NTISthis.com

Evidence Guide: ICAB5068B - Build using rapid application development

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

 

ICAB5068B - Build using rapid application development

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

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 sufficient knowledge of the fundamentals and features of RAD. Assessment must confirm the ability to build using RAD within the required timeframe and to technical and client specifications. High-quality code should be produced.

Supplementary questioning may be used during the assessment, where necessary, to ensure that all issues relating to quality issues were considered and appropriate choices made, given the chosen RAD technique.

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

CASE tools

Prototyping software

Detailed user requirements

CASE repository to facilitate the reuse of templates and components

Code generator

Requirements document, including model and scope

Context of and specific resources for assessment

RAD building for a software project should be carefully managed to deliver maximum benefit for cost and quality. Selection of the most appropriate RAD tool will take into consideration the targeted platform or multi-platform options. 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

Required Skills and Knowledge

Required skills

Communications where code is developed by CASE tool, code generator or industry standard tools and delivered within the 'timebox', and when specifications and implementation schedules for each module are compared and the functional requirements are confirmed according to project requirements

Evaluation and presentation of information (e.g. when each completed transaction is built and demonstrated to end-users for revision within the agreed terms of reference)

Ability to manage iterative changes in design by involving end-users in the development process

Prototyping tools skills for identifying, analysing and evaluating a range of solutions

Required knowledge

Current industry-accepted prototyping tools, with broad knowledge of general features and capabilities and detailed knowledge in some areas

Broad general knowledge of the client business domain (e.g. when developing construction stage)

Broad knowledge of three or more programming languages

Broad knowledge of the role of stakeholders and the degree of stakeholder involvement

Broad knowledge of quality assurance practices (e.g. when developing construction stage)

Broad knowledge of three or more current industry development methodologies

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.

Applications may include but are not limited to:

commercial software applications

organisation-specific software; word processing, spreadsheet, database, graphic, communication packages and presentation functionalities

RADtools may include:

CASE tool

code generators

User may include:

a person within a department

a department within the organisation

a third party

Appropriate person may include:

supervisor

teacher

authorised business representative

client

Specifications may include but is not limited to:

technical requirements

user problem statement

current system functionality

project plan

software requirements

metrics

RAD techniques may include:

CASE tools

iterative life cycles

prototyping

workshops

SWAT teams

timebox development methodology; and reuse of applications, templates and code