Assessor Resource

ICAA5049B
Develop high-level object-oriented class specifications

Assessment tool

Version 1.0
Issue Date: April 2024


This unit defines the competency required to analyse requirements and produce a set of high level object-oriented class specifications.

There may be benefit in concurrent learning with the following units:

ICAA5050B Develop detailed component specifications from project specifications

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

ICAA4233B

Determine and apply appropriate development methodologies

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Assessment must confirm sufficient knowledge of object-oriented techniques.

Assessment must confirm the ability to specify and model abstract data types. Specifications need to be deliverable. Assessment must confirm the interface between classes and objects.

To demonstrate competency in this unit the learner will require access to:

Simulated case study

UML modelling tool

Context of and specific resources for assessment

The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic.

Assessment must ensure:

The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.

Method of assessment

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

Competency in this unit should to be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills.

The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICAA5050B Develop detailed component specifications from project specifications

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

Analyse and plan approaches to technical problems or management requirements

Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

Evaluate information, using it to forecast for planning or research purposes

Take responsibility for own outputs in relation to broad quantity and quality parameters

Take some responsibility for the achievement of group outcomes

Maintain knowledge of industry products and services

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

Problem solving skills for a defined range of unpredictable problems (e.g. when specifying and developing classes, objects and system abstract data types)

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when documenting behaviour scenarios according to documentation standards)

Research skills for specifying, analysing and evaluating broad features of a particular business domain and best practice in program development (e.g. when classes, objects and system abstract data types are identified and developed according to requirements)

Required knowledge

Detailed knowledge of object-oriented analysis tools and their use (e.g. when analysing object behaviour)

Detailed knowledge of current industry-accepted object-oriented methodologies, including broad knowledge of general features and capabilities (e.g. when preparing state model)

Broad knowledge of current program development methodologies (e.g. when iterating and reviewing)

Detailed knowledge of configuration management (e.g. when iterating and reviewing)

Detailed knowledge of data modelling techniques (e.g. when preparing state model)

Broad knowledge of quality assurance practices (e.g. when iterating and reviewing)

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Documentation may follow:

ISO/IEC/AS standards

audit trails

naming standards

version control

project management templates and report writing

maintaining equipment inventory

client training

satisfaction reports

Standards may include:

ISO/IEC/AS standards

organisational standards

project standards (for further information refer to the Standards Australia website at: www.standards.com.au)

Requirements may be in reference to:

business

system

network

people in the organisation

Specifications may include but are not limited to:

technical requirements

user problem statement

current system functionality

Appropriate person may include:

supervisor

teacher

authorised business representative

client

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Analyse behaviour scenarios and prepare documentation according to standards 
Identify classes, objects and abstract data types according to requirements 
Prepare class, object, module and process diagrams according to specifications 
Analyse data requirements and iterate data flows 
Prepare state transition diagrams according to standards 
Improve abstract data types and specifications 
Review functional requirements, assign responsibilities and update class structures 
Specify interface and class communication requirements 
Prepare interaction diagrams according to standards 
Review current object model, class functionality and data transformation 
Identify and develop class relationships, priorities and inheritance hierarchy 
Review class service requirements and initial test criteria 
Identify object processes and reuse classes 
Document model and forward to appropriate person 

Forms

Assessment Cover Sheet

ICAA5049B - Develop high-level object-oriented class specifications
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

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Assessment Record Sheet

ICAA5049B - Develop high-level object-oriented class specifications

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: