ICTPRG527 – Apply Intermediate object-oriented language skills

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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Unit Assessment Pack
Course Code: ICT50115
Course Name: Diploma of Information Technology
Unit Code: ICTPRG527
Unit Name: Apply Intermediate Object-Oriented Language
Skills
Contents
Unit Assessment Pack Cover Sheet…………………………………………………………………………………………………………………..3
Section 1: Assessment Plan……………………………………………………………………………………………………………………………..5
Section 2: Unit Pre-Assessment Checklist (UPAC) …………………………………………………………………………………………….11
Section 3: UAT1 – Unit Knowledge Test (UKT) – Written Activity ……………………………………………………………………….12
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) …………………………………………………….14
Unit Assessment Result Sheet (UARS): UAT1 – Unit Knowledge Test (UKT) – Written Activity…………………………..17
Section 4: UAT2 – Unit Skills Test (UST) – Case Study Activity ……………………………………………………………………………18
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) …………………………………………………….20
Unit Assessment Result Sheet (UARS): UAT2 – Unit Skills Test (UST) – Case Study Activity ……………………………….28
Section 5: Student Feedback on unit………………………………………………………………………………………………………………31
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Unit Assessment Pack Cover Sheet
Course Name ICT50115 – Diploma of Information Technology
Unit Name ICTPRG527 – Apply intermediate Object-Oriented Language Skills
First Name: Family Name:
Assessor Name: Student Number:
Please read and sign this assessment coversheet and submit it together with all your assessments to your Assessor by the due date.
Student
Declaration
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material
that I used in the production of the assessment pack.
The Trainer/Assessor has gone through the instructions (specially the need of using referencing and
consequence of plagiarism) for all the assessments. Due date for assessment submission has been clearly
communicated to me.
I give the trainer/assessor of this assessment the permission to:
– Reproduce this assessment and provide a copy to another member of staff; and
– Take steps to authenticate the assessment, including communicating a copy of this assessment to a
checking service (which may retain a copy of the assessment on its database for future plagiarism
checking).
I am aware of post-assessment options (re-submission, re-assessment, study plan) available to me.
I have talked to my Trainer/Assessor about any of my special needs.
By submitting this assessment pack and signing below, I DECLARE THAT all the assessments in this pack
are my own work and have not been previously submitted by me or any other student. I understand that
if there is any doubt of the authenticity of any piece of my assessment I can be orally assessed by the
assessor.
Student’s Signature: Date: ____/____/____
Assessor Use Only
Final Overall
Result
Assessment Re-submission Re-assessment
C NYC C NYC C NYC
Assessor’s Signature Date ____ /____ /____
Feedback to Student
I have received the Assessment Feedback on ____/____/____ Student’s Signature: _____________
Assessor’s Signature Date ____ /____ /____
Assessment Submission Receipt
Student
Name:
Student
Number:
Assessor
Name:
Assessor’s
Signature:
Unit
Details: ICTPRG527 – Apply Intermediate Object-Oriented language skills Date
received:
ECA GRADUATE INSTITUTE | RTO: 91423 | ABN: 81 128 584 896
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Section 1: Assessment Plan
To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following
assessment tasks.
Evidence recorded Evidence Type/ Method of assessment
Unit Assessment Task 1 (UAT1) Unit Knowledge Test (UKT) – Written Activity
Unit Assessment Task 2 (UAT2) Unit Skills Test (UST) – Case Study
Instructions to complete the “Assessment Plan” Outcome Records
You are required to fill out this “assessment plan” outcome records in the assessment pack, when:
• The student has completed and submitted all requirements for the assessment tasks for this cluster or unit
of competency.
• The student’s work has been reviewed and assessed by you.
• You have recorded a satisfactory/unsatisfactory result for each assessment task within each unit of
competency.
• Relevant and detailed feedback has been provided to Student.
