- ICAB5165B - Create dynamic web pages
Assessor Resource
ICAB5165B
Create dynamic web pages
Assessment tool
Version 1.0
Issue Date: May 2024
This unit defines the competency required to build active or dynamic web pages.
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)
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 the ability to produce dynamic web pages with a large range of functions that meet business needs. To demonstrate competency in this unit the person will require access to: Server access Development environment |
Context of and specific resources for assessment | Dynamic pages provide for an interactive process between customers and clients. Competent individuals operating in the workplace will engage in a varied range of activities that are complex and non-routine using skilled applications related to dynamic content of web pages. 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 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. 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 Additionally, an individual demonstrating this competency would be able to: Demonstrate understanding of dynamic content incorporating theoretical concepts Apply solutions to a range of web-based page creation issues Identify and apply skill and knowledge to a wide variety of related dynamic page creations problems Identify and evaluate breakdowns in dynamic content |
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 |
Scripting Server accessing and uploading HTML language Basic design skills |
Required knowledge |
Programming theory Built-in objects/functions Internet technology Stateless programming Website models and technologies Copyright and intellectual property Copyleft and Free Software Foundation Federal and State privacy legislation Electronic commerce modelling language Australian Computer Society Code of Ethics |
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. | |
Development environment may include but is not limited to: | Text file editors HTML editors Dreamweaver Eclipse Microsoft Visual InterDev BlueFISH for Linux |
Software may include but is not limited to: | commercial software applications; organisation-specific software, packaged software, in-house or customised software |
Users may include: | a person within a department a department within the organisation a third party |
Server may include: | Application/web servers BEA Weblogic servers IBM VisualAge and WebSphere Novell NDS servers Email servers File and print servers FTP servers Firewall servers Proxy/cache servers |
Language may include: | PHP VBScript ASP ASP.NET Javascript Coldfusion Perlscript XML |
Browser may include but is not limited to: | Netscape Navigator Internet Explorer Mozilla Opera Galleon Phoenix Konqueror Lynx |
Client may include but is not limited to: | internal departments external organisations individual people internal employees |
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 |
---|---|---|---|
Check that development environment and server software is available and accessible | |||
Take action to ensure access to organisational or networked server | |||
Set up access to the server and establish connection to the correct directory for server access | |||
Determine users who can upload dynamic content to server | |||
Create pages using appropriate language and save with the correct extension | |||
Store pages in the appropriate location on the server | |||
Take action to ensure comments are executed as part of the code | |||
Take action to ensure that code follows correct formatting procedures for ease of reading, maintenance and troubleshooting | |||
Format pages using appropriate web-suitable language and add business content as required | |||
Test access file/page through http://localhost/, the local IP address or the full URL | |||
Declare and use variables and arrays according to requirements and if necessary variable types | |||
Assign variable values, strings and constants | |||
Call and use functions and formulas | |||
Set arguments and parameters | |||
Correctly call randomised statements, integers and round functions | |||
Format string functions correctly | |||
Incorporate conditionals ('if/then' statements) as required | |||
Save pages to correct location on server with required extension | |||
Open pages through browser and test | |||
Check formatting and dynamic function all perform as required by the business and client | |||
Document results of tests and obtain client sign-off on the pages |
Forms
Assessment Cover Sheet
ICAB5165B - Create dynamic web pages
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:
Signature:
Date:
Assessment Record Sheet
ICAB5165B - Create dynamic web pages
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: