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Evidence Guide: ICPPP494C - Develop document content and structure

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

 

ICPPP494C - Develop document content and structure

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

Identify document requirements

  1. Content meaning and information structure are developed based on the document intent, final media and intended audiences
  2. Information is identified and grouped according to the job brief
  3. Target audience requirements and expectations are determined according to the brief
Content meaning and information structure are developed based on the document intent, final media and intended audiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is identified and grouped according to the job brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Target audience requirements and expectations are determined according to the brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan content structure

  1. Information is arranged in related topics and a logical sequence
  2. Content meaning is tested by simulating the generation of new coherent documents based on the original content
  3. A hierarchy of information is developed with data checked to confirm the hierarchy sequence
Information is arranged in related topics and a logical sequence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Content meaning is tested by simulating the generation of new coherent documents based on the original content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A hierarchy of information is developed with data checked to confirm the hierarchy sequence

Completed
Date:

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Develop information architecture

  1. An information hierarchy is prepared catering for the physical storage of the files
  2. Search and retrieval mechanisms are prepared for content discovery
  3. An information hierarchy is designed catering for navigation and access between files or groups of content
An information hierarchy is prepared catering for the physical storage of the files

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Search and retrieval mechanisms are prepared for content discovery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An information hierarchy is designed catering for navigation and access between files or groups of content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop navigation system

  1. High level, local and document navigational systems are built based on information architecture
  2. The design is consistent, intuitive and has a logical labelling system to provide access to various levels and type of content
  3. Labels and indexes are clear, consistent, coherent and relatively intuitive to enable target audience access
High level, local and document navigational systems are built based on information architecture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The design is consistent, intuitive and has a logical labelling system to provide access to various levels and type of content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Labels and indexes are clear, consistent, coherent and relatively intuitive to enable target audience access

Completed
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Design information layout

  1. Templates for textual and graphic elements are developed to facilitate consistent and uniform layout and visual design
  2. An extensible template is linked to the document
Templates for textual and graphic elements are developed to facilitate consistent and uniform layout and visual design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An extensible template is linked to the document

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test the document

  1. A suite of prototypes for all document levels is developed
  2. The rigour of the information architecture at all levels is tested
  3. Correct functioning and intuitive use of the navigational features are tested for all levels
  4. Visual design and layout are tested at all levels against standard onscreen design principles
  5. Levels of accessibility for people with disabilities are acceptable
A suite of prototypes for all document levels is developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The rigour of the information architecture at all levels is tested

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correct functioning and intuitive use of the navigational features are tested for all levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Visual design and layout are tested at all levels against standard onscreen design principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Levels of accessibility for people with disabilities are acceptable

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:

developing information structures for markup, web pages or long document assembly. The document is intuitive for target audience navigation

demonstrate an ability to find and use information relevant to the task from a variety of information sources

TWO different documents are created and successfully tested

evidence for assessment may be gathered from assessment of the unit of competency alone or through an integrated assessment activity.

Context of and specific resources for assessment

Assessment must ensure:

assessment may take place on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

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 questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICPMM492C Create an extensible style sheet

ICPPP485C Develop a digital data template.

Required Skills and Knowledge

Required skills

OHS in relation to operating machinery such as safely switching off machinery before cleaning is started

communication of ideas and information by developing an intuitive, easy to use navigation system that provides different ways of searching for information

collecting, analysing and organising information by developing a consistent and logical labelling system

planning and organising activities by planning the content structure before determining the navigation system

teamwork when maintaining the production process in association with others

mathematical ideas and techniques by developing labels and indexes

problem-solving skills by testing the information structure to identify any gaps or problems with navigation

use of technology by using relevant software to develop document content structure and navigation system

Required knowledge

difference between a data store document and a document layout application

meta languages for multiple audiences

metadata and in particular PRISM

personalised Print Markup Language (PPML)

principles of document navigation

content conversion and content management

data mapping and content models

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.

Data may include:

includes mixed data and dynamic data.

Accessibility may include:

includes "content discoverability" as well as content availability with regard to people with disabilities.

Markup language may include:

new markup languages are becoming available regularly and examples include XML and PPML. This unit does not cover HTML which is covered by another unit ICAB4135B Create a simple mark-up language document to specification.

Document purpose may include:

electronic publishing, e-commerce, web services, interchange of data amongst different applications, software configuration files.

Electronic publishing may include:

electronic publishing in this context does not mean the use of page layout applications but rather the development of content to meet the needs of different audiences and different output devices.