Every assessment has a “Feedback to Candidate” section to record the following information. You must also ensure
that all sections are filled appropriately, such as:
• Result of Assessment (satisfactory or unsatisfactory)
• Student name, signature and date
• Assessor name, signature and date
• Relevant and detailed feedback
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to undertake intermediate level programming tasks using an
object-oriented programming language.
It applies to programmers in a variety of fields who are required to produce programs in object-oriented languages.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
• Build applications using the provided language utilities
• Write programs that interact with a database
• Write the graphical user interface
• Debug the application
• Test the application
• Create and maintain documentation
Training and assessment resources required for this unit of competency
The student will have access to the following:
• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word.
• An operational business environment to implement the learning plan
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• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Trainer/assessor must confirm the assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of
others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work
Plagiarism
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as
your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, EGI staff,
other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This
occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another EGIstudent or with individuals or students external to EGI. This appliesto work assessed
by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without EGI approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct
in group work please refer to the EGI’s policy on plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in
plagiarism and collusion as outlined in EGI’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary
action.
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Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the assessment task
for this cluster or unit of competency to be deemed competent.
• Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each
individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not
yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital
technology and employment skills) that are essential to performance. Foundation skills essential to performance are
explicit in the performance criteria of this unit of competency.
Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
• Workplace environmental and resource efficiency strategies including organisational policies, plans and
procedures
• Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of
evidence state that evidence must be sufficient, valid, current and authentic.
Principles of Assessment
Validity:
• Each assessment task has been mapped to unit of competency requirements.
• Refer to the ‘Unit Mapping’ document for more information.
• Assessment tasks are varied and are required to be completed over a period of time and, where required, on
a number of occasions.
• Practical observations provide opportunities for students to demonstrate both knowledge and skills.
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• Assessment of knowledge and skills is integrated with their practical application;
• Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and
knowledge in other similar situations.
Reliability:
• Reliability refers to the degree of consistency and accuracy of the assessment outcomes. That is, the extent
to which the assessment will provide similar outcomes for students with equal competence at different
times or places, regardless of the Assessor conducting the assessment.
• Trainer Assessment Pack provides benchmark performance checklists and answers for each assessment task
to ensure accuracy and consistency in the assessment decision-making process.
Flexibility:
• All students should be fully informed of the purpose of assessment, the assessment criteria, methods and
tools used, and the context and timing of the assessment.
• A range of assessment methods are provided that are relevant to the unit’s context.
• Assessment methods are appropriate to the context, the unit of competency and associated assessment
requirements, and the individual.
Fairness:
• Students are required to declare reasonable adjustments if they have any special needs or considerations
that may affect their ability to complete the assessments.
• Any reasonable adjustments that are required to be made to these assessment tasks must be recorded in
the reasonable adjustment strategies matrix section, in the unit pre-assessment checklist for the relevant
task.
• An assessment should not place unnecessary demands on students that may prevent a student from
demonstrating competence (for example, an assessment should not demand a higher level of English
language or literacy than that which is required to perform to the workplace standard outlined in the
competencies being assessed).
• The EGI informs the learner about the assessment process and provides the learner with the opportunity to
challenge the result of the assessment and be reassessed if necessary.
• Students are provided with information about the appeals process in their Student Handbook.
Rules of Evidence
Validity:
• The Marking Guide provides a set of benchmark performance responses/checklists/answers for each
assessment task.
• There is a clear relationship between the evidence requirements of the unit of competency and the evidence
on which the assessment judgment is made.
• Assessors are to record assessment outcomes for each task in the accompanying Unit Assessment Result
Sheet (UARS).
• Assessor observations require the Assessor to watch and observe the student complete specific workplacerelated activities in which they can demonstrate the skills and knowledge required.
Sufficiency:
• The ‘Unit Mapping’ document demonstrates how assessment tasks align with unit of competency
requirements.
• Some units may require the student to demonstrate assessment over a period of time and more than once.
These requirements will be made clear in the relevant assessment task.
• All dimensions of competency are addressed.
• Competency in different contexts is demonstrated.
• The Assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgment to be made of a learner’s competency.
Currency:
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• Evidence for each assessment task must demonstrates the student’s current knowledge and skills.
• Workplace-based related tasks will allow the student to draw from current workplace conditions and
experiences, and students will be able to use technology, tools and equipment specific to their workplace.
• The Assessor is assured that the assessment evidence demonstrates current competency. This requires the
assessment evidence to be from the present or the very recent past.
Authenticity:
• Students are required to sign the Unit Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
• The Assessor is assured that the evidence presented for assessment is the student’s own work.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and
the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more
information, please visit https://monkessays.com/write-my-essay/aqf.edu.au/
Further Information
For further information about this unit go to http://training.gov.au/Training/Details/ICTPRG527 and assessment
guidelines and trainer/assessor instructions to assess student’s work.
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the
assessment for this unit.
• Student will be provided with one more attempt to complete this Unit assessment pack (UAP), if
trainer/assessor deemed them not yet satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready
for the assessment.
• Feedback regarding this Unit assessment pack (UAP) can be emailed to Academic Manager, EGI for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students
how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend
aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best,
feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
Please do not provide short/one-word comments, such as “Fantastic” or “Great work!”. Feedback needs to be:
• Constructive – highlighting the strengths and weaknesses of a given piece of work, it should set out ways in
which the student can improve the work.
• Timely – should be given while the assessed work is still fresh in a student’s mind, before the student moves
on to subsequent tasks.
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• Meaningful – should target individual needs, be linked to specific assessment criteria, and be received by a
student in time to benefit subsequent work.
If students have not received proper feedback, they can speak to Academic Manager, EGI. For more information,
please refer to EGI Staff Handbook.
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Section 2: Unit Pre-Assessment Checklist (UPAC)
Purpose of the Checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must
review the checklist with the student before the student attempts the assessment task. If any items of the checklist
are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to
ensure they understand the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Information for Trainers/Assessors:
• Please make sure the student has completed the necessary prior learning before attempting this assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks to be
completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the answers).
• Please ensure that yourstudent must have all the required resources needed to complete this Unit Assessment
Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be
granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the request for
extension to submit the assessment work.
• Request for an extension to submit assessment work must be made before the due date of this assessment
task.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language,
disability etc. can request for reasonable adjustments.
• Please note, academic integrity of the unit/course will not be lowered to accommodate the needs of any
student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student
with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section “Reasonable Adjustment Strategies Matrix” to ensure the
explanation and correct strategy have been recorded and implemented. This Matrix can be found at the
beginning of each Assessment Task.
• Trainer/Assessor must notify the Academic Manager, EGI for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the Academic
Manager, EGI.
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Section 3: UAT1 – Unit Knowledge Test (UKT) – Written Activity
Assessment type:
• Written Activity
Purpose of the assessment
This assessment task is designed to evaluate your following skills and abilities to:
• explain data structures
• explain small-size and medium-size application development
• define object-oriented programming concepts
• define object-oriented programming language
• explain the process and techniques related to the use of a graphical user interface (GUI), to interact with an
operator
• outline the techniques to document applications.
Instructions provided to the student:
Assessment task description:
• This is the first unit of assessment task student has to successfully complete to be deemed competent in this
unit of competency.
• The Unit Knowledge Test is comprised of six (6) questions.
• Student must respond to all the question and submit them to the Trainer/Assessor.
• Student must answer all questions to the required level, e.g. provide the number of points, to be deemed
satisfactory in this task.
• Trainer/Assessor is required to provide the feedback within two weeks and notify students when results are
available.
Applicable conditions:
• This knowledge test is untimed and are conducted as open book tests (this means student can refer to
textbooks).
• Student must read and respond to all questions.
• Student may handwrite/use computers to answer the questions.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not
Satisfactory.
• Trainer /Assessor must assess student’s written skills and knowledge as he/she complete this assessment task.
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her
own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will
be allowed. Assessor must note any such submissions.
• Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to EGI Staff Handbook.
Location:
• This assessment task may be completed in a classroom, learning management system (i.e. Canvas or
independent learning environment.)
• Trainer/Assessor will provide student further information regarding the location for completing this
assessment task.
Instructions for answering written questions:
• Student must have to complete a written assessment consisting of a series of questions.
• It is expected from students to correctly answer all the questions.
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• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good
writing skills.
• Student must be concise and to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information.
• Student must not use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual
preference or age. Gender inclusive language should be used.
• Assessor should not accept answers copied directly from texts without acknowledgement of the text.
How trainer/assessor will assess the work?
This assessment task requires the student to answer all the questions correctly.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will
complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not
Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Instructions for assessors:
• Assesses each student’s answers in accordance with the guidelines provided in the “Assessment Pack”.
• Should not accept answers copied directly from texts without acknowledgement of the text
• Assess each student’s answers and provide feedback within two weeks of submission
• Notify each student that they are Satisfactory/ Not Satisfactory via the learning management system.
• Submit assessed unit assessment pack to student administration within one week of marking, so that results
can be uploaded into the student management system.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 NonEnglish
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Homework help – Discuss with the student and supervisor (if applicable) whether
language, literacy and numeracy are likely to impact on the
assessment process
 Use methods that do not require a higher level of language or
literacy than is required to perform the job role
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral responses
given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical application
through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the field
after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the assessment takes
account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM microphone to
enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-taker for
a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
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 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Homework help – Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the student’s
individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible format,
e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM microphone to
enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note taker for
a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Assessment Instructions:
• This is an individual assessment.
• To make full and satisfactory responses you should consult a range of learning resources, other information
such as handouts and textbooks, learners’ resources and slides.
• All questions must be answered in order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words
with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
• Excel
Question 1. Write my Essay Online Writing Service with Professional Essay Writers – Explain Arrays, Linked List, Stack, Queue and Tree data structures in JAVA.
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development.
Question 3. Briefly define the Object-oriented programming concepts such as Object, Class, Inheritance,
Polymorphism, Abstraction and Encapsulation.
Question 4. Define Object-oriented programming language paradigm and list four popular OOP languages.
Object-oriented programming language
Question 5. Write my Essay Online Writing Service with Professional Essay Writers – Explain briefly the process and techniques related to the use of a GUI to interact with an operator
such as Graphical User Interface, Voice user interface and Motion tracking interface (Google Home,
Alexa).
Question 6. Outline the techniques which should be used to document applications list briefly two software tools
automatically generate documentation from source code such as Javadoc and GhostDoc.
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Unit Assessment Result Sheet (UARS): UAT1 – Unit Knowledge Test (UKT) – Written Activity
Student’s ID: Date:
Student’s name:
Assessor’s name:
Does the candidate answer the following? Yes No Assessor Comments
Question 1  
Question 2  
Question 3  
Question 4  
Question 5  
Question 6  
Feedback to Student (Please include recommendations in cases where the student has not satisfactorily completed
all the above questions)
Result:  Satisfactory  Not Yet Satisfactory
Assessor’s Signature: Date:
Student’s Signature: Date:
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Section 4: UAT2 – Unit Skills Test (UST) – Case Study Activity
Assessment type:
• Unit Skills Test (UST) – Case Study Activity
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities to:
• explain data structures
• explain small-size and medium-size application development
• define object-oriented programming concepts
• define object-oriented programming language
• explain the process and techniques related to the use of a graphical user interface (GUI), to interact with an
operator
• outline the techniques to document applications.
• design and build application programs from a problem scenario and program specification
• use object oriented programming language
Instructions provided to the student:
Assessment task description:
• This is the second unit assessment task that student has to successfully complete to be deemed competent in
this unit of competency.
• This unit skills test is comprised of a case study.
• Student is required to complete the tasks based on a given scenario.
• Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance
checklist to be deemed satisfactory in this task
• Student must prepare a research report based on given case study by following all given instructions, for the
trainer/assessor to assess competency in this assessment task.
Applicable conditions:
• This skill test is untimed and conducted as an open book test (this means student can refer to textbooks or
other learner materials during the test).
• Student may handwrite/use computers to answer the questions.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not
Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this
assessment task.
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her
own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will
be allowed. Assessor must note any such submissions.
• Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to EGI Staff Handbook.
Location:
• This assessment task may be completed in a classroom, learning management system (i.e. Canvas or
independent learning environment.)
• Trainer/Assessor will provide student further information regarding the location for completing this
assessment task.
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
General Instructions for attempting the skills test:
• Student must correctly attempt all activities of this assessment task.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good
writing skills.
How trainer/assessor will assess the work?
• This assessment task requires the student to prepare a research report based on given case study.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will
complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not
Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Instructions for the assessor:
• Assesses each student’s performance in accordance with the performance criteria for competency listed in
the Unit Trainer and Assessor Pack (UTAP).
• Assess each student’s performance and provide feedback within two weeks of student attempting this
assessment task.
• Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
• Submit assessed unit assessment pack to student administration within one week of marking so results can be
uploaded into the student management system.
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 NonEnglishSpeaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Homework help – Discuss with the student and supervisor (if applicable) whether
language, literacy and numeracy are likely to impact on the
assessment process
 Use methods that do not require a higher level of language or
literacy than is required to perform the job role
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral responses
given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical application
through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the field
after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the assessment takes
account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM microphone to
enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-taker for
a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Homework help – Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the student’s
individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible format,
e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM microphone to
enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note taker for
a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Assessment Instructions:
• This is an individual assessment.
• To make full and satisfactory responses you should consult a range of learning resources, other information
such as handouts and textbooks, learners’ resources and slides.
• All questions must be answered in order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words
with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
• Computer
• Internet
• MS Word / Excel
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
You have been hired as Java Programmer by MacroSoft company. Company has received a contract to develop a
Database application using OOP Java and MySQL database. Your task is to develop a Database GUI application using
NetBeans IDE to keep records of all stocks in the company. Stock information should include, item name, item code,
price, stock on hand and stock on order.
Please follow the given coding standards.
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
1. Formatting Source Code
The general principles for formatting source code are designed to make the source code as easily
readable as possible. Remember that 80% of the effort expended on any development project is in
maintenance, and in an average of 60% of maintenance work, the original developer is not the person
who maintains the code.
2. Indenting
The opening slash (/) in the comment at the top of a Java file should be in character position 4. The code
below this comment should start in the next character position (5) so that it lines up with the first asterisk
(*) in the comment. All indents after this point should be 4 characters deep.
Indents are required after each opening brace ({) and are terminated immediately before the closing
brace:
Sample
public Image getImage(URL url, String name) {
try {
return getImage(new URL(url, name));
} catch (MalformedURLException e) {
return null;
}
}
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
3. Braces
The opening brace ({) should be placed at the end of the line immediately preceding the block of code it
contains. The closing brace (}) should be the only character on the line following the block of code it
contains and should be placed in line with the preceding block of code; that is, its position should be
reduced by one (as shown in the example above).
4. Commenting
In general, see the Javadoc guidelines for information on how to format comments. Detailed here are any
exceptions to the Javadoc guidelines. Comments must start with /**.
5. Naming of Components/Variables/Properties
A consistent naming pattern is one of the most important elements of predictability and discoverability in a
managed class library. Widespread use and understanding of these naming guidelines should eliminate
many of the most common user questions. Class name with Upper Case, variables and other camelCase,
constants all UPPERCASES.
