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Evidence Guide: ICTPRG415 - 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

 

ICTPRG415 - Apply skills in object-oriented design

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

Derive high-level design from specification

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine design

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate 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 principles of aggregation and composition to refine class design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document 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

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Derive high-level design from specification

1.1 Develop static class diagram from given set of specifications

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

1.3 Develop either activity diagram or state diagram from given set of specifications

2. Refine design

2.1 Investigate and refine behaviour, state of classes and collaboration between classes

2.2 Validate correct visibility of class services and state data

2.3 Identify generalisations within classes

2.4 Identify specialisations within classes

2.5 Apply principles of aggregation and composition to refine class design

3. Document design

3.1 Create detailed uniform modelling language (UML) static class diagrams

3.2 Create detailed UML collaboration or sequence diagrams

3.3 Create detailed UML activity or state diagrams

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Derive high-level design from specification

1.1 Develop static class diagram from given set of specifications

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

1.3 Develop either activity diagram or state diagram from given set of specifications

2. Refine design

2.1 Investigate and refine behaviour, state of classes and collaboration between classes

2.2 Validate correct visibility of class services and state data

2.3 Identify generalisations within classes

2.4 Identify specialisations within classes

2.5 Apply principles of aggregation and composition to refine class design

3. Document design

3.1 Create detailed uniform modelling language (UML) static class diagrams

3.2 Create detailed UML collaboration or sequence diagrams

3.3 Create detailed UML activity or state diagrams

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

refine the design

document the design.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

explain design quality metrics such as coupling and cohesion

explain design refinement techniques

describe programming design principles

describe different programming methodologies

outline various developmental life cycle options.