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Evidence Guide: ICAB4135B - Create a simple mark-up language document to specification

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ICAB4135B - Create a simple mark-up language document to specification

What evidence can you provide to prove your understanding of each of the following citeria?

Analyse specification

  1. Determine the uses and audience of the document
  2. Determine the appropriate mark-up language based on the document uses and audience
  3. Determine relevant document structure
  4. Determine appropriate browser-safe colours
Determine the uses and audience of the document

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the appropriate mark-up language based on the document uses and audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine relevant document structure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate browser-safe colours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create document structure to specification

  1. Create and assign the basic elements of the document, taking into account accessibility
  2. Add content text to the body of the document
  3. Save document using a descriptive name and an appropriate extension
Create and assign the basic elements of the document, taking into account accessibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Add content text to the body of the document

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save document using a descriptive name and an appropriate extension

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Format document to specification

  1. Apply a suitable format for the text
  2. Apply a suitable background colour
  3. Apply suitable positional elements
  4. Create lists
Apply a suitable format for the text

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply a suitable background colour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply suitable positional elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create lists

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create tables, hyperlinks and graphics

  1. Create tables
  2. Create hyperlinks, anchors and image maps for internal and external navigation
  3. Define the colours for unvisited, visited and active links
  4. Create hyperlinks for sending email
  5. Attach images in a suitable format
Create tables

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create hyperlinks, anchors and image maps for internal and external navigation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the colours for unvisited, visited and active links

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create hyperlinks for sending email

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attach images in a suitable format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate documents

  1. Validate mark-up language document against specifications and record outcomes
  2. Validate mark-up language document in different browsers for compatibility and record outcomes
Validate mark-up language document against specifications and record outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate mark-up language document in different browsers for compatibility and record outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 design, create and save a simple mark-up language document using a mark-up language without the automated generation of code.

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

Organisational style guide/policy

User requirements

Development platform

Context of and specific resources for assessment

Mark-up languages are a common means of promoting websites, providing security via limited internet access and when using open source software, provides a powerful means to control a wide variety of operations.

The scope and complexity of knowledge and skills is dependent on the tasks undertaken as part of creating the code to specification.

The assessment of this unit of competency will usually include observation of mark-up code results and performance of real or simulated work.

The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Assessment must ensure:

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic.

Applications may involve responsibility for, and limited organisation of, others.

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, for example:

ICAB4137B Produce basic client side script for dynamic web pages

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

Apply solutions to a defined range of unpredictable problems

Identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

Identify, analyse and evaluate information from a variety of sources

Take responsibility for own outputs in relation to specified quality standards

Take limited responsibility for the quantity and quality of the output of others

Demonstrate relevant mark-up language coding skills

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Ability to use a variety of mark-up languages to meet a variety of needs

Using keyboard and mouse in an integrated development environment

Ability to follow documented instruction from a supplied guide

Problem solving skills in mark-up language and an ability to troubleshoot problems

Reading and writing at a level where workplace instructions and documents are clearly understood

Ability to communicate ideas and concepts in a clear and precise manner

Required knowledge

Mark-up language and associated standards

Open platforms

Range Statement

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.

Accessibility may be in relation to:

cultural awareness

ethnicity

physical impairments

remote locations

Content may include:

information and interactive features, such as product information, company information, copyright and disclaimer notices, site map, frequently asked questions, what's new, customer-specific information, customer only information, error messages, instructions, feedback mechanisms, reference pages, forms, background articles, ratings/rankings/testimonials/quotes from reviews, hyperlink titles

Mark-up language may include but are not limited to:

HTML

DHTML

XHTML

SGML

VRML

XML

Extension may include but is not limited to:

HTM

HTML

XML

DHTML

XHTML

Format includes:

consideration of the combination of typeface and other attributes, such as size, pitch and spacing of the font

Browser may include but is not limited to:

Netscape Navigator

Internet Explorer

Mozilla

Opera

Galleon

Phoenix

Konqueror

Lynx