6. Case Sensitivity
To ensure cross-language, cross-platform operation, do not use names that require case sensitivity; that
is, never create two components, files, directories, properties, methods, or variables that differ only by
case within the same context.
7. Constants
Constants should be fully capitalized with underscores (_) separating words. For example:
static final int MIN_WIDTH = 4;
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Task 1 Build applications using the provided language utilities
1.1 Review the program requirements as per case study, contact your Trainer to further clarifications if you have
any.
1.2 Divide multiple source-code files into logical units and packages by creating Stock class, DBHelper and GUI class
with various methods for updating and reading data from database.
1.3 Use at least two of the utilities of the target language, allowing for the internal storage of collections of data by
You must create a Database using MySQL with necessary tables
1.4 Use the utilities of the target language, providing internal data-sorting and searching facilities by adding the
functionality of searching stock item by item code.
1.5 Employ integrated-development environment facilities, to make files to automate program building use
NetBeans IDE to write all your code, create Database and for compilation, testing and building your application
1.6 Follow the guidelines for developing maintainable code, adhering to coding standards as given to you in the case
study.
1.7 Use the facilities in the language for persisting objects to binary files, you need to use MySQL to persistent data
storage.
1.8 Use the operator and function or method overloading facilities available in the language, at an introductory level,
make sure you have multiple overloading constructor for Stock class and any other overloaded method with various
parameters.
1.9 Use exception-handling techniques to ensure program stability. You must use try catch in the Database
connectivity and reading and writing to database tables.
1.10 Use of a class that is based on multiple inheritances such as JLabels, JButton, JTextField in the graphical user
interface of your application and Stock class as sub class of Object class
Task 2 Write programs that interact with a database
2.1 Design and implement programs that connect to a database. Connect your application to the MySQL Database
created using JDBC API.
2.2 Design and implement programs that use the language facilities to extract, update, and delete data stored in a
database. Write necessary Method in DBHelper class code to read, update, create and delete data to Database.
2.3 Design and implement programs that use the language facilities to manipulate database structure (query, create
and delete), Write query to retrieve all data from tables into ArrayList to display in the GUI form
2.4 Write programs that deliver transactional integrity. You must use commit method in updating data in Database
to maintain transactional integrity.
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Task 3 Write the graphical user interface
3.1 Employ the graphical user interface (GUI) framework, or text windowing interface, appropriate to the chosen
language. Create the GUI for this application.
3.2 Use standard GUI components, you must use necessary JFrame class and JButton, JLabel, JTextField for all table
fields along with Save, Add, Delete, Update, Cancel buttons for all database activities
3.3 Use the facilities within the language for GUI objects to respond to user and program-generated events, create
button click events for all buttons and write code for button click events.
Task 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. Use Break Point to stop your program and use debugger to go through step by
step to see flow of the application. Submit screen shot of breakpoint with variable values
4.2 Use the debugger to detect logical and coding errors. Submit the screen shot of debugger with any logical or
coding error.
4.3 Use the tracing of code and examination of variable contents during execution, to detect and correct errors.
Submit the screen shot of variable tracing.
Task 5 Test the application
5.1 Design and document limited tests of code, prepare the test data for this application in the following table.
Test Data Expected Result Actual Result
Search Item ID xxx Item xxx is displayed
5.2 Undertake limited testing of the produced code to ensure that it complies with the program specification, use
this data to conduct the testing.
5.3 Capture and document the test results
Test Data Expected Result Actual Result
Search Item ID xxx Item xxx is displayed Item xx is not displayed
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Task 6 Create and maintain documentation
6.1 Read and interpret the supplied design document, to create the code, no action is required.
6.2 Create and maintain program documentation by writing all comments and remarks in all your code for future
maintenance of code.
