Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAPRG415A Mapping and Delivery Guide
Apply skills in object-oriented design

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICAPRG415A - Apply skills in object-oriented design
Description This unit describes the performance outcomes, skills and knowledge required to apply the cyclic process of iteration from identification of class, instance, role and type to the final complete object-oriented model of the application.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to system designers who are required to design systems in an object-oriented method.Object-oriented languages are an important feature of software development processes world-wide.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Derive the high-level design from specification
  • Develop a static class diagram from a given set of specifications
  • Develop either a collaboration diagram or a sequence diagram from a given set of specifications
  • Develop either an activity diagram or a state diagram from a given set of specifications
       
Element: Refine the design
  • Investigate and refine behaviour, state of classes and the collaboration between classes
  • Validate the correct visibility of class services and state data
  • Identify generalisations within classes
  • Identify specialisations within classes
  • Apply the principles of aggregation and composition to refine class design
       
Element: Document the design
  • Create detailed uniform modelling language (UML) static class diagrams
  • Create detailed UML collaboration or sequence diagrams
  • Create detailed UML activity or state diagrams
       


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 ability to:

produce an object-oriented design from requirements documents or system specifications, including:

static class diagrams

collaboration or sequence diagrams

activity or state diagrams.

Context of and specific resources for assessment

Assessment must ensure access to:

system specifications

requirement documents

design specifications

detailed design

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of candidate performing the process of iteration from identification of class, instance, role and type to the object-oriented model

verbal or written questioning to assess candidate’s knowledge of object-oriented techniques and analytical skills, including evaluating development methodologies to a project or scenario to the scope and tasks involved in the object-oriented design processes

review of documentation as required by the chosen methodology.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

communication skills to liaise with clients and staff

technical skills to:

abstract classes related to producing the required design

conduct completion of abstractions to successfully produce the required design

conduct domain analysis to successfully produce the required design

conduct refinement of inheritance hierarchies to successfully produce the required design.

Required knowledge

design quality metrics, such as coupling and cohesion

design refinement techniques

programming design principles

different programming methodologies

various developmental life cycle options.

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.

Specifications may include:

specifications of a system or process application that includes use-case diagrams

requirements document.

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
Develop a static class diagram from a given set of specifications 
Develop either a collaboration diagram or a sequence diagram from a given set of specifications 
Develop either an activity diagram or a state diagram from a given set of specifications 
Investigate and refine behaviour, state of classes and the collaboration between classes 
Validate the correct visibility of class services and state data 
Identify generalisations within classes 
Identify specialisations within classes 
Apply the principles of aggregation and composition to refine class design 
Create detailed uniform modelling language (UML) static class diagrams 
Create detailed UML collaboration or sequence diagrams 
Create detailed UML activity or state diagrams 

Forms

Assessment Cover Sheet

ICAPRG415A - Apply skills in object-oriented design
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

ICAPRG415A - Apply skills in object-oriented design

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: