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Evidence Guide: ICASAS401A - Perform unit test for a class

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

 

ICASAS401A - Perform unit test for a class

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

Prepare for test

  1. Determine test criteria
  2. Prepare the test environment
  3. Perform static tests using appropriate test tools to verify correct behaviour of modules
  4. Use a test harness program to exercise module behaviour
  5. Test objects containing lower level class instances separately
  6. Prepare data to facilitate path testing
  7. Prepare data to facilitate member function testing
Determine test criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the test environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform static tests using appropriate test tools to verify correct behaviour of modules

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a test harness program to exercise module behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test objects containing lower level class instances separately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare data to facilitate path testing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare data to facilitate member function testing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct test

  1. Ensure clean test environment
  2. Initialise test environment
  3. Run test harness and document results in line with test and acceptance processes
  4. Finalise test environment
Ensure clean test environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initialise test environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Run test harness and document results in line with test and acceptance processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise test environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and classify results

  1. Review and classify test results to highlight areas of concern
  2. Compare test results against requirements and design specifications in line with quality benchmarks
  3. Forward test results to appropriate person
  4. Review feedback
  5. Ensure compliance with documentation and reporting standards
Review and classify test results to highlight areas of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare test results against requirements and design specifications in line with quality benchmarks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forward test results to appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure compliance with documentation and reporting standards

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:

prepare a test environment

conduct unit test, covering:

member function test

path test

static test

analyse test results.

Context of and specific resources for assessment

Assessment must ensure access to:

suitable test plan

specific requirements

design documents used in the analysis of the test

suitable class to test

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:

verbal or written questioning to assess candidate’s knowledge of a test for a particular class

direct observation of candidate conducting test

evaluation of candidate’s documented analysis of test results and feedback.

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 present and actively question and listen

literacy skills to analyse and evaluate information when details and comments are logged and signatures are gained

problem-solving skills for a defined range of unpredictable problems, such as memory leakage, global name space pollution, and static variables

technical skills to use testing tools and methodologies.

Required knowledge

object-oriented programming language

automated test tools, with detailed knowledge of features and processes in some areas

client business domain relating to class to be tested

input and output requirements

organisational requirements relating to class to be tested

system testing

underlying test data.

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.

Test criteria may include:

object-oriented language criteria that may encompass:

inheritance between classes

interaction between methods of the classes

procedural language criteria

proper instantiation of classes

procedural language criteria that may encompass:

behaviour that affects the attributes of the program

parameters

procedures

return values.

Test environment may include:

data

network or communications and other equipment

operating system

other support software

program libraries.

Quality benchmarks may relate to:

organisational standards

products, such as Protocol and Service Multiplexor (PSM).

Appropriate person may include:

project leader or programmer responsible for code

supervisor.