[CS2113T-F12-3] Teaching Assistant's Assistant #46
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| * Contains a list of `Module` objects currently being managed by the app. | ||
| * `Util` | ||
| * Contains useful methods (e.g. Check if a string is integer/double, convert string to integer/double). | ||
| * `Storage` |
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Youd could add UML diagrams for the Storage function. This will enable your users to understand how data is written and stored by TAA as well as how it is accessed an read as inputs.
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| ### Add Assessment |
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The description for the implementation of Assessment tends to be a bit wordy and hard to follow. To make it easier for your users to understand this command function you could add an UML sequence diagram like the other commands.
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| ### Set Marks |
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You could add an example scenario like the other commands so that it is easier for your users to understand how this command works.
| * Defines how a command is to be executed. | ||
| * `ModuleList` | ||
| * Contains a list of `Module` objects currently being managed by the app. | ||
| * `Util` |
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You could further explain in-depth how the util component works. This will help your users get an idea of what util can be used for when they work on your code.
| 9. A message will then be printed out to indicate to the user that the marks have been set successfully. | ||
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| ### Set Attendance |
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You could use an UML sequence diagram here as well for easier reference of how this command function works for your users.
docs/DeveloperGuide.md
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| * `StudentList#findStudent(keyword:String)` - Returns an ArrayList of students containing the keyword | ||
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| The sequence diagram shown below illustrates how the `add_student` command works: | ||
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You could maybe add numbering in the diagram so that you can link the steps to the diagram to make it more clear.
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Perhaps you could explain step by step how the add_student command is being parsed and saved.
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You could perhaps split up the uml diagram to include sub parts of the e.g. focuses on the logic only so that the uml diagram could be bigger and clearer. ref: https://se-education.org/addressbook-level3/DeveloperGuide.html
docs/DeveloperGuide.md
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| ## Implementation | ||
| ### Add Module | ||
| The sequence diagram shown below illustrates how the `add_module` command works: | ||
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Nice description for the steps, but maybe you can add numbering in the diagram and link it to the steps.
docs/DeveloperGuide.md
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| ### Set Marks | ||
| The sequence diagram shown below illustrates how the `set_mark` command works: | ||
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You could maybe also add numbering for the diagram so that readers can easily refer to the diagram from the steps.
| * `AttendanceList#sortAttendances` - Sorts the attendance in the `attendances` ArrayList in ascending order based on | ||
| lesson number. | ||
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| Below is an example scenario of how the set attendance feature behaves at each step: |
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The steps here look a bit chunky, maybe you could split them up into more steps which could help readers digest it better.
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| # Developer Guide | |||
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| ## Design | ||
| ### Architecture | ||
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| ### Add Assessment |
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Neatness/correctness:
looks messy
not well-formatted
hard to read/understand
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| ### Set Marks |
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Use of examples:
Not enough or too many examples e.g., sample inputs/outputs
docs/DeveloperGuide.md
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| lesson number. | ||
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| Below is an example scenario of how the set attendance feature behaves at each step: | ||
| * Step 1 - The user executes `set_attendance c/CS2113T s/1 l/1 p/1` to set an attendance to `Present` for student at |
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Neatness/correctness:
looks messy
not well-formatted
hard to read/understand
perhaps some more spacing at a minimum
| ## Instructions for manual testing | ||
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| {Give instructions on how to do a manual product testing e.g., how to load sample data to be used for testing} |
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I'm not sure if you're going you add this later but, perhaps adding some simple manual testing directions can guide the person to test functions you've described so far.
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| `AttendanceList` implements the following methods: | ||
| * `AttendanceList#getSize()` - Returns the no. of attendance currently in the list. | ||
| * `AttendanceList#getAttendances()` - Returns an ArrayList containing all the attendances. | ||
| * `AttendanceList#getAttendance(lessonNumber:String)` - Returns an attendance with a particular lesson number. | ||
| * `AttendanceList#isValidIndex(index:int)` - Checks if an index is valid w.r.t the `attendances` ArrayList. | ||
| * `AttendanceList#addAttendance(attendance:Attendance)` - Adds an attendance to the `attendances` ArrayList. | ||
| * `AttendnaceList#getAttendnaceIndex(lessonNumInput:String)` - Returns the attendance index in the `attendances` | ||
| ArrayList. | ||
| * `AttendanceList#deleteAttendance(lessonNumInput:String)` - Deletes an attendance with a particular lesson number. | ||
| * `AttendanceList#sortAttendances` - Sorts the attendance in the `attendances` ArrayList in ascending order based on |
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Maybe can consider putting these on a table as they are a bit too hard to read.
| * On app launch: Creates and runs an instance of `Taa`. | ||
| * `UI` | ||
| * Handles UI operations. | ||
| * `Taa` |
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The sequence diagram of TAA has a problem:
The activation bar of Taa should be closed
| * On run: Loads persistent data from `Storage`, receives user input from `UI`, and uses `Parser` to parse the user input. | ||
| * `Parser` | ||
| * Handles input parsing and determines which command to run. | ||
| * `Command` |
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Would it be better to add function notation?
docs/DeveloperGuide.md
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| **Interaction between components** | ||
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It would be better to add the notation of the grey file icon
| * `Util` | ||
| * Contains useful methods (e.g. Check if a string is integer/double, convert string to integer/double). | ||
| * `Storage` | ||
| * Handles data storage operations (e.g. Reading from and writing to data file). |
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Perhaps adding new Command() upon instantiation
docs/DeveloperGuide.md
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| from the `assessments` ArrayList. | ||
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| The sequence diagram shown below illustrates how the `add_assessment` command works: | ||
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Perhaps adding the 'X' below the addModuleCommand
docs/DeveloperGuide.md
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| ## Implementation | ||
| ### Add Module | ||
| The sequence diagram shown below illustrates how the `add_module` command works: | ||
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Perhaps deleting the redundant class.
docs/DeveloperGuide.md
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| * `StudentList#findStudent(keyword:String)` - Returns an ArrayList of students containing the keyword | ||
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| The sequence diagram shown below illustrates how the `add_student` command works: | ||
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There was a problem hiding this comment.
Perhaps you could explain step by step how the add_student command is being parsed and saved.
docs/DeveloperGuide.md
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| * `StudentList#findStudent(keyword:String)` - Returns an ArrayList of students containing the keyword | ||
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| The sequence diagram shown below illustrates how the `add_student` command works: | ||
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There was a problem hiding this comment.
You could perhaps split up the uml diagram to include sub parts of the e.g. focuses on the logic only so that the uml diagram could be bigger and clearer. ref: https://se-education.org/addressbook-level3/DeveloperGuide.html
…g formatting accordingly
Change type of assessment from int to double and update all the strin…
Update TaaClassDiagram and CommandClassDiagram
Change maximumMarks in AssessmentDeserializer to double and check if student comment is valid in StudentDeserializer
…into student-branch
add images to UG
Update comparison of doubles to a higher precision with Double.compare
update formatting for UG
Fix logic error
add object diagram for add student command
edit mark section in dg
update dg contributions in ppp
modify verify in attendance
add author
update dg with new sequence diagrams
Check for decimal places in deserializers and add more tests
…ementation add header to attendance implementation
… add assessment by changing class code
update DG formatting
Add class diagram for assessment list and update sequence diagram for…
add class diagram
edit object diagram
fix minor error in PPP
Teaching Assistant's Assistant helps teaching assistants manage details of their students. It is optimised for CLI users so that managing information can be done faster by typing in commands.