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Evidence Guide: ICAA5054C - Validate quality and completeness of system design 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!

From the Wiki University

 

ICAA5054C - Validate quality and completeness of system design specifications

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

Determine audit criteria

  1. Investigate the system or product for which the quality audit is being performed, to understand its functionality
  2. Determine the objectives to be achieved by the quality audit
  3. Determine the scope of the quality audit
  4. Develop a list of audit criteria and quality benchmarks
  5. Develop a metric to classify the audit criteria
  6. Determine the audit technique or methodology that will be followed
  7. Examine and detail the resources available to carry out the audit
  8. Document the objectives, scope, criteria, technique and resources in an audit plan
Investigate the system or product for which the quality audit is being performed, to understand its functionality

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine the objectives to be achieved by the quality audit

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine the scope of the quality audit

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a list of audit criteria and quality benchmarks

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a metric to classify the audit criteria

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine the audit technique or methodology that will be followed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Examine and detail the resources available to carry out the audit

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document the objectives, scope, criteria, technique and resources in an audit plan

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Audit all aspects of the final system

  1. Use the audit criteria to collect evidence about the functionality and quality of the final system including documentation
  2. Use a checklist to monitor audit progress
  3. Document audit outcomes as the audit progresses
Use the audit criteria to collect evidence about the functionality and quality of the final system including documentation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use a checklist to monitor audit progress

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Document audit outcomes as the audit progresses

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Review and confirm with contract and specifications

  1. Review system contract against audit outcomes
  2. Compare system functionality against audit outcomes and system contract
  3. Identify items of non-compliance where audit outcomes do not meet performance targets or fall short of contract requirements
  4. Review system procedures for corrective action
  5. Document items of non-compliance and proposed corrective action to be taken
Review system contract against audit outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Compare system functionality against audit outcomes and system contract

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify items of non-compliance where audit outcomes do not meet performance targets or fall short of contract requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review system procedures for corrective action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document items of non-compliance and proposed corrective action to be taken

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 preset system goals or objectives have been achieved and that quality standards have been met

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

Technical specifications

Acceptance criteria

Live system, including database, system files, designed interface

Service-level agreement

Archive policy

Documentation guidelines

IT security specifications

Context of and specific resources for assessment

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.

The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Assessment must ensure:

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.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. In the case of this unit, it could be assessed in a holistic manner with:

ICAB5071B Review developed software

ICAB5074B Monitor the system pilot

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

Required Skills and Knowledge

Required skills

Problem solving skills for a range of unpredictable problems (e.g. when drafting acceptance criteria)

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when documentation procedures have been followed)

Ability to conduct quality audit to review system against contract areas, and when identifying areas of non-compliance

Required knowledge

Broad knowledge of detailed design principles and specification standards (e.g.when reviewing all aspects of the system design and quality)

Broad knowledge of fault tolerance technologies (e.g.when reviewing all aspects of system design and quality)

Detailed knowledge of acceptance criteria (e.g.when reworking and confirming quality of high-level design)

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.

Metric may include but is not limited to:

input,

output,

capacity,

performance,

quality

value metrics

Documentation may follow:

ISO/IEC/AS standards,

audit trails,

naming standards,

version control,

project management templates

report writing principles

System may include but is not limited to:

databases,

applications,

servers,

operating systems,

gateways,

ASP

ISP

Requirements may be in reference to:

business,

system,

application,

network

people in the organisation

Quality benchmarks relevant quality standards include:

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

May vary according to the type of organisation and may cover technical, cost savings, performance and quality. Some organisations may be quality certified and have well-documented standards for addressing quality, while others will not. In a simulated environment best practice workplace examples must be used