School registration systems

Description

Mind Map on School registration systems, created by Aidan Wood on 11/11/2015.
Aidan Wood
Mind Map by Aidan Wood, updated more than 1 year ago
Aidan Wood
Created by Aidan Wood over 8 years ago
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Resource summary

School registration systems
  1. paper-based
    1. AM/PM marks are logged on a piece of paper by the form tutor
      1. Advantages
        1. Paper-based methods are not reliant on computer networks if the computer networks are unavaliable.
        2. Disadvantages
          1. If left unattended, students can change their marks. Their mistakes are often difficult or untidy to change.
        3. keyboard entry
          1. marks are typed into the computer by the form tutor. marks are stored on a central server.
            1. Advantages
              1. it is much easier to produce attendance statistics. There is no need to return paper registsers to an attendance office
              2. Disadvantages
                1. Teachers are still required to register each pupil rather than the pupils registering themselves
              3. optical mark recognition
                1. Form teachers log whether pupils are present by shading a box...
                  1. Advantages
                    1. A lot of multiple-choice tests are marked using OMR, so the initial cost of purchasing an OMR reader may provide more value for money.
                    2. Disadvantages
                      1. Registers are batch-processed so they are not "live" or "real-time": some latecomers would not be registered if they arrived late.
                    3. Smart cards
                      1. Advantages
                        1. Smarts cards hold more data than swipe cards so they can provide multiple functions: they can act as payment cards in canteens or record library loans.
                        2. Disadvantages
                          1. There cards contain computer chips and can hold more information than magnetic strips. They are placed into card readers as pupils arrive.
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