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 ICTPRG527, 'Apply intermediate 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 intermediate 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. Build applications using the provided language utilities | 1.1 Review the program requirements 1.2 Divide multiple source-code files into logical units and packages 1.3 Use at least two of the utilities of the target language, allowing for the internal storage of collections of data 1.4 Use the utilities of the target language, providing internal data-sorting and searching facilities 1.5 Employ integrated-development environment facilities, to make files to automate program building 1.6 Follow the guidelines for developing maintainable code, adhering to coding standards 1.7 Use the facilities in the language for persisting objects to binary files 1.8 Use the operator and function or method overloading facilities available in the language, at an introductory level 1.9 Use exception-handling techniques to ensure program stability 1.10 Use of a class that is based on multiple inheritances |
2. Write programs that interact with a database | 2.1 Design and implement programs that connect to a database 2.2 Design and implement programs that use the language facilities to extract, update, and delete data stored in a database 2.3 Design and implement programs that use the language facilities to manipulate database structure (query, create and delete) 2.4 Write programs that deliver transactional integrity |
3. Write the graphical user interface | 3.1 Employ the graphical user interface (GUI) framework, or text windowing interface, appropriate to the chosen language 3.2 Use standard GUI components 3.3 Use the facilities within the language for GUI objects to respond to user and program-generated events |
4. Debug the application | 4.1 Use stand-alone debugging tools, or tools provided by the integrated development environment, to examine variables, and trace the running code 4.2 Use the debugger to detect logical and coding errors 4.3 Use the tracing of code and examination of variable contents during execution, to detect and correct errors |
5. Test the application | 5.1 Design and document limited tests of code 5.2 Undertake limited testing of the produced code to ensure that it complies with the program specification 5.3 Capture and document the test results |
6. Create and maintain documentation | 6.1 Read and interpret the supplied design document, to create the code 6.2 Create and maintain program documentation |