Assessor Resource

ICAB5223B
Apply intermediate object-oriented language skills

Assessment tool

Version 1.0
Issue Date: April 2024


This unit defines the competency required to undertake intermediate level programming tasks using an object-oriented programming language.

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

ICAB4219B

Apply introductory object-oriented language skills

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 that application programs are designed and built from a problem scenario and program specification.

Evidence for this competency includes tool usage, documentation, debugging and testing techniques in support of the programming activities and includes database and files.

Design and code documentation must be generated. Testing must confirm that created application meets original specification and solves original problem.

Context of and specific resources for assessment

Programming in object-oriented languages is a software development methodology that offers the programmer standard reusable software modules (components), rather than requiring the developer to write custom programming code each time. Using standard components reduces development time (because the writing and testing of those components has already been done by other programmers), and ensures a standard look and feel for programs using the same components. Object-oriented languages are an important feature of software development processes world-wide.

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

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

Interpreting program specifications

Translating requirements from problem space to machine space

Integrated development environment usage

Programming techniques

Internal (code) documentation techniques

Debugging techniques

Testing techniques

Documentation techniques

Reporting and bug tracking

Required knowledge

Object-oriented programming concepts

Small size application development

Using a GUI to interact with operator

Object-oriented programming language

Medium size application development

Data structures

Documentation techniques

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.

Integrated development environment may include but is not limited to:

Visual C++

Visual Studio suite

Eclipse

J-Edit

Code Warrior

Collectionsof data may include but is not limited to:

lists

trees

hash tables

sets

stacks

queues

Coding standards may include:

Java coding standard

GNU coding standard

Language may include but is not limited to:

Java

C++

Small Talk

VB.net

C#.net

Database may be:

relational

object

GUI components may include:

buttons

check boxes

option buttons

drop-down lists

text input fields, etc.

Documentation may include but is not limited to:

user manuals

design documents

requirement documents

test documents

release documents

in-code documentation

code comments

internal module documentation

architecture documentation

design document

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
Divide multiple source code files into logical units/packages 
Use at least two of the utilities of the target language allowing for internal storage of collections of data 
Use the utilities of the target language providing internal data sorting and searching facilities 
Employ integrated development environment facilities to make files to automate program building 
Follow guidelines for developing maintainable code adhering to coding standards 
Use the facilities in the language for persisting objects to binary files 
Use the operator and function/method overloading facilities available in the language at an introductory level 
Demonstrate ability to use exception handling techniques to ensure program stability 
Demonstrate use of a class that is based on multiple inheritances 
Design and implement programs that connect to a database 
Design and implement programs that use the languages facilities to extract, update and delete data stored in a database 
Design and implement programs that use the languages facilities to manipulate database structure (query, create and delete) 
Write programs that deliver transactional integrity 
Employ GUI framework or text windowing interface appropriate to the chosen language 
Demonstrate use of standard GUI components 
Use the facilities within the language for GUI objects to respond to user and program generated events 
Use standalone debugging tools or tools provided by integrated development environment to examine variables and trace running code 
Use debugger to detect logical and coding errors 
Use tracing of code and examination of variable contents during execution to detect and correct errors 
Design and document limited tests of code 
Undertake limited testing of produced code to ensure program specification is complied with 
Capture and document test results 
Read and interpret supplied design document to create code 
Create and maintain program documentation 

Forms

Assessment Cover Sheet

ICAB5223B - Apply intermediate object-oriented language skills
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

ICAB5223B - Apply intermediate object-oriented language skills

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: