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Evidence Guide: ICAU1131B - Operate a database application

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

 

ICAU1131B - Operate a database application

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

Create database

  1. Open a database application and design a two-table simple relational database incorporating basic designprinciples
  2. Develop a table with fields and attributes according to database usage, as well as user requirements
  3. Create a primary key and establish an index for each table
  4. Modify table layout and field attributes as required
  5. Create a relationship between the two tables
  6. Add and modify data in a table according to information requirements
  7. Add and delete records as required
  8. Save and close down database to disk
Open a database application and design a two-table simple relational database incorporating basic designprinciples

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a table with fields and attributes according to database usage, as well as user requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create a primary key and establish an index for each table

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Modify table layout and field attributes as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create a relationship between the two tables

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Add and modify data in a table according to information requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Add and delete records as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Save and close down database to disk

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Customise basic settings

  1. Adjust page layout to meet user requirements
  2. Open and view different toolbars
  3. Format font as appropriate for the purpose of the database entries
Adjust page layout to meet user requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Open and view different toolbars

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Format font as appropriate for the purpose of the database entries

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create reports

  1. Design reports to present data in a logical sequence
  2. Modify reports to include/exclude additional requirements
  3. Distribute reports to appropriateperson in a suitable format
Design reports to present data in a logical sequence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Modify reports to include/exclude additional requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Distribute reports to appropriateperson in a suitable format

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create forms

  1. Use a wizard to create a simple form
  2. Open existing database and modify records through a simple form
  3. Rearrange objects within the form to accommodate information requirements
Use a wizard to create a simple form

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Open existing database and modify records through a simple form

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Rearrange objects within the form to accommodate information requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Retrieve information

  1. Access existing database and locate required records
  2. Create simple query and retrieve required information
  3. Develop query with multiple criteria and retrieve required information
  4. Select data and display appropriately
Access existing database and locate required records

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create simple query and retrieve required information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop query with multiple criteria and retrieve required information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select data and display appropriately

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 ensure a person has the ability to design and develop a simple database using a standard database package. The person must add data, use queries, and create forms and reports.

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

Personal computer

Basic software

Documents or information containing data suitable for creating a database

Context of and specific resources for assessment

An individual demonstrating these competencies, may use pre-existing data (e.g. documents, spreadsheet data, data from database tables) or create new data when creating and manipulating databases and tables.

The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform a defined range of activities many of which may be routine and predictable.

Assessment must ensure

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

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, for example:

ICAU1128B Operate a personal computer

ICAU1129B Operate a word processing application

ICAU1130B Operate a spreadsheet application

ICAU1132B Operate a presentation package

An individual demonstrating this competency would be able to:

Demonstrate knowledge by recall in a narrow range of areas

Demonstrate basic practical skills, such as the use of relevant tools

Perform a sequence of routine tasks given clear direction

Receive and pass on messages and information

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Reading and writing at a level where basic workplace documents are understood

Clear and precise communication

Interpretation of user manuals

Ability to create a simple database

Required knowledge

Basic database design

Knowledge of relationships between tables (cardinality)

Knowledge of forms, reports and queries for retrieving and displaying information

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.

Designprinciples may include:

naming conventions

data layout

formatting

Attributes may include:

name

data type

size

Relationship may be but is not limited to:

one-to-one

one-to-many

many-to-many relationships

Disk may include but are not limited to:

diskettes (floppy disks)

CDs

CD-RW (Compact Discs-Read Write)

DVD RW

zip disks

solid state hard drives

Pagelayout may include:

landscape

portrait

Toolbars may contain:

buttons

menus

a combination of both

Font

The combination of typeface and other attributes, such as size, pitch, and spacing character or symbol

Appropriateperson may include:

supervisor

teacher

authorised business representative

client

Objects may include:

buttons

checkboxes

option buttons

text boxes

drop down lists