Assessor Resource

ICAT5077B
Develop detailed test plan

Assessment tool

Version 1.0
Issue Date: April 2024


This unit defines the competency required to plan for testing by collating documentation of conditions and expected results sufficient to allow for thorough system testing.

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 interpreting software specifications and the ability to consistently and accurately develop a comprehensive test plan.

Assessment of this competency requires access to project documentation such as:

System engineering management plan

Test and evaluation program plan

Project plan

System/application suitable for testing

To demonstrate this unit of competency the test plan will need to document:

Test conditions/cases to be applied

Data to be processed

Automated testing coverage

Expected results

Activities, dependencies and effort required to conduct the system test.

Context of and specific resources for assessment

A test plan describes the scope, approach, resources, and schedule of intended testing activities. It identifies test items, the features to be tested, the testing tasks, who will do each task, and any risks requiring contingency planning.

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

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

Skills involving participation in critical areas (e.g. access control, pathing)

Communication skills in relation to analysis, evaluation and presentation of information (e.g. when all documentation and checklists are completed)

Application usage skills in relation to analysis, evaluation and presentation of information

Planning skills in relation to communications and risk management (e.g. when test plan is walked through according to project requirements)

Research skills for identifying, analysing and evaluating broad features of system testing and best practice in system testing, for example when critical areas to test are determined such as the use of application skills

Required knowledge

Broad knowledge of at least three different operating systems, with detailed knowledge of operating systems relevant to project requirements.

Detailed knowledge of system/application being tested

Broad knowledge of testing techniques, with detailed knowledge of features and processes in some areas

Broad knowledge of automated test tools, with detailed knowledge of features and processes in some areas

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.

Testing schedule may take into account but is not limited to:

dependency

importance

testability

complexity

security

X-factor, where X is an unknown and may or may not impact on the test schedule

Quality benchmarks may include:

AS 4043-1992 Software configuration management

AS 4042-1992 Software configuration management plans

AS 3925.1-1994 Software quality assurance - plans

AS/NZS 4258:1994 Software user documentation process

AS/NZS ISO/IEC 12207:1997 Information technology - software life cycle processes

AS/NZS 14102:1998 Information technology - guideline for evaluation and selection of CASE tools

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
Determine structure of system and user accounts to understand the test environment 
Determine areas to test and objectives of the testing ensuring adherence to organisational standards 
Ensure accessibility of documentation 
Notify user representatives or approval authorities of objectives and scheduled test 
Notify operations staff of scheduled test to ensure preparedness and an understanding of implications 
Gather test schedules 
Correlate schedules with related functionality 
Check testing schedule prior to validation 
Prepare test drivers/stubs for test harness 
Register test plan, and initiate log entries 
Take action to ensure adherence to organisational standards 
Use software metrics where appropriate 
Validate test and acceptance processes 
Ensure documentation and reporting comply with test plan and quality benchmarks 

Forms

Assessment Cover Sheet

ICAT5077B - Develop detailed test plan
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

ICAT5077B - Develop detailed test plan

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: