Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code
Course name
Unit code ICTPRG501

Unit name Apply advanced object-oriented language skills

Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to ☐Online submission via Learning
trainer/assessor Management System (LMS)

☐ By Australia Post to RTO ☐ Any other method

_________________________________________________
(Please mention here)

Student Declaration
 I certify that the work submitted for this 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
malpractice;
 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;
 For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o 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).

Student signature: ________________________________

Date: ____/_____/______________

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory 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)
Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed

Trainer/Assessor
Signature

Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to undertake advanced programming tasks using an
object-oriented programming language.
It applies to individuals who are programmers producing complex object-oriented programming.
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

 Develop client-server application

 Develop graphical user interface (GUI)
 Build applications
 Debug code
 Test application
 Document system
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 included:

 Access to a computer, the Internet and word-processing system such as MS Word.

 Integrated Development Environment (IDE)
 Help documentation tool
 Simulated assessment environments must simulate the real-life working environment where these
skills and knowledge would be performed, with all the relevant equipment and resources of that
working environment.
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, RTO 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 RTO student or with individuals or students external to the RTO. 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 RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in
plagiarism and collusion as outlined in RTO’s policy.
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 competencyto 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 technologyand 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
 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/ICTPRG501

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 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.

If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality and
compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

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 extensionto 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  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-English  Speaking  Discuss with the student and supervisor (if applicable)
Speaking  Reading whether language, literacy and numeracy are likely to
Background  Writing impact on the assessment process
 Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  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  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills 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  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or learning
strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provide information or course materials in accessible
skills and/or learning format, e.g. a textbook in braille
strategies  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)

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:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o 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.

The client-server app model is a circulated correspondence system of web procedure among
administration requestors, customers & facilitators. The client-server association is set up through
a web or net. The client server model is a key web figuring idea & constructing usefulness for
email interchange & Web/database admittance. It explains how a service facilitators assets &
administrations to one or more clients. Instances of service include network servers- mail server,
file server. Every one of these server give assets to customer device, such as desktop computers,
laptops, tablets & smart phones. All most all servers have a one-to-numerous inter connection
with customers, which means a solitary worker can give assets to different customers all at once.
At the point when a customer demands an association with a server, the server can either
acknowledge or dismiss the association. If the association is acknowledged, the server builds up &
keeps an association with the customer over a specific protocol. For instance, a mail customer
may demand an SMTP connection to a mail server for communication.
The SMTP application on the mail server will demand validation from the customer, for example,
the mail address & password. If these qualifications match a record on the mail server, the worker
will send the mail to the planned beneficiary.

Question 1: Summarise what a web service is, and the different types that can be implemented by
an app. write your response in 100-200 words.

Web server is a normalized way or channel to spread correspondence between the customer &
server applications on the World Wide Web that assists with giving information which is given by
other party( 3rd party) to free or for a charge over an organization or the web for use in an
application (or site). This course will give depth & proper understanding into different segments of
web server like SOAP, WSDL, REST & how they work
The two principle sorts of web server are as below:
 Simple Object Access Protocol (SOAP): SOAP is a XML-based protocol for acquiring web
server over HTTP. It has some determination which could be utilized across all
applications. It characterizes how web server converse with one another or converse with
customer applications that summon them & was created as a transitional language such
that applications based on different programming language can talk effectively to one
another & keep away from the ultimate advancement exertion.

 Representational State Transfer (REST): REST is utilized to assemble Web services that
are lightweight, viable & adaptable in nature. A service which is based on the REST design
is known as a Restful assistance. The fundamental protocol for REST is HTTP, which is the
essential web protocol.
Question 2: Summarise what an applications process is, and how threads can help with the
performance of the application. Write your response in 100-150 words.

An interaction is the rule executing program that manages the central handling care of unit (CPU)
developing & resource essentials for the application. It sorts out what resources of the CPU are
apportioned to run the application & to ensure that it is responsive for the customer. Applications
that endeavour complex calculations may overwhelm the methodology for the application when
an erratic or genuine figuring is accepted which will make the interface for the candidate end up
inert until the moment that the assessment is finished up. It may cause the application & the
system it is running on to hang if the taking care of need is disgraceful. Strings empower complex
tasks to be administered to an alternate technique other than then essential interaction for the
application. This ensures the applications interface is responsive while the marvellous compute is
embraced of sight.

Question 3: 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.

The waterfall Model represents the software development measure in a straight consecutive
stream. This implies that any stage in the improvement interaction starts just if the past stage is
finished. In this waterfall model, the stages don't overlap. It is extremely easy to comprehend &
utilize. In a waterfall model, each stage should be finished before the following stage can start &
there is no overlapping in the stages.
The improvement starts with the principal stage & when this is finished, the advancement moves
to the succeeding stage, until all stages are finished. A phase should be completely finished before
progress can move to the succeeding stage. The successive stages in Waterfall model are −
 Requirement Gathering & analysis − All potential necessities of the framework to be
 created are caught in this stage & reported in a prerequisite detail record.
 System Design − The necessity details from first stage are concentrated in this stage & the
framework design is developed. This framework design assists in determining hardware
and framework necessities & helps in characterizing the general framework design.
 Implementation − with contributions from the framework plan, the framework is first
evolved in tiny programs called units, which are coordinated in the following stage. Every
unit is created & tried for its usefulness, which is alluded to as Unit Testing.
 Integration & Testing − All the units created in the execution stage are incorporated into a
framework subsequent to testing of every unit. Post combination the whole framework is
tried for any deficiencies & disappointments.
 Deployment of system/framework − Once the utilitarian & non-practical testing is done;
the item is sent in the client environment or delivered into the market.
 Maintenance − There are a few issues which come up in the customer environment. To fix
those issues, patches are delivered. Likewise, to improve the item some better forms are
delivered. Maintenance is done to convey these adjustments in the client environment.

Question 4: Identify and outline testing techniques suitable for distributed applications. Write
your response in 100-200 words.

 Unit Testing: This is the most essential testing process at the designer level. This covers
extremely limited & all around characterized scope. We segregate the code from any
external connection or any reliance on any module. Unit tests centre on minute unit of
usefulness. They cover the association of the code with only memory & don't cover any
connection with web, database or document frameworks.
 Integration Testing: Integration Test frames the following class of tests at the designer
level. They give a component to test the interoperation of tiny units. Integration test
include testing the modules which access web, databases & document frameworks.
 Functional testing: Functional tests check for the accuracy of the yield concerning the info
characterized in the particular. Very little attention is given on the halfway qualities;
however more attention is given on the last yield conveyed.
 Smoke testing: Smoke Tests similarity comes from the devices where an inaccuracy or
fault implies the circuit board giving out smoke. Fortunately there is no smoke in
programming industry except crashes are there to show inconvenience.
 Regression Testing: Whenever complex bugs are fixed in a framework, regularly which
influences the centre spaces of the framework, regression tests are utilized to re test each
modules of the framework.
 Acceptance testing: This structure is the last degree of test plan. Each component is
 checked from the client's point of view by the testing group & the element is stamped
acknowledged or dismissed. These tests test the application from end client's viewpoint
like distinguishing crashes subsequent to going through a specific stream. The
consequences of these tests are abstract in nature & it requires some time to sort out the
specific issue in the code.

Question 5: Explain what a nested class is and why you might use them. Write your response in
100-150 words.

In programming, it is feasible to characterize a class inside another class, such classes are known
as settled classes. They empower you to consistently group classes that are just utilized in one
spot; consequently this expands the utilization of encapsulation & makes more clear & viable
code.
 The extent of a settled class is limited by the extent of its encasing class. Accordingly in
above model, class Nested Class doesn't exist autonomously of class Outer Class.
 A settled class approaches the individuals, including private individuals, of the class where
it is settled. Notwithstanding, invert isn't accurate for example the encasing class doesn't
approach the individuals from the settled class.
 A settled class is likewise an individual from its encasing class.

Question 6: Explain how drag and drop can be implemented between two GUI components in Java
or C#. Write your response in 100-150 words.

Drag & drop tasks are executed on GUI parts utilizing various occasions including Drag Enter, Drag
Leave & Drag Drop. A four stage measure is discussed as follows:
1. Create a Mouse Down occasion for the segment you wish to drag the substance structure
 & utilize the Do Drag Drop strategy to duplicate the chose content.
2. Set the Allow Drop property of the objective GUI control you wish to drag the information
to, to "valid".
3. Create a Drag Enter occasion for the objective GUI segment & embrace an assessment
inside the strategy to decide whether dragged information is to be duplicated to this GUI
segment.
4. Create a Drag Drop occasion in the objective GUI segment to set the dragged substance to
be the substance of the objective GUI segment.

Question 7: Explain how to code 2D graphics in either Java or C#. Write your response in 100-200
words.

A Graphics object is utilized in C# to draw 2D graphics including lines, shapes, text & to control
existing pictures. A Graphics object can be made in various ways, which are as follows:
 Using a Paint occasion of a GUI application.
 Using the Create Graphics technique.
 Creating a Graphics object that is acquired from an object that broadens the Image class.
The Graphics objects can execute the following fundamental segments:
 The Pen class is utilized for drawing lines, illustrating the edges of shapes, or for delivering
mathematical shapes.
 The Brush class is utilized for filling a space of a shape, picture, or text.
 The Font class is utilized for giving a depiction of a shape.
 The Colour structure is utilized to apply various tones or colour to the structures or text.
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code ICTPRG501
Unit name Apply advanced object-oriented language skills
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.

Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

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 extensionto 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  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to impact
Speaking  Writing on the assessment process
Background
 Cultural  Use methods that do not require a higher level of language
background or literacy than is required to perform the job role
 Confidence  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  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment
skills 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
Educationa  Reading  Discuss with the Student previous learning experience
l background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provision of information or course materials in accessible
skills and/or format, e.g. a text book in braille
learning strategies  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)

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:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o 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 tablefor the available users shouldbe 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:

Server based app:

using System;
usingSystem.Threading;
using System.Net;
usingSystem.Net.Sockets;
usingSystem.Text;
usingSystem.Windows.Forms;

namespaceClientServerChat
{
publicpartialclassServerApp : Form
{
privateconstint PORTNUM = 555;
privateconststring HOSTNAME = "127.0.0.1";
delegatevoidSetTextCallback(string text);
TcpListener listener;
TcpClient client;
NetworkStream ns;
Thread t = null;
GetTimeStamptimeStamp;

publicServerApp()
{
InitializeComponent();

timeStamp = newGetTimeStamp();
listener = newTcpListener(IPAddress.Parse(HOSTNAME), PORTNUM);
listener.Start();
client = listener.AcceptTcpClient();
ns = client.GetStream(); t =
newThread(DoWork);
t.Start();
}
publicvoidDoWork()
{
byte[] bytes = newbyte[1024];

while (true)
{
intbytesRead = ns.Read(bytes, 0, bytes.Length);
this.SetText(Encoding.ASCII.GetString(bytes, 0, bytesRead));
}
}

privatevoidbtnSend_Click(object sender, EventArgs e)

{
String s = "Server " + timeStamp.GetTime() + ":" +
txtSendMessage.Text + Environment.NewLine; byte[] byteTime =
Encoding.ASCII.GetBytes(s); ns.Write(byteTime, 0,
byteTime.Length);
}

privatevoidSetText(string text)
{
if (this.txtMessages.InvokeRequired)
{
SetTextCallback d = newSetTextCallback(SetText);
this.Invoke(d, newobject[] { text });
}
else
{
this.txtMessages.Text += text;
}
}

classGetTimeStamp
{
publicstringGetTime()
{
returnDateTime.Now.ToString();
}
}
}
}

Client based app:

using System;
usingSystem.Text;
usingSystem.Net.Sockets;
usingSystem.Threading;
usingSystem.Windows.Forms;

namespaceClientChat
{
publicpartialclassClientApp : Form
{
privateconstint PORTNUM = 555;
privateconststring HOSTNAME = "localhost";
delegatevoidSetTextCallback(string text);
TcpClient client;
NetworkStream ns;
Thread t = null;
GetTimeStamptimeStamp;

publicClientApp()
{
InitializeComponent();
}

privatevoidbtnConnect_Click(object sender, EventArgs e)

{
client = newTcpClient(HOSTNAME, PORTNUM);
timeStamp = newGetTimeStamp(); ns =
client.GetStream();
String s = txtUsername.Text + " connected to server at " +
DateTime.Now.ToString() + Environment.NewLine;
byte[] byteTime = Encoding.ASCII.GetBytes(s);
ns.Write(byteTime, 0, byteTime.Length);
t = newThread(DoWork);
t.Start();
}

publicvoidDoWork()
{
byte[] bytes = newbyte[1024];

while (true)
{
intbytesRead = ns.Read(bytes, 0, bytes.Length);
this.SetText(Encoding.ASCII.GetString(bytes, 0, bytesRead));
}
}

privatevoidSetText(string text)
{
if (this.txtMessages.InvokeRequired)
{
SetTextCallback d = newSetTextCallback(SetText);
this.Invoke(d, newobject[] { text });
}
else
{
this.txtMessages.Text = this.txtMessages.Text + text;
}
}

privatevoidbtnSend_Click(object sender, EventArgs e)

{
String s = txtUsername.Text + timeStamp.GetTime() + ":" +
txtSendMessage.Text + Environment.NewLine; byte[] byteTime =
Encoding.ASCII.GetBytes(s); ns.Write(byteTime, 0, byteTime.Length);
}

classGetTimeStamp
{
publicstringGetTime()
{
returnDateTime.Now.ToString();
} }

privatevoidlstUsers_MouseDown(object sender, MouseEventArgs e)

