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Evidence Guide: ICAA5050B - Develop detailed component specifications from project specifications

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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ICAA5050B - Develop detailed component specifications from project specifications

What evidence can you provide to prove your understanding of each of the following citeria?

Develop components

  1. Document behaviour scenarios according to documentation standards
  2. Identify or develop components within projectspecifications
  3. Prepare diagrams according to standards
Document behaviour scenarios according to documentation standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify or develop components within projectspecifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare diagrams according to standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare schema

  1. Analyse and document component connectivity
  2. Iterate data flows
  3. Prepare component action diagrams according to standards
Analyse and document component connectivity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Iterate data flows

Completed
Date:

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Prepare component action diagrams according to standards

Completed
Date:

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Prepare component model

  1. Describe roles and responsibilities
  2. Review and update functional requirements
  3. Specify interface components and component relationships
  4. Prepare interaction diagrams according to standards
Describe roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and update functional requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify interface components and component relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare interaction diagrams according to standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Iterate and review model

  1. Conduct walk-through of current model and review functionality
  2. Identify relationships to ensure integration of model
  3. Review class service requirements
  4. Prepare initial test criteria
  5. Implement process for incremental testing
Conduct walk-through of current model and review functionality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relationships to ensure integration of model

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review class service requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare initial test criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement process for incremental testing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 the ability to identify and model components relevant to the project requirements. Specifications need to be deliverable. Assessment must confirm the interoperability between components.

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

Technical specifications

Organisational and process goals

Standards for model development

Computer-aided software engineering (CASE) tools

Project deliverables

Test plan

Project budget

Context of and specific resources for assessment

The learner will need access to the outcomes of the business analysis process

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 to 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.

Assessment for this unit could be across both software and hardware.

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

Required Skills and Knowledge

Required skills

Problem solving skills for a defined range of unpredictable problems (e.g. when components are identified or developed within project specifications)

Project planning skills in relation to scope, time, cost, quality, communications and risk management (e.g. when components are identified or developed within project specifications, and when interaction diagrams are prepared according to project standards)

Research skills for specifying, analysing and evaluating broad features of a particular business domain and best practice in program development (e.g. when component connectivity is analysed and data flows iterated)

Required knowledge

Detailed knowledge of tools and their use (e.g. when analysing components)

Detailed knowledge of current industry-accepted design methodologies (e.g. when analysing components and preparing schema)

Current industry-accepted hardware and software products, including broad knowledge of general features and capabilities (e.g. when preparing schema)

Broad knowledge of quality assurance practices, for preparing component model

Basic knowledge of cost-benefit analysis and ability to identify information sources for a cost-benefit analysis (e.g. when analysing components)

Detailed knowledge of the system's current functionality, for analysing components

Detailed knowledge of program development methodologies (e.g. when analysing the requirements to produce a set of high-level component specifications from project specifications)

Detailed knowledge of configuration management (e.g. when preparing component model)

Detailed knowledge of data modelling techniques (e.g. when preparing component model and iterating and reviewing)

Range Statement

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.

Documentation standards

May include but are not restricted to policy relating to sign-off, storage, distribution and revision

Standards may include ISO/IEC/AS standards, organisational standards, project standards (for further information refer to the Standards Australia website at: www.standards.com.au )

May include tools for documenting (e.g. word processing packages, desktop publishing packages)

Project specifications may include but are not limited to:

technical requirements

user problem statement

current system functionality

Standards may include:

ISO/IEC/AS standards

organisational standards

project standards (for further information refer to the Standards Australia website at: www.standards.com.au)

Requirements may be in reference to:

business

system

network

people in the organisation