Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver ICTPRG406, 'Apply introductory object-oriented language skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply introductory object-oriented language skills' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Apply basic language syntax and layout | 1.1 Apply basic language syntax rules and best practices 1.2 Select and use language data types, operators and expressions, in order to create clear and concise code 1.3 Use the appropriate language syntax for sequence, selection and iteration constructs 1.4 Use a modular programming approach within member or function logic 1.5 Apply arrays, including arrays of objects to introductory programming tasks 1.6 Use standard-array processing algorithms 1.7 Use the facilities of the language to read and write data, from and to, text files, and record the outcomes |
2. Apply basic object-oriented principles in the target language | 2.1 Implement a class that contains primitive member or instance variables 2.2 Implement a class that contains multiple options for object construction 2.3 Implement a class that uses user-defined aggregation (object instance or member variables) 2.4 Use the facilities of the language to implement inheritance, to at least two levels 2.5 Use polymorphism at a simple level through inheritance, to enable the easy extension of the code |
3. Debug the code | 3.1 Use the language debugging facilities of an integrated development environment (IDE) 3.2 Interpret the compiler or interpreter messages to resolve syntax errors, and use debugging techniques to resolve logic errors |
4. Document the activities | 4.1 Follow organisational guidelines for developing maintainable code, and adhere to the provided coding standards, when documenting activities 4.2 Apply internal documentation to all the code created, and use the documentation tools available in the target language, when documenting activities |
5. Test the code | 5.1 Create and conduct simple tests, to confirm that the code meets the design specification 5.2 Document the tests performed and the results achieved |
6. Create an application | 6.1 Develop a solution, when provided with a basic object-oriented design document 6.2 Refer to the appropriate documentation for the language |