{
lstUsers.DoDragDrop(lstUsers.SelectedItem, DragDropEffects.Copy |
DragDropEffects.Move);
}

privatevoidtxtUsername_DragEnter(object sender, DragEventArgs e)

{
if (e.Data.GetDataPresent(DataFormats.Text))
{
e.Effect = DragDropEffects.Copy;
} else {
e.Effect = DragDropEffects.None;
}
}
privatevoidtxtUsername_DragDrop(object sender, DragEventArgs e)
{
txtUsername.Text = e.Data.GetData(DataFormats.Text).ToString();
}
}
}

A database table called Login is provided below with a single UserID field with the test users is provided
below:

There are multiple ways that the entries in the UserID can be retrieved and displayed in the list of available
users. One method shown below is to use the data binding wizard to set the data source for the listbox, and
then set the DisplayMember field to be the UserID field:

This will create the data table and data adapter which will undertake the necessary binding operations:
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

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

Can drag and drop username Passed
Can connect to server Passed
Can send message from client to server including the username, Passed Passed
timestamp, and message

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.

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Assessment activities to be  Develop client-server application
completed  For a full project outline, please refer to the student
assessment instructions
Resources required for the  Unit assessment guide template
unit assessment task  Integrated Development Environment (IDE)
 Help documentation tool
 Word processor
Does the candidate meet the Yes No Trainer/Assessor Comments
following criteria
Developed the client-server
app to include drag and drop
functionality
Developed the client-server
app to use the TCP to send and
receive messages (RPC) that
are based on multiple
inheritance
Developed the client-server
app to use nested classes
Developed the client-server
app to use multi-threading
Adhered to organisational
coding standards
Integrated a GUI based help
file into the client-server app
Developed and implemented
functional testing and used
debugging tools to resolve
testing issues

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

Activity 2: (Develop multi-threading 2D app)

Note: This activity is in continuation of the previous activity

In this activity you need to develop a GUI application that implements 2D drawing in a GUI form
using multi-threading,

This activity is split into a number of tasks:

 Develop multi-threading 2D drawing app

 Integrate help documentation
 Debug and test the 2D drawing app

Task 1: Develop multi-threading 2D drawing app

The app must meet the following requirements.

Functionality requirements

The design of the app should appear similar to that shown below:

Each button should start a method via a thread that implements drawing a 2D object as follows:

 DrawObject1: draws a vertical red line.

 DrawObject2: draws a solid green square
 DrawObject3: draws a graded blue-green circle

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

When the Start Thread 1 button is clicked the DrawObject1 method should be started and draw a
line as follows:

When the Start Thread 2 button is clicked the DrawObject2 method should be started and draw a
square as follows:

When the Start Thread 3 button is clicked the DrawObject3 method should be started and draw a
circle as follows:

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

An example is shown below of all three threads being run concurrently:

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 app must implement threading to draw the 2D objects
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.

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

Task 2: integrate help file

You need to develop a basic GUI help file to support the developers which provides an overview of
how thread work. You need to develop an HTML file that will be displayed in a GUI window providing
the user an overview of threads.

The help file should provide a simple instruction in HTML format that tells the user what a thread is
and how they can be implemented in the language you have created the app in. An example is
shown below of a simple help file that has been created using HTML Help Workshop which has been
opened from the app:

Task 3: Testing requirements

You are to develop a functional testing document using a word processor to test the functions of the
app using the following organisational testing document template

Functional Test Document

App to test: ________________________

Tester: ____________________________

Date Testing Completed: ______________

Function to test Passed/Fail

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

You need to list every function that the app needs 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.

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Assessment activities to be  Develop multi-threading 2D app
completed  For a full project outline, please refer to the student
assessment instructions
Resources required for the  Unit assessment guide template
unit assessment task  Integrated Development Environment (IDE)
 Help documentation tool
 Word processor
Does the candidate meet the Yes No Trainer/Assessor Comments
following criteria
Developed the app to
implement 2D graphic
drawing
Developed the app to use
multi-threading
Adhered to organisational
coding standards
Integrated a GUI based help
file into the app
Developed and implemented
functional testing and used
debugging tools to resolve
testing issues

ACC@2020V2.0
 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project
Student and Trainer/Assessor Details
Unit code ICTPRG501
Unit name Apply advanced object-oriented language skills
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered

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 ICTPRG501–Apply advanced object-oriented language skills

Student Assessment Pack

 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

ACC@2020V2.0