Build a Dynamic Website

ICT50118 Diploma of Information Technology ICTWEB501 a    
Student Assessment  
ASSESSMENT INFORMATION FOR STUDENTS
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
·         Your skills and knowledge using written and observation activities that apply to the workplace.
·         Your ability to apply your learning.
·         Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
HOW YOU WILL BE ASSESSED
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process.  Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities                            
Assessors need to be aware of their responsibilities and carry them out appropriately.  To do this they need to:
·         Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
·         Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
·         Ensure that their own qualifications are current.
·         When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
·         When required, ensure supervisors and students sign off on third party assessment forms or third party report.
·         Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer. 
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
Type of Answer
Answer Guidelines  
Short Answer
4 typed lines = 50 words, or 5 lines of handwritten text
Long Answer
8 typed lines = 100 words, or 10 lines of handwritten text =  of a foolscap page
Brief Report
500 words = 1 page typed report, or 50 lines of handwritten text = 1foolscap handwritten pages
Mid Report
1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pages
Long Report
2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
ASSESSMENT GUIDE
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.
Assessment Method
Satisfactory Result
Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions
All questions answered correctly
Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report
Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator
Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity
The assessor will mark the activity against the detailed guidelines/instructions
Does not follow guidelines/instructions
Attachments if requested are attached
Requested supplementary items are not attached
All requirements of the written activity are addressed/covered.
Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace
One or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of information
Observation/Demonstration
All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level
Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study
All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.
Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly.  One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full; do not refer to appropriate sources.
Practical Activity
All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor. All tasks have been completed accurately and evidence provided for each stated task.
Tasks have not been completed effectively and evidence of completion has not been provided.
Attachments if requested are attached
Requested supplementary items are not attached
ASSESSMENT COVER SHEET
Assessment Cover Sheet
Student’s name:
 
USI
 
Assessors Name:
 
Date Submitted:
 
The following questions are to be completed by the assessor:
Is the Student ready for assessment?
Yes
No
Has the assessment process been explained?
Yes
No
Does the Student understand which evidence is to be collected and how?
Yes
No
Have the Student’s rights and the appeal system been fully explained?
Yes
No
Have you discussed any special needs to be considered during assessment?
Yes
No
The following documents must be completed and attached:
oWritten Activity and Checklist The student will complete the written activity provided to them by the assessor. The Written Activity Checklist will be completed by the assessor.
S
NYS
oObservation / Demonstration and Checklist The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit. The Observation Checklist will be completed by the assessor.
S
NYS
o Questions and Questions Checklist The student will answer a range of questions either verbally or written. The Questioning Checklist will be completed by the assessor.
S
NYS
Student Declaration
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO
I declare that: o  The material I have submitted is my own work; o  I have kept a copy of all relevant notes and reference material that I used in the production of my work; o  I have given references for all sources of information that are not my own, including the words, ideas and images of others.
Student Signature:
 
Date:
 

Result and Feedback
  Feedback to Student:                                                                          
Overall Outcome                                oCompetent                            oNot yet Competent
Assessor Signature:
 
Date:
 
WRITTEN ACTIVITY
Programming Control and Design Structures.
Outline and discuss programming control and design structures, and object-oriented programming.
This task must be completed within 20 minutes.
Principles of Analysis and Design.
Develop an information sheet summarising the principles of analysis and design.
This task must be completed within 30 minutes.
·          
WRITTEN ACTIVITY CHECKLIST
Written Activity Checklist
For this assessment, the student must complete the written activity. The written activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency.
Student’s name:
 
Assessor’s name:
 
 
Has the student satisfactorily completed the written activity?
Yes
No
Did the Student provide evidence of their ability to:
Outline and discuss programming control and design structures, and object-oriented programming.
£
£
Develop an information sheet summarising the principles of analysis and design.
£
£
Feedback to Student:            
Result             o Satisfactory              o Not Yet Satisfactory 
Assessor’s Signature:
Date:

OBSERVATION/DEMONSTRATION
The following task must be demonstrated in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the website technologies field of work, and include access to:
·         A development environment.
·         A server.
·         A database server.
·         Browsers.
For this task you are to complete the following steps to build a dynamic website for a client,using efficient and effective code to meet their technical requirements.
Define and analyse the technical requirements for the task by completing the following steps:
Identify the business requirements and the appropriate standards for the website.
Determine the purpose, expectations and functionality of the website, and accurately document these.
Analyse the user-interface design requirements for the website, including user needs, design principles and the operating systems.
Complete the following steps to produce the software design specifications:
Produce a hierarchy of the website, showing navigation.
Ensure that the content is logical and that it is accessible to the user.
Produce the prototype of the user interface.
Determine the architectural requirements, and document them accurately.
Design the data storage requirements.
Perform the following steps to develop the website to the specified design:
Create the software components of the website.
Test the various components of the website.
Integrate the tested components to produce the web application.
Test the web application by performing the following steps:
Test the website against the requirements.
Complete the design structure and document it accurately.
Obtain feedback from the client and adjust the web applications as appropriate.
After the successful development of the dynamic website, you will need to sit down with your assessor and discuss:
The principles of analysis and design.
Programming control and design structures, as relevant to the task completed, including object-oriented programming.
Any of the following web programming concepts used throughout the task:
Authentication and web security.
HTTP.
Session management.
Stateless programming.

OBSERVATION/DEMONSTRATION CHECKLIST
*Multiple copies of the checklist will need to be printed if the observation is to be observed more than once.
Observation/Demonstration Checklist
The observation/demonstration checklist is used by the assessor to observe the student demonstrating the application of the required skills and knowledge. For details on how to conduct and contextualise for competency, please refer to the section on contextualisation above. *The assessor needs to ensure that they take detailed notes on the performance of the student in the comments section provided.  
Student Name:
 
Assessor Name:
 
The student is able to demonstrate competency by:
 
Yes
No
How and where actions were observed:
Identify the business requirements and the appropriate standards for the website.
 
 
 
Determine the purpose, expectations and functionality of the website, and accurately document these.
 
 
 
Analyse the user-interface design requirements for the website, including user needs, design principles and the operating systems.
 
 
 
Produce a hierarchy of the website, showing navigation.
 
 
 
Ensure that the content is logical and that it is accessible to the user.
 
 
 
Produce the prototype of the user interface.
 
 
 
Determine the architectural requirements, and document them accurately.
 
 
 
Design the data storage requirements.
 
 
 
Create the software components of the website.
 
 
 
Test the various components of the website.
 
 
 
Integrate the tested components to produce the web application.
 
 
 
Test the website against the requirements.
 
 
 
Complete the design structure and document it accurately.
 
 
 
Obtain feedback from the client and adjust the web applications as appropriate.
 
 
 
The learner effectively discussed the following:
The principles of analysis and design.
 
 
 
Programming control and design structures, as relevant to the task completed, including object-oriented programming.
 
 
 
Any of the following web programming concepts used throughout the task: Authentication and web security.
 
 
 
HTTP.
 
 
 
Session management.
 
 
 

Details of Students Performance:
Feedback Given to Student:
Result             o Satisfactory              o Not Yet Satisfactory 
Assessor Signature
Date:
QUESTIONS
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
List 5 examples of the common business requirements for dynamic websites. 
There may be a range of appropriate standards that may apply to the proposed website. List 8 examples.
Websites can be created for a range of purposes. Identify 5.
Outline the types of expectations that may be determined and documented for a dynamic website.
What are 5 of the types of dynamic functionality items that may be determined as required for the dynamic website?
What methods should be used to identify user-interface design requirements, including user needs, design principles and operating systems, for dynamic websites?
What information will need to be shown in the website hierarchy produced?
What are the different ways that content and pages can be organised in to ensure a logical and accessible layout? 
What is the purpose of developing a prototype of the user interface?
What is meant by the architectural requirements of a website?
What are the 2 main categories of data storage requirements that will need to be designed for the website?
Identify and briefly describe at least 3 of the types of software components that mat be created for a dynamic website.
Describe how to test the components of a website.
What is it necessary to ensure when integrating the components to produce the web application?
How should you test the website against the requirements?
Identify at least 3 of the general documentation standards that should be applied to document the completed design structure.
What are 3 of the methods that might be used to obtain feedback and evaluation from the client to use in adjusting the website?
Briefly explain each of the following web programming concepts:
Authentication and web security.
HTTP.
Session management.
Stateless programming.

QUESTIONS CHECKLIST
Questioning Checklist
The assessor needs to indicate whether they have conducted the questioning as written questions or as verbal questions by ticking the box below.
oWritten Questioning
oVerbal Questioning
The assessor must provide evidence with the assessment tool. For written questions, the assessor must provide the student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on the student’s responses. For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist explanation in the assessor guide.
Student’s name:
 
Assessor’s name:
 
If questions are answered verbally, theassessor must write detailed answers in the sections provided below. The space below does not indicate the size of the answer anticipated. Keep typing and the space will expand. If answers are recorded separate to this document, they must be attached to the assessment documents.
Satisfactory response
Yes
No
1
List 5 examples of the common business requirements for dynamic websites. 
£
£
 
2
There may be a range of appropriate standards that may apply to the proposed website. List 8 examples.
£
£
 
3
Websites can be created for a range of purposes. Identify 5.
£
£
 
4
Outline the types of expectations that may be determined and documented for a dynamic website.
£
£
 
5
What are 5 of the types of dynamic functionality items that may be determined as required for the dynamic website?
£
£
 
6
What methods should be used to identify user-interface design requirements, including user needs, design principles and operating systems, for dynamic websites?
£
£
 
7
What information will need to be shown in the website hierarchy produced?
£
£
 
8
What are the different ways that content and pages can be organised in to ensure a logical and accessible layout? 
£
£
 
9
What is the purpose of developing a prototype of the user interface?
£
£
 
10
What is meant by the architectural requirements of a website?
£
£
 
11
What are the 2 main categories of data storage requirements that will need to be designed for the website?
£
£
 
12
Identify and briefly describe at least 3 of the types of software components that mat be created for a dynamic website.
£
£
 
13
Describe how to test the components of a website.
£
£
 
14
What is it necessary to ensure when integrating the components to produce the web application?
£
£
 
15
How should you test the website against the requirements?
£
£
 
16
Identify at least 3 of the general documentation standards that should be applied to document the completed design structure.
£
£
 
17
What are 3 of the methods that might be used to obtain feedback and evaluation from the client to use in adjusting the website?
£
£
 
18
Briefly explain each of the following web programming concepts: a.    Authentication and web security. b.    HTTP. c.    Session management. d.    Stateless programming.
£
£
 
Feedback to Student:        
Result             o Satisfactory              o Not Yet Satisfactory 
Assessor’s Signature:  
Date:

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