Good identification Thorough Exceptional identification of identification of requirements
No identification
Marks
of requirements; requirements of requirements;
Intelligent requirements;
schema design
requirements; schema fully requirements; identification;
no schema or
schema design identification for deployment of the system to schema lacks weak schema
Tutoring with minimal
with focus on
Deployment of the production environment to proper deployment design and lack
deployment of
Deployment of the the system to
System (ITS) Intelligent
system to the
the system to the compliance with security of the system to of deployment of
the production
Tutoring System production standards and best practices the production the system to
Description (Ontology &
production
environment to with advanced optimization. environment to the production
environment to
environment to compliance with
& Application.
compliance with
compliance with
The ontology is highly
compliance with environment to
security
security security standards compliance with
Development The ontology security standards
standards and
comprehensive, covering all
and best practices. security
standards and
covers basic and best practices. relevant concepts and best practices.
(Thinking Skills best practices. standards and
concepts and The ontology relationships with exceptional
best practices.
relationships includes most key clarity. Demonstrates deep The ontology
The ontology is
And relevant to the concepts and The ontology is understanding of the subject includes some The ontology is either non-
subject domain relationships comprehensive, domain, and the ontology is key concepts, but incomplete, existent or
Practical and but lacks depth relevant to the covering most structured effectively for use it lacks with many
includes very
Professional and subject domain. key concepts and in an ITS. Includes advanced coherence, and critical few concepts
Learning Skills) completeness. While the structure relationships with features such as constraints, several important concepts and and
Certain key is generally clear, a high degree of properties, and custom relationships are relationships
relationships,
relationships some relationships accuracy. The classes. missing. The either missing with no
may be missing, may be missing or structure is logical structure may be or incorrectly discernible
or the structure underdeveloped. and supports poorly organized. represented.
structure. Little
may be unclear. effective Exceptional UI: Highly The overall to no effort is
interaction with intuitive, visually appealing, structure is shown in domain
the ITS. and fully functional. Minimal UI: The unclear and
The user interface representation.
The interface is Demonstrates a user- interface allows difficult to
is functional but follow.
functional but may lack some centered design that allows for basic
may be advanced features The user seamless navigation, interactions with Non-functional
rudimentary or or be less intuitive. interface is interactive feedback, and the ontology but UI: The user
less user- It interacts with the functional and clear interaction with the is not intuitive or The interface is
interface is
friendly. Basic ontology, but the easy to navigate. ontology. All required aesthetically either non- missing or so
interactions with design could be It integrates well functionalities are present, pleasing. Many functional or incomplete that
the ontology are improved in terms with the ontology and additional advanced functionalities severely
it does not
possible, but the of usability or and provides a features may be may be lacking in key enable any
overall design visual appeal. good user implemented. underdeveloped features. It meaningful
lacks polish or experience. All or missing. provides little or interaction with
sophistication. key features are no meaningful the ontology.
present, though Flawless integration: interaction with
The interface there may be the ontology,
communicates The interface
minor room for and the design
 School of Computer Science
The interface adequately with improvement in communicates Substandard is confusing or No integration:
communicates the ontology, aesthetics or seamlessly with the integration: The unresponsive. The interface
with the though some usability. ontology. Interactions interface does not
ontology but interactions may between the UI and struggles to communicate
may suffer from feel slightly ontology are smooth, communicate Major with the ontology
occasional sluggish or Strong with no noticeable effectively with integration at all, or it is so
inefficiencies, inefficient. Some integration: The delays or issues. The the ontology, issues: The broken that the
errors, or lags. minor technical interface system operates resulting in interface fails to system cannot
The overall user problems may communicates efficiently with high frequent lags or communicate be used.
experience may arise, but they effectively with responsiveness and technical issues properly with
feel somewhat don’t severely the ontology, appropriate feedback that significantly the ontology.
disjointed. impact usability. though minor mechanisms. affect user Errors, lags, or
inefficiencies may interaction. crashes are
exist. Overall, the common, and
user interaction is the system is
smooth, with only largely
occasional delays unusable.
or small technical
issues.

Conclusion The project The project The project The project outcome is The project The project The project 10
outcome is outcome is outcome is summarized in a highly outcome is outcome is outcome is either marks
(Thinking Skills) summarized summarized well, summarized insightful and comprehensive summarized in a poorly not summarized
adequately, but covering the major thoroughly, with a manner. Key achievements, minimal way, with summarized, or is so
some key aspects aspects of the clear explanation challenges, and solutions are little detail on key with critical incomplete that it
may be missing project. The lessons of key clearly identified and critically accomplishments aspects either lacks any
or not fully learned show achievements and evaluated. The lessons or challenges. The missing or meaningful
explained. The adequate reflection challenges faced learned are deeply reflective, lessons learned inaccurately information.
lessons learned on both technical during the project. showing profound are either very described. There There is no
are present but and project The lessons understanding and self- basic or unclear, is little to no mention of
lack significant management learned awareness of both technical showing limited reflection on the lessons learned,
depth or critical aspects, though the demonstrate a and non-technical aspects. reflection on the lessons learned, and future
reflection. Future depth of insight may strong level of Future improvements are project experience. and any mention improvements are
improvements are be limited. Future reflection, innovative, realistic, and well- Future of future either non-
mentioned but improvements are highlighting both justified, showing excellent improvements are improvements is existent or
may be vague, identified, but they strengths and foresight and planning for mentioned in superficial or irrelevant. The
lacking specific may be somewhat areas for potential project extensions or passing but lack irrelevant. The summary shows
suggestions or general or lack improvement. refinements. any meaningful summary no understanding
clear rationale for detailed Future detail or demonstrates or engagement
how they would justification. Overall, improvements are justification. The minimal with the project.
enhance the the summary well thought out summary lacks engagement
project. provides a solid and feasible, cohesion and with the project’s
overview of the showing a good depth. successes or
project with room understanding of challenges.
for further potential next
elaboration. steps and areas
that could be
enhanced.
 School of Computer Science
References Basic report with Well-structured Professionally Exceptionally well-organized Report lacks clear Report is poorly No report or 10
some structure; report; Harvard structured report; and clear report; perfect structure; Harvard organized; citations provided; marks
(Professional Harvard citations citations mostly accurate Harvard Harvard citations; highly citations poorly citations are presentation is
Conventions) are used but with accurate; some citations; results informative and visually applied. incorrect or confusing or
errors. visual appeal in presented clearly appealing presentation. missing. absent.
presentation. and attractively.