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Evidence Guide: ICAI4189B - Ensure website content meets technical protocols and standards

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

 

ICAI4189B - Ensure website content meets technical protocols and standards

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

Confirm that content meets required standards

  1. Take action to ensure that text-based content meets client needs and required style standards
  2. Confirm multimedia-based content meets the business design standards or overall 'look' of the website
  3. Check that the mix between multimedia- and text-based content provides the required level of interaction identified in the project brief
  4. Test that content conforms to the client expectations and technology
Take action to ensure that text-based content meets client needs and required style standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm multimedia-based content meets the business design standards or overall 'look' of the website

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that the mix between multimedia- and text-based content provides the required level of interaction identified in the project brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test that content conforms to the client expectations and technology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that technology supports content

  1. Take action to ensure that the protocols required for multimedia content are available
  2. Check and confirm that the bandwidth required to support the content is available
  3. Check and confirm that servers support the content and levels of interaction
  4. Check and confirm that all plug-ins required to support content are made available
  5. Test and confirm that compression techniques support delivery of content
Take action to ensure that the protocols required for multimedia content are available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm that the bandwidth required to support the content is available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm that servers support the content and levels of interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm that all plug-ins required to support content are made available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and confirm that compression techniques support delivery of content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test content

  1. Test and confirm that content displays as intended and according to business requirements, in target browsers
  2. Test with beta users that content encourages interaction and content interaction performs as intended and record results
  3. Test and confirm that plug-ins download with a minimum of steps, complication and time
  4. Test that interactive tools are available and provide the expected results
Test and confirm that content displays as intended and according to business requirements, in target browsers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test with beta users that content encourages interaction and content interaction performs as intended and record results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and confirm that plug-ins download with a minimum of steps, complication and time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test that interactive tools are available and provide the expected results

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 prepare and integrate a mix of content for a website. Content must operate as expected - that is the correct streaming/compression techniques were used.

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

Style guides and design brief

Compression and streaming software

Context of and specific resources for assessment

Website design is important for a range contexts, including security, accessibility and legal, moral and ethical issues.

The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Assessment must ensure:

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic.

Applications may involve responsibility for, and limited organisation of, others.

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.

In the case of this unit, it could be assessed in a holistic manner with:

ICAA4142C Design a website to meet technical requirements

ICAD4190B Maintain information standards

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

Apply solutions to a defined range of unpredictable problems

Identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

Identify, analyse and evaluate information from a variety of sources

Take responsibility for own outputs in relation to specified quality standards

Take limited responsibility for the quantity and quality of the output of others

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Website publishing

File transfer

Directory maintenance

Site testing skills

Required knowledge

Server operating systems

Server access security procedures

FTP software protocols

Privacy principles

Internet protocols

Security issues (e.g. denial of service, viruses, hackers)

Copyright issues

Streaming technologies

Compression technologies

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.

Content may include:

text-based documents

multimedia content such as audio/video streaming

animation

static graphics

sound files

Client may include but ins not limited to:

internal departments

external organisations

clubs

individual people

internal employees

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)

Servers may include:

Application/web servers

BEA Weblogic servers

IBM VisualAge and WebSphere

Novell NDS servers

Email servers

File and print servers

FTP servers

Firewall servers

Proxy/cache servers

Requirements may be in reference to:

business

system

network

people in the organisation

Browsers may include but is not limited to:

Netscape Navigator

Internet Explorer

Mozilla

Opera

Galleon

Phoenix

Konqueror

Lynx

User may include:

a person within a department

a department within the organisation

a third party