Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Derive the high level design from specification | 1.1. Develop a static class diagram from a given a set of specifications 1.2. Develop either a collaboration diagram or a sequence diagram from a given a set of specifications 1.3. Develop either an activity diagram or a state diagram from a given a set of specifications |
2. Refine the design | 2.1. Investigate and refine behaviour, state of classes and the collaboration between classes 2.2. Validate the correct visibility of class services and state data 2.3. Identify generalisations within classes 2.4. Identify specialisations within classes 2.5. Apply the principles of aggregation and composition to refine class design |
3. Document the 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
Required skills |
Domain analysis in relation to successfully producing the required design Completion of abstractions in relation to successfully producing the required design Refinement of inheritance hierarchies in relation to successfully producing the required design Class naming in relation to successfully producing the required design Abstract classes in relation to successfully producing the required design |
Required knowledge |
Design refinement techniques Implementation of design principles Various life cycle options Methodological philosophy Design quality metrics (e.g. coupling and cohesion) |
Evidence Required
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 following is essential: Assessment must confirm sufficient knowledge of object-oriented techniques and analysis skills. Assessment must confirm the ability to meet technical requirements by successfully producing the required design. To demonstrate competency in this unit the learner will need access to: Design specifications Detailed design |
Context of and specific resources for assessment | Object-oriented languages are an important feature of software development processes world-wide. Evaluating development methodologies to a project or scenario clarifies the scope and tasks involved in a object-oriented design processes. The stages of the development methodology should be followed within the scope of a project or scenario, and the relevant supporting documentation produced. The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Assessment must ensure: Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic. Applications may involve responsibility for, and limited organisation of, others. |
Method of assessment | The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. The following assessment method is appropriate for this unit: Competency in this unit should to be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAA4233B Determine and apply appropriate development methodologies An individual demonstrating this competency would be able to: Understand a range of development object-oriented methodologies and their application Demonstrate theoretical knowledge of object-oriented language development Apply a methodology to a project or scenario Produce documentation required by the chosen methodology An individual demonstrating this competency would be able to: Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts Apply solutions to a defined range of unpredictable problems Identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas Identify, analyse and evaluate information from a variety of sources Take responsibility for own outputs in relation to specified quality standards Take limited responsibility for the quantity and quality of the output of others Maintain knowledge of industry products and services |
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. | |
Specifications | High-level specifications of a system or process application that includes use-case diagrams |
UML | Uniform Modelling Language according to the ISO standard or an appropriate super set |
Sectors
Unit sector | Analyse and Design |
Employability Skills
This unit contains employability skills. |
Licensing Information
Refer to Unit Descriptor