NTISthis.com

Evidence Guide: ICAPRG415A - Apply skills in object-oriented design

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

 

ICAPRG415A - Apply skills in object-oriented design

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

Derive the high-level design from specification

  1. Develop a static class diagram from a given set of specifications
  2. Develop either a collaboration diagram or a sequence diagram from a given set of specifications
  3. Develop either an activity diagram or a state diagram from a given set of specifications
Develop a static class diagram from a given set of specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop either an activity diagram or a state diagram from a given set of specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine the design

  1. Investigate and refine behaviour, state of classes and the collaboration between classes
  2. Validate the correct visibility of class services and state data
  3. Identify generalisations within classes
  4. Identify specialisations within classes
  5. Apply the principles of aggregation and composition to refine class design
Investigate and refine behaviour, state of classes and the collaboration between classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate the correct visibility of class services and state data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify generalisations within classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify specialisations within classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the principles of aggregation and composition to refine class design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the design

  1. Create detailed uniform modelling language (UML) static class diagrams
  2. Create detailed UML collaboration or sequence diagrams
  3. Create detailed UML activity or state diagrams
Create detailed uniform modelling language (UML) static class diagrams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create detailed UML collaboration or sequence diagrams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create detailed UML activity or state diagrams

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 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.

Required Skills and Knowledge

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.

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.

Specifications may include:

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

requirements document.