You must submit all the codes (Copy and paste from NetBeans) and GUI with all working data (Screen Shots)
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Unit Assessment Result Sheet (UARS): UAT2 – Unit Skills Test (UST) – Case Study Activity
Student’s ID: Date:
Student’s name:
Assessor’s name:
Does the candidate meet the following criteria? Yes No Assessor Comments
1.1 Review the program requirements as per case study  
1.2 creates Stock class, DBHelper and GUI class with
various methods for updating and reading data from
database
 
1.3 create a Database using MySQL with necessary tables  
1.4 functionality of searching stock item by item code  
1.5 Use NetBeans IDE to write all your code, create
Database and for compilation, testing and building your
application
 
1.6 Follow the guidelines for developing maintainable
code, adhering to coding standards  
1.7 use MySQL to persistent data storage.  
1.8 Multiple overloading constructor for Stock class and
any other overloaded method with various parameters.  
1.9 use try catch in the Database connectivity and
reading and writing to database tables.  
1.10 Use JLabels, JButton, JTextField in the graphical user
interface of your application and Stock class as sub class
of Object class
 
2.1 Connect your application to the MySQL Database
created using JDBC API.  
2.2 Write necessary Method in DBHelper class code to
read, update, create and delete data to Database  
2.3 Write query to retrieve all data from tables into
ArrayList to display in the GUI form  
2.4 use commit method in updating data in Database to
maintain transactional integrity.  
3.1 Create the GUI for this application.  
3.2 use necessary JFrame class and JButton, JLabel,
JTextField for all table fields along with Save, Add,
Delete, Update, Cancel buttons for all database activities
 
3.3 create button click events for all buttons and write
code for button click events.
 
4.1 Use Break Point to stop your program and use
debugger to go through step by step to see flow of the
application. Submit screen shot of breakpoint with
variable values
 
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
4.2 Submit the screen shot of debugger with any logical
or coding error.  
4.3 Submit the screen shot of variable tracing  
5.1 Design and document limited tests of code, prepare
the test data  
5.2 Undertake limited testing of the produced code  
5.3 Capture and document the test results  
6.1 Read and interpret the supplied design document, to
create the code, no action is required.  
6.2 Create and maintain program documentation by
writing all comments and remarks in all your code for
future maintenance of code.
 
Feedback to Student (Please include recommendations in cases where the student has not satisfactorily completed
all the above questions)
Result:  Satisfactory  Not Yet Satisfactory
Assessor’s Signature: Date:
Student’s Signature: Date:
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
This page is kept blank intentionally.
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ICTPRG527 – Apply Intermediate object-oriented language skills Version 3.0 updated 18/04/2019
Section 5: Student Feedback on unit
Instruction – Please answer the following questions regarding your experiences in this unit of study. For each question mark your
responses by filling in the square that represents your thoughts. Take care to ensure that each of your responses is entered in the
correct row. Please give thoughtful answers; your opinions are highly valued. Do not write your name or other identifying information
on this sheet. Your responses will be completely anonymous and will be used to improve the quality of the unit.
Competency: ICTPRG527 – Apply Intermediate object-oriented language skills
Based on your learning experience in this unit, use the scales on the right to indicate the EXTENT of your agreement with the
statements below by shading the boxes.
Where 1 – Strongly Disagree
2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly Agree
Research Topics – Criteria 1 2 3 4 5
The unit covered what the unit outline indicated.     
This unit is relevant to my course.     
The learning activities in this unit have helped my learning.     
The assessments in this unit have helped me learn.     
I was able to learn from the feedback I received in this unit.     
There were clear guidelines for all assessment tasks in this unit.     
The learning resources provided for this unit helped me to engage in learning.     
This unit provided a reasonable amount of flexibility for study.     
The teaching and learning spaces used for this unit were adequate.     
The amount of work required in this unit was reasonable.     
In this unit, people treated each other fairly and with respect.     
This unit helped me develop my skills in critical thinking, analysing, and problem solving
and communicating.
    
Overall, I’ve had a satisfactory learning experience in this unit.     
What were the best aspects of this unit?
What aspects of this unit need improving?
Thank you for your feedback.

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