ICTPRG501 Apply Advanced Object Oriented Language Skills
Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
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.
Section 1: Information for Students
- Please make sure you have completed the necessary prior learning before attempting this assessment.
- Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
- Please make sure you understand what evidence is required to be collected and how.
- Please make sure you know your rights and the Complaints and Appeal process.
- Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
- Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
- Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
- Due date of this assessment task is according to your 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 your request for an extension to submit your assessment work.
- Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: 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 standards 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 below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
- Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
- All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
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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 |
|
¨ Non-English Speaking Background |
¨ Speaking ¨ Reading ¨ Writing ¨ Cultural background ¨ Confidence |
¨ 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 ¨ 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 |
¨ 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 textbook 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 |
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
- Written Questions
Assessment task description:
- This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
- The Unit Knowledge Test is comprised of eight (8) written questions
- You must respond to all questions and submit them to your Trainer/Assessor.
- You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task
- You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
- All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
- You must read and respond to all questions.
- You may handwrite/use computers to answer the questions.
- You 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.
- As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
- The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
- Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
- You must speak to your Trainer/Assessor if you 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 your RTO Student Handbook.
Location:
- This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
- Your trainer/assessor will provide you further information regarding the location for completing this assessment task.
Instructions for answering written questions:
- Complete a written assessment consisting of a series of questions.
- You will be required to correctly answer all the questions.
- Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
- Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
- Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
- Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
- When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
- This assessment task requires the student to answer all the questions.
- 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 task 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.
Purpose of the assessment task:
- The purpose of this assessment task is to assess the students’ knowledge required for develop applications using advanced object-oriented language skills
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
- This is an individual assessment.
The purpose of this assessment task is to assess the students’ knowledge required for develop applications using advanced object-oriented language skills.
- 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 include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
- 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:
- Learner guide
- PowerPoint presentation
- Unit Assessment Pack (UAP)
- Access to other learning materials such as textbooks
- Access to a computer, the Internet and word-processing system such as MS Word.
Summarise the clients-server app model. Write your response in 100-200 words.
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Client–server model is a distributed application structure that partitions tasks or workloads between the providers of a resource or service, called servers, and service requesters, called clients. Often clients and servers communicate over a computer network on separate hardware, but both client and server may reside in the same system. A server host runs one or more server programs, which share their resources with clients. A client does not share any of its resources, but it requests content or service from a server. Clients, therefore, initiate communication sessions with servers, which await incoming requests. Examples of computer applications that use the client-server model are email, network printing, and the World Wide Web. Reference: En.wikipedia.org. 2020. Client–Server Model. [online] Available at: <https://en.wikipedia.org/wiki/Client–server_model> [Accessed 8 September 2020]. |
- Summarise what a web service is, and the different types that can be implemented by an app. Write your response in 100-200 words.
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A Web service is a software package that is used for communicating between two devices or web entities lying on the network. They involve a service provider along with a service requester, i.e., the client. Since Web services are advantageous as they are language transparent, so there is no issue whether the fundamental system is providing the service developed in Java, PHP, or any other language. At the same time, the client application is written in Python, Ruby, Perl, or JavaScript. Web services perform specific tasks. These are: l Usually, web services are searched for over the network as well as call upon accordingly. l As a web service is called, it would be capable of providing operation for the client that has invoked the web service. Web services are mainly of two types. These are: l SOAP Web Services l REST Web Services Reference: W3schools.in. 2020. Types Of Web Services. [online] Available at: <https://www.w3schools.in/restful-web-services/types-of-web-services/> [Accessed 8 September 2020]. |
- Summarise what an applications process is, and how threads can help with the performance of the application. Write your response in 100-150 words.
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When an application is launched, the system creates a thread of execution for the application, called "main." This thread is very important because it is in charge of dispatching events to the appropriate user interface widgets, including drawing events. It is also almost always the thread in which your application interacts with components from the Android UI toolkit (components from the android.widget and android.view packages). As such, the main thread is also sometimes called the UI thread. However, under special circumstances, an app's main thread might not be its UI thread. The system does not create a separate thread for each instance of a component. All components that run in the same process are instantiated in the UI thread, and system calls to each component are dispatched from that thread. Consequently, methods that respond to system callbacks (such as onKeyDown() to report user actions or a lifecycle callback method) always run in the UI thread of the process. Reference: Android Developers. 2020. Processes And Threads Overview | Android Developers. [online] Available at: <https://developer.android.com/guide/components/processes-and-threads> [Accessed 8 September 2020]. |
- Provide an overview of the stages in a Waterfall model, and why this model is suited for large size application development. Write your response in 100-200 words.
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The Waterfall Model was the first Process Model to be introduced. It is also referred to as a linear-sequential life cycle model. It is very simple to understand and use. In a waterfall model, each phase must be completed before the next phase can begin and there is no overlapping in the phases. The Waterfall model is the earliest SDLC approach that was used for software development. The waterfall Model illustrates the software development process in a linear sequential flow. This means that any phase in the development process begins only if the previous phase is complete. In this waterfall model, the phases do not overlap. The advantages of waterfall development are that it allows for departmentalization and control. A schedule can be set with deadlines for each stage of development and a product can proceed through the development process model phases one by one. Development moves from concept, through design, implementation, testing, installation, troubleshooting, and ends up at operation and maintenance. Each phase of development proceeds in strict order. Some of the major advantages of the Waterfall Model are as follows − l Simple and easy to understand and use l Easy to manage due to the rigidity of the model. Each phase has specific deliverables and a review process. l Phases are processed and completed one at a time. l Works well for smaller projects where requirements are very well understood. l Clearly defined stages. l Well understood milestones. l Easy to arrange tasks. l Process and results are well documented. Reference: Tutorialspoint.com. 2020. SDLC - Waterfall Model - Tutorialspoint. [online] Available at: <https://www.tutorialspoint.com/sdlc/sdlc_waterfall_model.htm> [Accessed 8 September 2020]. |
- Identify and outline testing techniques suitable for distributed applications. Write your response in 100-200 words.
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Distributed application development means developing applications which are executed, or the data used by them is located, on several systems. Usually it is client / server programs. When testing client / server programs, we must test both the client and server part, and also the communication between them. Usually, the client part of the application is the front end, the UI. Functionality tests should be performed on it, for example have all input fields proper input validation, is the proper information sent to the server, and so on. Also, UAT (User Acceptance Tests ) should be performed on the front end. Is the user interface user friendly, is it usable for the end user? The client communicates with the server, usually with sending and receiving responses to HTTP requests, or by calling some API used by the application. This communication should be tested also. Here we may test what happens if we send to the server user input not validated by the UI (we can send it directly with the API or HTTP request ). Functional tests can be done also on the server side of the application, or the backend. Here probably a database will be involved, so performance tests can be run on it too, and also database tests. Of course, security testing should be performed to be as sure as possible that the application is not vulnerable to malicious attacks. Depending on the requirements of your software, many other tests can be performed, but this is a basic sketch of the needed testing techniques Reference: 2020. [online] Available at: <https://www.quora.com/What-are-the-testing-techniques-which-are-applied-to-distributed-application-development> [Accessed 8 September 2020]. |
- Explain what a nested class is and why you might use them. Write your response in 100-150 words.
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In Java, it is possible to define a class within another class, such classes are known as nested classes. They enable you to logically group classes that are only used in one place, thus this increases the use of encapsulation, and creates more readable and maintainable code. The scope of a nested class is bounded by the scope of its enclosing class. Thus in above example, class NestedClass does not exist independently of class OuterClass. A nested class has access to the members, including private members, of the class in which it is nested. However, the reverse is not true i.e., the enclosing class does not have access to the members of the nested class. A nested class is also a member of its enclosing class. As a member of its enclosing class, a nested class can be declared private, public, protected, or package private(default). Nested classes are divided into two categories: l static nested class : Nested classes that are declared static are called static nested classes. l inner class : An inner class is a non-static nested class. SYNTAX: class OuterClass{... class NestedClass { ... }}Reference: GeeksforGeeks. 2020. Nested Classes In Java - Geeksforgeeks. [online] Available at: <https://www.geeksforgeeks.org/nested-classes-java/> [Accessed 9 September 2020]. |
- Explain how drag and drop can be implemented between two GUI components in Java or C#. Write your response in 100-150 words.
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In computer graphical user interfaces, drag-and-drop is the action of (or support for the action of) clicking on a virtual object and dragging it to a different location or onto another virtual object. In general, it can be used to invoke many kinds of actions, or create various types of associations between two abstract objects.Drag and drop operation enables users to do complex things intuitively.Usually, we can drag and drop two things: data or some graphical objects. If we drag an image from one application to another, we drag and drop binary data. If we drag a tab in Firefox and move it to another place, we drag and drop a graphical component. Reference: Bodnar, J., 2020. Drag And Drop In Swing. [online] Zetcode.com. Available at: <http://zetcode.com/javaswing/draganddrop/> [Accessed 9 September 2020]. |
- Explain how to code 2D graphics in either Java or C#. Write your response in 100-200 words.
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Java 2D API supports a uniform rendering model across all the different types of devices is it a display monitor or a printer. During the development of the program, rendering works, in the same way, irrespective of the end component whether it is a printer or a display monitor. The package automatically detects and changes the Graphics context based on the end component. The Java 2D API consists of java.awt.Graphics2D which extends the Graphics class to provide support for enhanced graphics and rendering features. Code: import javax.swing.JFrame; Reference: Answers.microsoft.com. 2020. C:\Users\<Username>\Documents\File Folder Name Refers To A Location That Is Unavailable. It Could Be On A Hard Drive On This Computer, Or On A Network...". [online] Available at: <https://answers.microsoft.com/en-us/windows/forum/windows_vista-files/cusersusernamedocumentsfile-folder-name-refers-to/9e70e0ed-0bea-40bd-88f3-2fb16f00ca0a> [Accessed 9 September 2020]. |
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Project (UP)
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.
Section 1: Information for Students
- Please make sure you have completed the necessary prior learning before attempting this assessment.
- Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
- Please make sure you understand what evidence is required to be collected and how.
- Please make sure you know your rights and the Complaints and Appeal process.
- Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
- Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
- Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
- Due date of this assessment task is according to your 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 your request for an extension to submit your assessment work.
- Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: 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 standards 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 below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
- Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
- All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
|
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 |
|
¨ Non-English Speaking Background |
¨ Speaking ¨ Reading ¨ Writing ¨ Cultural background ¨ Confidence |
¨ 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 ¨ 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 |
¨ 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 ¨ Provision of 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 |
Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project (UP)
Assessment type:
Unit Project (UP)
Assessment task description:
- This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.
- This assessment task requires you to complete a project
- Student is required to evaluate current strategy against the effects of an ICT strategic change, and then develop action plans to implement the change.
- You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available.
- You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.
Applicable conditions:
- All two activities are untimed.
- You must read and respond to all criteria of the project.
- You may handwrite/use computers to answer the criteria of the project.
- You 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.
- As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
- The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
- Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
- You must speak to your Trainer/Assessor if you 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 your RTO Student Handbook.
Location:
- This assessment task may be completed in an independent learning environment or learning management system.
- Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the project:
- You will be analyse a scenario and then identify, gather, and analyse data for a business need.
- You will be required to correctly attempt all activities of this assessment task.
· You must concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information.
· You must use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
How your trainer/assessor will assess your work?
- This assessment task requires the student to successfully complete and submit a project.
- Answers must demonstrate the student’s understanding and skills of the unit.
- You will be assessed according to the provided performance checklist/ performance criteria.
- Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
- If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
- If at least one of the assessment task 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.
Assessment Task 2 - Unit Project (UP)
Instructions to complete this assessment task:
- Please write responses where applicable using a word processor.
- You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
- 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.
- This submission must be well presented and follow the guidelines and instructions provided.
- Please follow the format as indicated in the template section below.
- One of the most important steps that you can take: proofread your answers and code.
- All RTO policies are in effect, including the plagiarism policy.
Scenario:
You have recently been hired as a junior programmer for a large development company. Your immediate manager wants to get a handle on your expertise before assigning you to commercial development tasks. They have designed two small application tests where you can highlight your expertise in the following areas:
- Client-server application functionality
- Using nested classes
- Implementing inheritance
- Implement 2D graphics
- Using multi-threading
- Using drag and drop operations
- Undertaking debugging
- Providing help documentation in GUI format
- Adhering to coding conventions
You will be showcasing these skills in the following activities.
Where appropriate you should adhere to the organisation coding conventions as follows:
Coding conventions
Your code should adhere to the following organisational coding convention standards:
- Apps must be built with the existing architectural framework of the organisation
- When naming variables and methods use the camel case convention
- When naming classes use the pascal case convention
- When naming GUI fields/controls you should use descriptive names
- Ensure that all variables, methods, and classes have descriptive names
- Ensure that each method has an internal document header describing what the method does, and what the method parameters are used for if they have been specified
- Code should be indented for ease of readability
- Open and close braces should be used for all code blocks even those that have a single statement
- Ensure that you use if – else conditional statements instead of the ternary operator shortcut
- You should use constants instead of major numbers
- Constants should be named using all capital letters
Activity 1: (Develop client-server application)
In this activity you need to develop a GUI client-server application using an object-oriented programming language such as C# or Java, which uses a local client connected to a server based application using the Transmission Control Protocol (TCP).
The design of the client-server application is a simple chat program which allows a client-based app to connect to and send messages to the server-based app. A connection to a database table is required to gather available users that can be used to send messages. The server-based app can send messages to any connected clients-based apps.
This activity is split into several tasks:
- Develop client-server app and database
- Integrate help documentation
- Debug and test client-server app
Task 1: Develop client-server app and database
The client-server app must meet the following requirements.
Functionality requirements
The design of the Server app should appear similar to that shown below:
It is to contain a message area where messages from clients are received and displayed. It also has an area where a user of this app can type out a message which will be sent to all connected clients when the Send button is clicked.
The design of the Client app should appear similar to the following:
A list of available users should be retrieved from a database table which stores all available users. In this instance three test users are available.
It is to contain a message area where messages from the server are received and displayed. It also has an area where a user of this app can type out a message which will be sent to the server when the Send button is clicked.
To connect to the server you must drag and drop a user from the available users’ list box to the selected user text field. An example is shown below where Testuser1 has been dragged from the available users to the selected user text field:
The Connect button is used to connect to the server based app using the username that the user has selected. Note that the server must be running and listening for clients otherwise the client will not be able to connect.
When the Connect button is clicked, a TCP connection should be opened to the server app displaying who that the user is connected to the server with a timestamp of the time that the connection was made in the message area of the server. An example is shown below:
If the user of the server app enters a message and click the Send button similar to the example should below:
Then the specified message should be transferred to the client app and displayed in the message area:
If the user of the client app enters a message and click the Send button similar to the example should below:
Then the specified message should be transferred to the client and displayed in the message area:
You are required to create a database for the above given users and connect with the client-server application.
The database table for the available users should be a simple database with a single field called UserID which should have a string format of 20 characters. The list of available users should be data bound to the UserID field, displaying the available users.
Coding requirements
The following coding requirements required for the apps must be included:
- Coding conventions as given in the scenario must be adhered to.
- The timestamp for the messages must be implemented by using a nested class.
- Must use TCP for communication
- Both apps must implement threading to listen for incoming messages.
You should refer to the online help documentation on design patterns used by the object-oriented language if you require help in coding the apps.
Task 2: integrate help file
You need to develop a basic GUI help file to support the user of the client based app. You need to develop an HTML file that will be displayed in a GUI window showing the user how they can connect to the server based app from the client.
The help file should provide a simple instruction in HTML format that tells the user how they can connect. It should contain textual instructions and a single screenshot. An example is shown below of a simple help file that has been created using HTML Help Workshop which has been opened from the client based app:
Task 3: Testing requirements
You are to develop a functional testing document using a word processor to test the functions of the apps using the following organisational testing document template
Functional Test Document
App to test: ________________________
Tester: ____________________________
Date Testing Completed: ______________
|
Function to test |
Passed/Fail |
You need to list every function that the server and client based apps need to undertake.
Once you have documented the functional tests, then you need to undertake testing using the document as a guide, confirming that the function is successful (or not). If there is an issue with any of the functions you should use the debugging tools within the IDE you are using to determine why the function is not working. You should use appropriate debugging tools to trace through the code to determine logic or coding errors, and undertake remedial actions as required until all functions are working as expected.
