Home > ICTWEB522 - Develop website information architecture (Release 1)
ICTWEB522 - Develop website information architecture (Release 1)
|
Student ID |
|
|
Student name |
|
|
Contact number |
|
|
Email address |
|
|
Trainer/Assessor name |
|
Course and Unit Details
|
Course code/Course name |
ICT50220 Diploma of Information Technology (Front End and Back End Web Development) |
|
Unit code/Unit name |
ICTWEB522 - Develop website information architecture (Release 1) |
|
Assessment Task |
Task 1 (Unit Knowledge Test) |
Assessment Submission Method
|
☐ Online submission via Kent Learning Management System (LMS) (Moodle) |
|
☐ Submitted by any other method ________________________________________________ (Please mention here) |
Student Declaration
|
I _______________________________________________ certify that by ticking the boxes below I have read and accept the statements below as being true and correct: ☐ I certify that the work submitted for this Unit Assessment Pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of student misconduct and I am familiar with the Kent Academic Misconduct Policy & Procedures (Kent Website MyKent Student Link> Student Policies and Forms > POLICY – Academic Misconduct Policy & Procedures – Student Login Required) ; ☐ I have kept a copy of this Unit Assessment Pack and all relevant notes, attachments, and reference material that I used in the production of the Unit Assessment Pack; ☐ For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:
☐ Student Declaration is accepted by ticking this box to indicate statements above are accepted.
Date: _______/_______/________ |
ASSESSMENT PLAN
To demonstrate Competence (C) in this Unit, a student must be assessed as Satisfactory (s) in each of the following assessment tasks.
|
Evidence recorded |
Evidence Type/ Method of assessment |
Sufficient evidence recorded/Outcome |
|
|
Unit Assessment Task 1 |
Unit Knowledge Test (UKT) |
☐S / ☐NS (First Attempt) ☐S / ☐NS (Second Attempt) |
|
|
Final outcome for Task 1 |
☐S / ☐NS |
Date assessed |
|
|
Trainer/Assessor Signature |
|
||
ASSESSMENT CONDITIONS
|
Unit purpose/application |
- This unit describes the skills and knowledge required to develop information architecture for a complex website that meets business requirements.
- It applies to individuals working as highly skilled web developers and designers and are responsible for the navigation and hierarchy of websites. They liaise with clients to adapt e-business into their corporate strategy, applying high-level knowledge of technical languages and design principles.
- 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 |
- Prepare to connect database
- Connect to the database
- Retrieve and display data
- Update database data
|
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:
- a web server
- client and business requirement specifications
- an integrated development environment (IDE), required for creating web pages and server-side code
- web development technology required to develop website information architecture.
|
Submission instructions |
Your trainer/assessor will confirm 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, Kent 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 Kent student or with individuals or students external to Kent. This applies to 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 rto 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 Kent Academic Misconduct Policy & Procedure for details on the policy on academic integrity, plagiarism and collusion Kent Website Link (Documents> Student Policies and Forms > POLICY– Academic Misconduct Policy & Procedure – Student Login Required)
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in Kent’s Academic Misconduct Policy & Procedure.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
|
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
|
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.
|
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 http://www.aqf.edu.au/
|
Further Information |
For further information about this unit go to: https://training.gov.au/Training/Details/ICTWEB522
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 a unit.
- Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not 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 the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to students
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.
If students have not received proper feedback, they must speak to the Kent Head of Vocational Education or VET Administration or the Kent Manager Risk & Compliance who is the Kent staff members responsible for looking after the quality and compliance services for Kent.
For more information, please refer to Kent Student Handbook.
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 on 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. Refer to the Kent Complaints & Appeals Policy & Procedure (Documents> Student Policies and Forms > POLICY– Complaints and Appeals Policy & Procedure – Student Login Required)
- Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix in this Unit Assessment Pack 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 and/or support documentation 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, 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 below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
- Trainer/Assessor must notify the VET Department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the Unit Assessment Pack to the Kent Academic Unit (VET).
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 course requirements, takes account of the student’s needs |
|
☐ Indigenous |
☐ Knowledge and ☐ Flexibility ☐ Services ☐ Inappropriate |
☐ 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 ☐ 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 |
☐ Discuss with the Student previous learning experience ☐ Ensure learning and assessment methods meet the student’s individual needs |
|
☐ Disability |
☐ Speaking ☐ Hearing ☐ Reading ☐ Writing ☐ Numeracy ☐ Limited study skills |
☐ Identify the issues ☐ Create a climate of support ☐ Ensure access to support that the student has agreed to is available ☐ Structure the assessment appropriately ☐ 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
|
|
Explanation of reasonable adjustments strategy used (If required) |
|
|
Name of Trainer/Assessor: ____________________________________________________
Signature of Trainer/Assessor: _________________________________________________
Date: _______/________/__________
Unit Assessment Task (UAT) 1 – Unit Knowledge Test (UKT)
Unit Pre-Assessment Checklist (UPAC)
Assessment type:
- Knowledge Test
Assessment task description:
- This is the first (1) 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 written questions.
- Student must respond correctly 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:
- All knowledge tests are untimed and are conducted as open book tests (this means a student can refer to textbooks during the test).
- A student must read and respond to all questions.
- A student may handwrite/use computers to answer the questions.
- A 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.
- The Trainer/Assessor must assess a student’s written skills and knowledge as the student completes this assessment task.
- The Trainer/Assessor may ask a student relevant questions on this assessment task to ensure that this is the student’s own work.
Resubmissions and reattempts:
- Where a student’s answers are deemed not satisfactory after the first attempt, a re-submission attempt will be allowed.
- A student may speak to their Trainer/Assessor if the student is having any difficulty in completing this task and requires reasonable adjustments (e.g. can be given as an oral assessment)
- For more information, please refer to Kent Student Handbook (VET) via Kent Website Link (MyKent Student Link> Student Policies and Forms > DOC– Kent Student Handbook (VET) – Student Login Required)
Location:
- This assessment task may be completed in a classroom, on the Kent Learning Management System (i.e. Moodle), workplace, or independent learning environment.
- The Trainer/Assessor will provide a student with further information regarding the location for completing this assessment task.
Instructions for answering written questions:
- A student must complete a written assessment consisting of a series of questions.
- It is expected that students will correctly answer all the questions.
- Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
- A 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.
- A student must not 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.
- The Trainer/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.
- 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, the 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) – Coversheet.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to develop website information architecture in a range of contexts and industry settings and knowledge regarding the following:
- Knowledge of the corporate strategies related to business websites
- Knowledge of the importance and purpose of client and business liaison
- Knowledge of the purpose and function of cascading style sheets (CSS)
- Knowledge of the use of hypertext mark-up language (HTML), extensible hypertext mark-up language (XHTML) and hypertext transfer protocol (HTTP), in web design
- Knowledge of the technology connectivity implications
- Knowledge of the processes for documenting technical specifications
- Knowledge of the world wide web consortium (W3C) standards
- Knowledge of the website architecture and business process design and linkages between processes
- Knowledge of the website accessibility and security access requirements.
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 essential to Manage client problems.
- To make full and satisfactory responses a student 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.
- A student may attach a separate sheet if required.
- A student 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
- A student must staple the loose sheets together along with the cover page.
- A student 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
- Kent Learning Management System (Moodle)
Assessment Task 1 - Unit Knowledge Test (UKT)
Provide your response to each question in the box below.
