Assessor Resource

ICAB5067B
Prepare for software development using rapid application development

Assessment tool

Version 1.0
Issue Date: April 2024


This unit defines the competency required to carry out rapid application development, known as RAD, in the context of preparing 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)

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 sufficient knowledge of RAD tools and prototyping methods. Assessment must confirm the ability to meet client requirements by meeting the agreed deadlines and client performance requirements.

Assessment must confirm that code produced is bug-free.

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

Requirements document, including model and scope

Context of and specific resources for assessment

The selection and utilisation of a suitable RAD tools can have an impact on cost and quality of a software project and should be carefully selected and used with code projects. 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.

This competency may also be applicable to other phased implementation methods and related competencies.

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

Risk management when a prioritised plan using a series of recursive stages of build and review for delivery of the system is implemented

Problem solving skills for a defined range of unpredictable problems (e.g. when determining RAD requirements)

Communication skills in relation to evaluation of Rapid Applications Development (RAD) tools selection

Skills in facilitating planning and developing version/change control methods, and when agreement of all parties is ensured

Facilitating the training and exposure to the user participants via Joint Applications Development (JAD) 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

Client business (e.g. when determining RAD requirements)

Two or more programming languages

Broad knowledge of quality assurance practices

Broad knowledge of two or more current industry development methodologies

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.

Tool set may include:

compiler

code beautifier

integrated development environment

bug analyser

test harness software

Database may include but is not limited to:

relational databases

object-relational databases

proprietary databases

commercial off-the-shelf (COTS) database packages

System may include but is not limited to:

databases

applications

servers

operating systems

gateways

application service provider

ISP

Documentation may follow:

ISO/IEC/AS standards

audit trails

naming standards

version control

project management templates and report writing

maintaining equipment inventory

client training

satisfaction reports

Stakeholders may include:

sponsor

user

development team

project team

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
Select and demonstrate use of the most suitable industry standard tool set 
Implement a prioritised plan using a series of recursive stages of build and review for delivery of the system 
Implement and/or incorporate a physical database 
Identify, document and schedule modules to be implemented by incremental development techniques 
Identify and formally allocate responsibilities to authorised user and suitably skilled builders for each module 
Plan for and document the endorsement of reviews, administration schedules and development milestones 
Set development goals 
Seek and secure agreement on and adherence to a single common notation 
Determine tools, features and techniques most appropriate to the development environment 
Facilitate, plan, develop and document version and change control methods 
Facilitate the training and exposure to the user participants via RAD 
Determine and reach agreement of stakeholders on the specifics 
Confirm dates for milestones with stakeholders and secure with written agreement 
Inform production system parties and secure with written acknowledgment 
Administer and maintain relevant time recording and management methodologies 

Forms

Assessment Cover Sheet

ICAB5067B - Prepare for software development using rapid application development
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

ICAB5067B - Prepare for software development using rapid application development

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: