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Evidence Guide: ICAU4207B - Apply web authoring tool to convert client data for websites

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

 

ICAU4207B - Apply web authoring tool to convert client data for websites

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

Create files

  1. Create files and save in correct location/directory
  2. Insert and format text content according to businessrequirements
  3. Insert and optimise images as required
  4. Identify usage for, and create, templates
Create files and save in correct location/directory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Insert and format text content according to businessrequirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Insert and optimise images as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify usage for, and create, templates

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create formatting templates

  1. Create basic external cascading style sheets (CSS)
  2. Define styles for the required tags according to the businessrequirements
  3. Link CSS to the relevant files and display the relevant formatting
Create basic external cascading style sheets (CSS)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define styles for the required tags according to the businessrequirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Link CSS to the relevant files and display the relevant formatting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define library items

  1. Identify items that recur on several pages and include in library
  2. Format selected items according to CSS definition
  3. Check the tags of the selected items
  4. Selected library items are created and clearly named
  5. Update items contained in library as required by businessrequirements
Identify items that recur on several pages and include in library

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Format selected items according to CSS definition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check the tags of the selected items

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selected library items are created and clearly named

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update items contained in library as required by businessrequirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop templates

  1. Create and save a file as a template and link with CSS
  2. Format the template and create and name editable regions
  3. Place generic image icons in page as required by business image
  4. Save and modify templates
Create and save a file as a template and link with CSS

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Format the template and create and name editable regions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Place generic image icons in page as required by business image

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save and modify templates

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify authoring requirements

  1. Select preferred web authoring tool according to businessrequirements
  2. Set preferences for the web authoring tool, including site file transfer protocol client
  3. Customise and navigate the web author tool environment/workspace to meet individual requirements
  4. Select buttons and tools correctly, both opened and closed to access a full range of features
  5. Define and clearly name site and a root folder
Select preferred web authoring tool according to businessrequirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set preferences for the web authoring tool, including site file transfer protocol client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Customise and navigate the web author tool environment/workspace to meet individual requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select buttons and tools correctly, both opened and closed to access a full range of features

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define and clearly name site and a root folder

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create simple forms

  1. Add form elements to page
  2. Set form element properties for each form element
  3. Insert additional fields as required for processing form
  4. Identify availability and location of CGI script
  5. Connect the form to a script in a server CGI bin
  6. Test the form to ensure no errors
Add form elements to page

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set form element properties for each form element

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Insert additional fields as required for processing form

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify availability and location of CGI script

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Connect the form to a script in a server CGI bin

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test the form to ensure no errors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create simple navigation

  1. Create a site map to plan navigation
  2. Create links between pages to reflect content structure using both text and images
  3. Check links in multiple browsers for errors
  4. Check website content across a number of different browsers and browser versions to ensure consistency of presentation, performance and accessibility
Create a site map to plan navigation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create links between pages to reflect content structure using both text and images

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check links in multiple browsers for errors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check website content across a number of different browsers and browser versions to ensure consistency of presentation, performance and accessibility

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 develop web content using authoring tools to meet specifications. Authoring tools are applied to create cross browser web documents.

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

Site authoring software and tools

Business expectations brief

Context of and specific resources for assessment

Using web authoring to convert data is an appropriate method for rapid data translation and prevents the need for a rewrite.

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.

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

Additionally, an individual demonstrating this competency would be able to:

Demonstrate skills and knowledge in using a web authoring tools

Apply solutions to a variety of data conversion problems

Perform processes that require a range of well-developed skills where some discretion and judgement is required

Interpret available information, using discretion and judgement

Take responsibility for outputs in data conversion work

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

HTML

Basic design

Read and interpret authoring specifications

Appropriate software and tools are selected to meet the required specifications

Required knowledge

Website architecture

SGML and the associated standards

Basic design principles

Authoring tool accessibility guidelines

Technical environment characteristics

Australian Computer Society Code of Ethics

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.

Browser may include but is not limited to:

Netscape Navigator

Internet Explorer

Mozilla

Opera

Galleon

Phoenix

Konqueror

Lynx

Images may include but is not limited to:

graphics

clipart

pictures

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

Business requirements may include:

customer

supplier

payroll

inventory

tax requirements of the organisation

Requirements may be in reference to:

business

system

network

people in the organisation

File transfer protocol client may include:

AxY FTP for Windows, Linux and Unix

Cftp for Unix

Curl for Unix supports FTP, HTTP, Telnet, etc.

gFTP with GUI for Unix supports FTP, HTTP and SSH

Lftp command line FTP for Solaris, IRIX, HP-UX, Digital UNIX and Linux

Lukemftp command-line FTP supports FTP and HTTP URLs

NcFTP Client command-line FTP and HTTP URLs for Solaris, FreeBSD, AIX and Linux

WS-FTP