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

ICTPRG415 Mapping and Delivery Guide
Apply skills in object-oriented design

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency ICTPRG415 - Apply skills in object-oriented design
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to produce an object-oriented design from specifications, applying the cyclic process of iteration from identification of class, instance, role and type to the final object-oriented model of the application.It applies to system designers who are required to design systems using an object-oriented method.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the programming and software development field of work and include access to:

system specifications

requirement documents

design specifications

detailed design.

Assessors must satisfy NVR/AQTF assessor requirements.
Prerequisites/co-requisites
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 high-level design from specification
  • Develop static class diagram from given set of specifications
  • Develop either collaboration diagram or sequence diagram from given set of specifications
  • Develop either activity diagram or state diagram from given set of specifications
       
Element: Refine design
  • Investigate and refine behaviour, state of classes and collaboration between classes
  • Validate correct visibility of class services and state data
  • Identify generalisations within classes
  • Identify specialisations within classes
  • Apply principles of aggregation and composition to refine class design
       
Element: Document 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Derive high-level design from specification

1.1 Develop static class diagram from given set of specifications

1.2 Develop either collaboration diagram or sequence diagram from given set of specifications

1.3 Develop either activity diagram or state diagram from given set of specifications

2. Refine design

2.1 Investigate and refine behaviour, state of classes and collaboration between classes

2.2 Validate correct visibility of class services and state data

2.3 Identify generalisations within classes

2.4 Identify specialisations within classes

2.5 Apply principles of aggregation and composition to refine class design

3. Document design

3.1 Create detailed uniform modelling language (UML) static class diagrams

3.2 Create detailed UML collaboration or sequence diagrams

3.3 Create detailed UML activity or state diagrams

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

refine the design

document the design.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

explain design quality metrics such as coupling and cohesion

explain design refinement techniques

describe programming design principles

describe different programming methodologies

outline various developmental life cycle options.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Derive high-level design from specification

1.1 Develop static class diagram from given set of specifications

1.2 Develop either collaboration diagram or sequence diagram from given set of specifications

1.3 Develop either activity diagram or state diagram from given set of specifications

2. Refine design

2.1 Investigate and refine behaviour, state of classes and collaboration between classes

2.2 Validate correct visibility of class services and state data

2.3 Identify generalisations within classes

2.4 Identify specialisations within classes

2.5 Apply principles of aggregation and composition to refine class design

3. Document design

3.1 Create detailed uniform modelling language (UML) static class diagrams

3.2 Create detailed UML collaboration or sequence diagrams

3.3 Create detailed UML activity or state diagrams

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 static class diagram from given set of specifications 
Develop either collaboration diagram or sequence diagram from given set of specifications 
Develop either activity diagram or state diagram from given set of specifications 
Investigate and refine behaviour, state of classes and collaboration between classes 
Validate correct visibility of class services and state data 
Identify generalisations within classes 
Identify specialisations within classes 
Apply 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

ICTPRG415 - 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

ICTPRG415 - 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: