Assessor Resource

ICAB4222B
Apply introductory programming skills in another language

Assessment tool

Version 1.0
Issue Date: March 2024


This unit defines the competency required to undertake introductory programming tasks using a procedural approach to programming. An object-oriented language may be used in this approach.

There may be benefit in concurrent learning with the following unit:

ICAB4224B Apply mathematical techniques for software development

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

ICAB4225B

Automate processes


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 provided problem scenario and program specification.

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

Assessment must confirm competency in all areas of the software development cycle. Code only solutions are not acceptable.

Questions related to the performance criteria will assist in assessing competency. Observation of skills may assist in the collection of evidence.

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

Software development environment

Technical requirements

Context of and specific resources for assessment

Programming languages form the underpinning software infrastructure of all computer data processing

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, such as:

ICAB4224B Apply mathematical techniques for software development

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

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

Reading and interpreting program specifications

Translating requirements from problem space to machine space

Integrated development environment usage

Basic programming techniques

Internal (code) documentation techniques

Basic debugging techniques

Testing techniques

Basic documentation techniques

Required knowledge

Programming language

Small size application development

Data structures

GUI interfaces

Best practice in application of language syntax rules

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.

Organisational guidelines may include but are not limited to:

personal use of emails and internet access

content of emails

downloading information and accessing particular websites

opening mail with attachments

virus risk

dispute resolution

document procedures and templates

communication methods

financial control mechanisms

Basic programming constructs may include but are not limited to:

validation loops

sentinel-controlled loops

nested selections

Language may include but is not limited to:

C

VB

Java

C++

Small Talk

VB.net

Integrated development environment may include but is not limited to:

C

VB

Visual C++

Visual Studio suite

Eclipse

J-Edit

Code Warrior

Coding standard may include:

Java coding standard

GNU coding standard

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
Demonstrate understanding and application of basic language syntax rules 
Use language data types, operators and expressions to create clear and concise code 
Select and use the appropriate language syntax for sequence, selection and iteration constructs 
Develop algorithms that use the basic programmingconstructs 
Use a modular programming approach limited to pass-by-value parameters and module return values 
Demonstrate ability to create sequential search, insertion and deletion algorithms to operate on one-dimensional arrays 
Use text files and develop and code standard sequential access algorithms, including end-of-file detection loops 
Apply standalone debugging tools or tools provided by an integrated development environment to debug code 
Use a debugger to trace code execution and examine variable contents to detect and correct errors 
Follow organisational guidelines for developing maintainable code and adhere to the provided codingstandard when documenting activities 
Apply internal documentation suitable for consumption by peers to code created and utilise documentation tools available in the target language when documenting activities 
Create and conduct simple tests to confirm code meets design specification 
Document the tests performed and results achieved 
Develop a solution when provided with a basic design document, including a program specification 
Design the algorithm, construct and test applications in response to a problem description and language elements 

Forms

Assessment Cover Sheet

ICAB4222B - Apply introductory programming skills in another language
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

ICAB4222B - Apply introductory programming skills in another language

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: