Assignment title: Information
Assessment Resource Summary
Unit Details BSBITA401 Design databases
Assessment Type This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment
This assessment Must also be undertaken in a actual or simulated workplace
Assessment Methods Project / observation Assessment 1
(Develop conceptual database model)
Assessment 2
(Develop database logical model)
Assessment 3
(Develop final database including layouts)
Assessment 4
(Test and evaluate website)
Written Assessment / Project Assessment 5
(Written Assessment / Project)
Last Modification Date October 2015
Proposed Review Date October 2016
Unit Summary
This unit describes the skills and knowledge required to design and develop a database (including queries, forms and reports) to meet a defined need using existing data.
It applies to individuals who may work independently or within an administrative support role, with the responsibility to use databases to store and retrieve data using commercially available database software.
No licensing, legislation or certification requirements apply to this unit at the time of publication
Pre-requisite Units
There are no recommended pre-requisite units
All products purchased remain the intellectual property of Accredited Education & Training. All rights reserved; no part of any publication provided by Accredited Education & Training may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Accredited Education & Training.
Summative Assessment - Assessor Instructions
It is important that in conducting assessment, the assessor undertakes the following:
Prior to conducting the assessment
• Read the assessment tasks as detailed throughout this document
• Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
• Read the assessor instructions and checklist prior to commencing the assessment
• Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
• Make suitable modifications to the assessment environment (if required), to allow all tasks to be observed
• Ensure the student is allocated the appropriate time and resources for the task
• If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
• If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment.
• Advise the student prior to conducting the assessment of:
o what will occur throughout the assessment process
o when the assessment will occur
o the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)
o the RTO reasonable adjustment process and offer adjustment for any students needing assistance
o the RTO re-assessment and appeals process
• You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment.
• Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment. The student instructions provide appropriate detail for the student on the expected level of competency for each task.
Conducting the assessment
• Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible
• Advise the student when to commence the assessment
• Observe the student undertake the tasks as outlined
• Record your observations in the assessor checklist
• Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
• Where a checklist point is not appropriate, write "N/A" in the space provided
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment. Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid)
• Gather supporting documentation where available and appropriate (as evidence)
• Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else. In the event that the actions of the student impact on the safety of any person - you are to immediately cease the assessment and take actions to reduce the identified risk.
• If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
• Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided.
Making and recording the decision
• The student needs to be deemed satisfactory in all assessments to gain competency.
• You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)
• If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity.
• Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision.
• Assess the students on what you observe during the assessment period, not on their actions before or after the assessment.
• If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.
• Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete
• Attach all evidence (projects / checklists / tests, etc) to this form.
• Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures
Providing feedback
• Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
• Provide the student with:
o Their assessment result
o Clear and constructive feedback based on the assessment decision
o The reasons underpinning your assessment decision
o Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
o An opportunity for reassessment if appropriate or requested by the candidate
o Information on appeal process as applicable to your organisation
ASSESSMENT COVER SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file.
Student results are not to be entered onto the Student Management Database unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Unit Code: BSBITA401 | Design Databases
Please attach the following documentation to this form Result
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed Reassessment
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed
Assessment 1 Conceptual database model attached
Checklist attached S | NS | NA S | NS | NA
Assessment 2 Logical model attached
Checklist attached S | NS | NA S | NS | NA
Assessment 3 Final database model attached
Back-up and recovery report attached
Checklist attached S | NS | NA S | NS | NA
Assessment 4 Data base tested and analysed
Checklist attached S | NS | NA S | NS | NA
Assessment 5 Written Assessment / Project Attached S | NS | NA S | NS | NA
Final Assessment Result for this unit C / NYC
Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities for gap training etc): ______________
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Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____
Administrative use only
Entered onto Student Management Database ________________
Date
Initials
ASSESSMENT 1 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
You have been approached by a local video store called "Epic Videos" to design a database to replace their current manual system. Your instructor will play the part of the client for this assessment task.
Movies are hired out on VHS or DVD. Epic Videos sometimes keeps up to 8 copies of popular movies in store all ensure availability. Customers are only allowed to hire 6 movies out at a time. Epic videos get very busy on weekends and normally have two or more staff working processing rentals.
Based on discussions with the client and the provided client needs identify technical requirements and develop a conceptual model of the database.
Your database must include:
• at least 3 tables
• queries
• reports
• forms
When your conceptual model is complete submit it to your instructor for review and based on feedback make changes as required.
Submit your final technical requirements and conceptual model to your instructor for assessment.
This assessment will occur on: _____________________________________________
ASSESSMENT 1 – STUDENT SELF ASSESSMENT CHECKLIST
This information is to be handed to each student to outline the assessment criteria
This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.
Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.
You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.
Student Assessment Criteria I feel I can demonstrate this
Communication | Are you able to:
o Communicate clearly with others
o Ask for help when needed
o Follow instructions Yes No
Safety | Are you able to:
o Set your workstation up safely and ergonomically (chair, support, monitors, foot rests, distance to screen, etc) Yes No
o Work safely (posture, breaks, etc) Yes No
Conservation | Are you able to:
o Follow the 4 R's (Reduction, Re-use, Recycling and Recovery) Yes No
o Work safely (posture, breaks, etc) Yes No
Task requirements | Are you able to:
o Arrange a time to discuss the database request with you (the client) Yes No
o Demonstrate active listening when you outline your requirements Yes No
o Ask probing questions to determine the depth of the request Yes No
o Determine the clients expectations Yes No
o Determine the clients time-frame for your report Yes No
o Document the clients request Yes No
o Analyse the clients requests and identify the related technical requirements Yes No
o Develop a conceptual model of the database Yes No
o Ensure conceptual model has a clear method to convert from high-level model to relational model Yes No
o Ensure the conceptual schema is an actual description of the database requirements Yes No
o Analyse conceptual model and ensure all client requests are covered Yes No
o Present and explain the conceptual model to the client Yes No
o Ensure the conceptual model is easy to understand by someone with no programming knowledge Yes No
o Use clear language Yes No
o Ensure communication is free from jargon Yes No
o Gauge clients reaction to conceptual model and respond accordingly Yes No
o Make refinements with client and modify conceptual model Yes No
o Achieve client sign-off Yes No
ASSESSMENT 1 – ASSESSOR INSTRUCTIONS
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements
Each student has been provided with the following brief:
"You have been approached by a local video store called "Epic Videos" to design a database to replace their current manual system. Your instructor will play the part of the client for this assessment task.
Movies are hired out on VHS or DVD. Epic Videos sometimes keeps up to 8 copies of popular movies in store all ensure availability. Customers are only allowed to hire 6 movies out at a time. Epic videos get very busy on weekends and normally have two or more staff working processing rentals.
Based on discussions with the client and the provided client needs identify technical requirements and develop a conceptual model of the database.
Your database must include:
• at least 3 tables
• queries
• reports
• forms
When your conceptual model is complete submit it to your instructor for review and based on feedback make changes as required.
Submit your final technical requirements and conceptual model to your instructor for assessment."
ASSESSOR NOTES
• Students will need access to a computer with access to the internet and a suitable database creation program installed (such as MS Access)
• You are to play the role of the customer for this assessment. Please refer to below for the specifications of EPIC Video.
• You are to be available for students to discuss the task. When role-playing the client, you are to only answer the questions asked, and let the student control the conversation. This is to ensure the student is not lead during the assessment, and can accurately determine the proposed purpose, use and audience for this document
Scenario
The database you create must allow:
• Searches for movies based on title; genre, format (DVD / VHS) and director.
• Viewing movie details including the synopsis and lead actors of a movie.
• Addition new customers to the system and assign customer ID numbers
• Addition new movies available for hire to the system and assign movie ID numbers
• Removal of damaged or discarded movie copies from the system
• Rental of movies out to customers for either 1 day (overnight), 3 days or a week. Customers can only rent movies when they have no late charges.
• Late charges of $5.00 per day to be applied to customers with overdue rentals
• View the rental history for customers and outstanding late charges.
• View the rental history for a particular movie copy
• Store and view customer ratings for movies.
• Allow customers to place reservations or bookings for movies
• Allow staff to view a report all customers with late charges
• Allow staff to view a report of all overdue rentals
The database must include
• at least 3 tables
• queries
• reports
• forms
This assessment may be undertaken in the following formats:
• On the job. These assessments must:
o using a registered and operating workplace
o ensure access to customers relevant to the work role and unit requirements
o ensure access to staff members / colleagues
o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
o ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
o substitute the provided data with relevant data from the students work-place
• Classroom / Simulated environment. These assessments must
o Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state "Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
technical skills
underpinning knowledge
generic skills such as decision making and problem solving
workplace practices such as effective communication "
o In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:
Quality – The work is of the standard required for entry into the industry.
Productivity – The work is performed within a timeframe appropriate for entry to the industry.
Safety – The work is performed in a manner that meets industry safety standards.
o Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:
performing the task (task skills)
managing a number of tasks (task management skills)
dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)
fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)
transferring competencies to new contexts.
o Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers
use facilities, equipment and materials that meet current industry standards
plan and prioritise multiple tasks to meet deadlines
experience the typical workflow for the industry
require adherence to service standards, workplace procedures, health and safety requirements
work with others as part of a team
consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources
o If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a business unit, a simulated environment may also include an office environment with office equipment and computers. Each student must dress appropriately and professionally in line with workplace standards.
o For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately
ASSESSMENT 1 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Please complete below
Student Name:
Student ID No: Date:
Whilst undertaking this task, did the student: Satisfactory Comments
Arrange a time to discuss the database request with you (the client) Yes No
Demonstrate active listening when you outline your requirements Yes No
Ask probing questions to determine the depth of the request Yes No
Determine the clients expectations Yes No
Determine the clients time-frame for your report Yes No
Document the clients request Yes No
Analyse the clients requests and identify the related technical requirements Yes No
Develop a conceptual model of the database Yes No
Ensure conceptual model has a clear method to convert from high-level model to relational model Yes No
Ensure the conceptual schema is an actual description of the database requirements Yes No
Analyse conceptual model and ensure all client requests are covered Yes No
Present and explain the conceptual model to the client Yes No
Ensure the conceptual model is easy to understand by someone with no programming knowledge Yes No
Use clear language Yes No
Ensure communication is free from jargon Yes No
Gauge clients reaction to conceptual model and respond accordingly Yes No
Make refinements with client and modify conceptual model Yes No
Achieve client sign-off Yes No
Conceptual Database Model Attached Yes No
Comments:
Result: Satisfactory | Not Satisfactory | Not Assessed
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSMENT 2 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
Based on the technical requirements and conceptual model developed in Assessment Task 1 you are to develop a logical data model and design data structures for the database.
You need to:
• Identify and document attributes and determine data types
• Undertake and document normalisation of attributes
• Develop an entity relationship diagram (ERD)
At this point you should confirm your documentation and receive confirmation from your client.
• Confirm and document primary and foreign keys for tables
• Review and document client business rules
• Identify and document referential integrity constraints
• Establish and document relevant DBMS constraints and incorporate them into your design
• Develop and document validation rules for data
• Design and document indexes and develop a data dictionary
Once completed you need to submit and explain your database design to your instructor for assessment.
This assessment will occur on: _____________________________________________
ASSESSMENT 2 – STUDENT SELF ASSESSMENT CHECKLIST
This information is to be handed to each student to outline the assessment criteria
This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.
Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.
You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.
Student Assessment Criteria I feel I can demonstrate this
Communication | Are you able to:
o Communicate clearly with others
o Ask for help when needed
o Follow instructions Yes No
Safety | Are you able to:
o Set your workstation up safely and ergonomically (chair, support, monitors, foot rests, distance to screen, etc) Yes No
o Work safely (posture, breaks, etc) Yes No
Conservation | Are you able to:
o Follow the 4 R's (Reduction, Re-use, Recycling and Recovery) Yes No
o Work safely (posture, breaks, etc) Yes No
Task requirements | Are you able to:
o Access the conceptual database developed in Task 1 Yes No
o Ensure clients considerations are implemented into design Yes No
o Identify and document database attributes Yes No
o Determine and document the database data types Yes No
o Analyse the information type to be stored in database Yes No
o Map conceptual model to a logical data model (such as relational model) Yes No
o Develop an entity relationship diagram Yes No
o Use correct diagram conventions with entity relationship diagram (arrows to set key constraints, thick lines to indicate bijectivity, underlined to indicate keys, etc) Yes No
o Normalise attributes to permit data to be queried and manipulated Yes No
o Co Identify and confirm primary keys for tables Yes No
o Identify and confirm foreign keys for tables Yes No
o Establish database management system constraints Yes No
o Develop data validation rules (to ensure data entered meets expected data requirements) Yes No
o Identify referential integrity constraints to ensure every value of one attribute of a relation to exist as another attribute in another table Yes No
o Design indexes to help organise data Yes No
o Develop data dictionary Yes No
o Document the full database design Yes No
o Present and explain the database design to the client Yes No
o Use clear language Yes No
o Ensure communication is free from jargon Yes No
o Gauge clients reaction to conceptual model and respond accordingly Yes No
o Make refinements with client and modify conceptual model Yes No
o Achieve client sign-off Yes No
ASSESSMENT 2 – ASSESSOR INSTRUCTIONS
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements
Each student has been provided with the following brief:
"Based on the technical requirements and conceptual model developed in Assessment Task 1 you are to develop a logical data model and design data structures for the database.
You need to:
• Identify and document attributes and determine data types
• Undertake and document normalisation of attributes
• Develop an entity relationship diagram (ERD)
At this point you should confirm your documentation and receive confirmation from your client.
• Confirm and document primary and foreign keys for tables
• Review and document client business rules
• Identify and document referential integrity constraints
• Establish and document relevant DBMS constraints and incorporate them into your design
• Develop and document validation rules for data
• Design and document indexes and develop a data dictionary
Once completed you need to submit and explain your database design to your instructor for assessment.
ASSESSOR NOTES
• Students will need access to a computer with access to the internet and a suitable database creation program installed (such as MS Access)
• You are to play the role of the customer for this assessment. Please refer to the specifications outlined on Assessment 1 for the context of this task.
• You are to be available for students to discuss the task. When role-playing the client, you are to only answer the questions asked, and let the student control the conversation. This is to ensure the student is not lead during the assessment, and can accurately determine the proposed purpose, use and audience
This assessment may be undertaken in the following formats:
• On the job. These assessments must:
o using a registered and operating workplace
o ensure access to customers relevant to the work role and unit requirements
o ensure access to staff members / colleagues
o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
o ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
o substitute the provided data with relevant data from the students work-place
• Classroom / Simulated environment. These assessments must
o Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state "Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
technical skills
underpinning knowledge
generic skills such as decision making and problem solving
workplace practices such as effective communication "
o In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:
Quality – The work is of the standard required for entry into the industry.
Productivity – The work is performed within a timeframe appropriate for entry to the industry.
Safety – The work is performed in a manner that meets industry safety standards.
o Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:
performing the task (task skills)
managing a number of tasks (task management skills)
dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)
fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)
transferring competencies to new contexts.
o Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers
use facilities, equipment and materials that meet current industry standards
plan and prioritise multiple tasks to meet deadlines
experience the typical workflow for the industry
require adherence to service standards, workplace procedures, health and safety requirements
work with others as part of a team
consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources
o If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a business unit, a simulated environment may also include an office environment with office equipment and computers. Each student must dress appropriately and professionally in line with workplace standards.
o For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately
ASSESSMENT 2 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Please complete below
Student Name:
Student ID No: Date:
Whilst undertaking this task, did the student Satisfactory Comments
Access the conceptual database developed in Task 1 Yes No
Ensure clients considerations are implemented into design Yes No
Identify and document database attributes Yes No
Determine and document the database data types Yes No
Analyse the information type to be stored in database Yes No
Map conceptual model to a logical data model (such as relational model) Yes No
Develop an entity relationship diagram Yes No
Use correct diagram conventions with entity relationship diagram (arrows to set key constraints, thick lines to indicate bijectivity, underlined to indicate keys, etc) Yes No
Normalise attributes to permit data to be queried and manipulated Yes No
Co Identify and confirm primary keys for tables Yes No
Identify and confirm foreign keys for tables Yes No
Establish database management system constraints Yes No
Develop data validation rules (to ensure data entered meets expected data requirements) Yes No
Identify referential integrity constraints to ensure every value of one attribute of a relation to exist as another attribute in another table Yes No
Design indexes to help organise data Yes No
Develop data dictionary Yes No
Document the full database design Yes No
Present and explain the database design to the client Yes No
Use clear language Yes No
Ensure communication is free from jargon Yes No
Gauge clients reaction to conceptual model and respond accordingly Yes No
Make refinements with client and modify conceptual model Yes No
Achieve client sign-off Yes No
Documented Database Design Report Attached Yes No
Comments
Result: Satisfactory | Not Satisfactory | Not Assessed
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSMENT 3 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
Following task 3, you are going to develop a prototype of the database design you created for Epic Video.
Confirm database design
Before beginning work on your prototype you must first review the documentation you created including data structures, queries reports and user interface. Identify and document any inconsistencies in your database and security design.
Create a prototype
Once this documentation is complete and your design has been confirmed you can develop your prototype based on the design and populate it with suitable data for testing and evaluation. Throughout creation of the prototype you should liaise with the client (your instructor) and incorporate feedback.
You should assess all functionality of your created prototype including identifying errors in code and modifying screens and reports.
Once you have completed your prototype present and submit it to your instructor for assessment and sign-off.
This assessment will occur on: _____________________________________________
ASSESSMENT 3 – STUDENT SELF ASSESSMENT CHECKLIST
This information is to be handed to each student to outline the assessment criteria
This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.
Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.
You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.
Student Assessment Criteria I feel I can demonstrate this
Communication | Are you able to:
o Communicate clearly with others
o Ask for help when needed
o Follow instructions Yes No
Safety | Are you able to:
o Set your workstation up safely and ergonomically (chair, support, monitors, foot rests, distance to screen, etc) Yes No
o Work safely (posture, breaks, etc) Yes No
Conservation | Are you able to:
o Follow the 4 R's (Reduction, Re-use, Recycling and Recovery) Yes No
o Work safely (posture, breaks, etc) Yes No
Task requirements | Are you able to:
o Access the conceptual database model as agreed to by the client Yes No
o Review the design to ensure continuity Yes No
o Review the design to determine required data structures Yes No
o Review the design to determine required queries Yes No
o Review the design to determine required reports Yes No
o Review the design to determine required user interface Yes No
o Ensure embedded design security relates to business needs Yes No
o Identify and raise any security inconsistencies with client Yes No
o Develop a prototype to comply with conceptual plan including
o User interface – Tables (at least 3)
o User interface – Menus
o User interface – Input Screens
o User interface – Output Screens
o Queries
o Output reports
o Forms
o Password system for database
o Access system for database
o Client access profiles (specific to client business model) Yes No
o Enable multiple users Yes No
o Develop clear and easy to view layout Yes No
o Ensure unauthorised users are restricted from access Yes No
o Develop and include appropriate error messages for incorrect user entries Yes No
o Test the database Yes No
o Document database errors that arise from testing Yes No
o Rectify identified errors Yes No
o Show prototype to client Yes No
o Ensure prototype functions as to clients expectations Yes No
o Modify reports and screens to reflect clients expectations Yes No
o Use clear language Yes No
o Ensure communication is free from jargon Yes No
o Gauge clients reaction to conceptual model and respond accordingly Yes No
o Document any client initiated change requests Yes No
o Make refinements with client and modify conceptual model Yes No
o Achieve client sign-off Yes No
ASSESSMENT 3 – ASSESSOR INSTRUCTIONS
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements
Each student has been provided with the following brief:
"Following task 1, you are going to develop a prototype of the database design you created for Epic Video.
Confirm database design
Before beginning work on your prototype you must first review the documentation you created including data structures, queries reports and user interface. Identify and document any inconsistencies in your database and security design.
Create a prototype
Once this documentation is complete and your design has been confirmed you can develop your prototype based on the design and populate it with suitable data for testing and evaluation. Throughout creation of the prototype you should liaise with the client (your instructor) and incorporate feedback.
You should assess all functionality of your created prototype including identifying errors in code and modifying screens and reports. Once you have completed your prototype present and submit it to your instructor for assessment and sign-off."
ASSESSOR NOTES
• Students will need access to a computer with access to the internet and a suitable database creation program installed (such as MS Access)
• You are to play the role of the customer for this assessment. Please refer to the specifications outlined on Assessment 1 for the context of this task.
• You are to be available for students to discuss the task. When role-playing the client, you are to only answer the questions asked, and let the student control the conversation. This is to ensure the student is not lead during the assessment, and can accurately determine the proposed purpose, use and audience
This assessment may be undertaken in the following formats:
• On the job. These assessments must:
o using a registered and operating workplace
o ensure access to customers relevant to the work role and unit requirements
o ensure access to staff members / colleagues
o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
o ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
o substitute the provided data with relevant data from the students work-place
• Classroom / Simulated environment. These assessments must
o Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state "Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
technical skills
underpinning knowledge
generic skills such as decision making and problem solving
workplace practices such as effective communication "
o In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:
Quality – The work is of the standard required for entry into the industry.
Productivity – The work is performed within a timeframe appropriate for entry to the industry.
Safety – The work is performed in a manner that meets industry safety standards.
o Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:
performing the task (task skills)
managing a number of tasks (task management skills)
dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)
fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)
transferring competencies to new contexts.
o Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers
use facilities, equipment and materials that meet current industry standards
plan and prioritise multiple tasks to meet deadlines
experience the typical workflow for the industry
require adherence to service standards, workplace procedures, health and safety requirements
work with others as part of a team
consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources
o If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a business unit, a simulated environment may also include an office environment with office equipment and computers. Each student must dress appropriately and professionally in line with workplace standards.
o For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately
ASSESSMENT 3 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Please complete below
Student Name:
Student ID No: Date:
Whilst undertaking this task, did the student Satisfactory Comments
Access the conceptual database model as agreed to by the client Yes
No
Review the design to ensure continuity Yes
No
Review the design to determine required data structures Yes
No
Review the design to determine required queries Yes
No
Review the design to determine required reports Yes
No
Review the design to determine required user interface Yes
No
Ensure embedded design security relates to business needs Yes
No
Identify and raise any security inconsistencies with client Yes
No
Develop a prototype to comply with conceptual plan including
• User interface – Tables (at least 3) Yes
No
• User interface – Menus Yes
No
• User interface – Input Screens Yes
No
• User interface – Output Screens Yes
No
• Queries Yes
No
• Output reports Yes
No
• Forms Yes
No
• Password system for database Yes
No
• Access system for database Yes
No
• Client access profiles (specific to client business model) Yes
No
Enable multiple users Yes
No
Develop clear and easy to view layout Yes
No
Ensure unauthorised users are restricted from access Yes
No
Develop and include appropriate error messages for incorrect user entries Yes
No
Test the database Yes
No
Document database errors that arise from testing Yes
No
Rectify identified errors Yes
No
Show prototype to client Yes
No
Ensure prototype functions as to clients expectations Yes
No
Modify reports and screens to reflect clients expectations Yes
No
Use clear language Yes
No
Ensure communication is free from jargon Yes
No
Gauge clients reaction to conceptual model and respond accordingly Yes
No
Document any client initiated change requests Yes
No
Make refinements with client and modify conceptual model Yes
No
Achieve client sign-off Yes
No
Prototype Database Model Attached Yes
No
Document Student / Client Conversation:
Comments:
Result: Satisfactory | Not Satisfactory | Not Assessed
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSMENT 4 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
For this task you are to test and evaluate your database. You must:
1. Enter sample data into the database to work with (refer provided spreadsheet)
2. Develop implementation plans for the database
3. Install database management system software on the network
4. Populate tables in your database with business data
5. Implement security and access controls
6. Test database output and security controls and record results.
Once your testing is complete you should:
1. Review your database with your client (your instructor) for final approval
2. Complete database documentation
3. Identify and document user training requirements
At this point you should submit your database and documentation to your instructor for assessment.
This assessment will occur on: _____________________________________________
ASSESSMENT 4 – STUDENT SELF ASSESSMENT CHECKLIST
This information is to be handed to each student to outline the assessment criteria
This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.
Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.
You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.
Student Assessment Criteria I feel I can demonstrate this
Communication | Are you able to:
o Communicate clearly with others
o Ask for help when needed
o Follow instructions Yes No
Safety | Are you able to:
o Set your workstation up safely and ergonomically (chair, support, monitors, foot rests, distance to screen, etc) Yes No
o Work safely (posture, breaks, etc) Yes No
Conservation | Are you able to:
o Follow the 4 R's (Reduction, Re-use, Recycling and Recovery) Yes No
o Work safely (posture, breaks, etc) Yes No
Task requirements | Are you able to:
o Develop an implementation plan for the database that includes:
o Introduction
o System overview / description / structure
o Description of implementation
o Summary of major tasks for implementation
o Implementation schedule (in chronological order)
o Security information
o Support information
o Configuration management summary
o Back-off Plan
o Post implementation verification Yes No
o Install the database on a networked system Yes No
o Populate the databases with supplied data Yes No
o Implement security controls Yes No
o Implement access controls Yes No
o Test database output controls Yes No
o Test security controls Yes No
o Test full database for functionality Yes No
o Record results of test Yes No
o Review results and rectify where appropriate Yes No
o Arrange appointment with client Yes No
o Present and demonstrate the final database to the client Yes No
o Use clear language Yes No
o Ensure communication is free from jargon Yes No
o Answer all client questions Yes No
o Ensure client is able to use database through demonstration and basic instruction Yes No
o Achieve client sign-off Yes No
ASSESSMENT 4 – ASSESSOR INSTRUCTIONS
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements
Each student has been provided with the following brief:
"For this task you are to test and evaluate your database. You must:
1. Enter sample data into the database to work with (refer provided spreadsheet)
2. Develop implementation plans for the database
3. Install database management system software on the network
4. Populate tables in your database with business data
5. Implement security and access controls
6. Test database output and security controls and record results.
Once your testing is complete you should:
1. Review your database with your client (your instructor) for final approval
2. Complete database documentation
3. Identify and document user training requirements
At this point you should submit your database and documentation to your instructor for assessment.
ASSESSOR NOTES
ASSESSOR NOTES
• Students will need access to a computer with access to the internet and a suitable database creation program installed (such as MS Access)
• You are to provide the excel spreadsheet that contains sample data for use within this task to the student. Additional data may be provided as required. The student is not expected to create the data, but insert and use it for testing purposes
• You are to play the role of the customer for this assessment. Please refer to the specifications outlined on Assessment 1 for the context of this task.
• You are to be available for students to discuss the task. When role-playing the client, you are to only answer the questions asked, and let the student control the conversation. This is to ensure the student is not lead during the assessment, and can accurately determine the proposed purpose, use and audience
This assessment may be undertaken in the following formats:
• On the job. These assessments must:
o using a registered and operating workplace
o ensure access to customers relevant to the work role and unit requirements
o ensure access to staff members / colleagues
o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
o ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
o substitute the provided data with relevant data from the students work-place
• Classroom / Simulated environment. These assessments must
o Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state "Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
technical skills
underpinning knowledge
generic skills such as decision making and problem solving
workplace practices such as effective communication "
o In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:
Quality – The work is of the standard required for entry into the industry.
Productivity – The work is performed within a timeframe appropriate for entry to the industry.
Safety – The work is performed in a manner that meets industry safety standards.
o Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:
performing the task (task skills)
managing a number of tasks (task management skills)
dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)
fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)
transferring competencies to new contexts.
o Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers
use facilities, equipment and materials that meet current industry standards
plan and prioritise multiple tasks to meet deadlines
experience the typical workflow for the industry
require adherence to service standards, workplace procedures, health and safety requirements
work with others as part of a team
consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources
o If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a business unit, a simulated environment may also include an office environment with office equipment and computers. Each student must dress appropriately and professionally in line with workplace standards.
o For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately
ASSESSMENT 4 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Please complete below
Student Name:
Student ID No: Date:
Whilst undertaking this task, did the student Satisfactory Comments
Develop an implementation plan for the database that includes:
• Introduction Yes
No
• System overview / description / structure Yes
No
• Description of implementation Yes
No
• Summary of major tasks for implementation Yes
No
• Implementation schedule (in chronological order) Yes
No
• Security information Yes
No
• Support information Yes
No
• Configuration management summary Yes
No
• Back-off Plan Yes
No
• Post implementation verification Yes
No
Install the database on a networked system Yes
No
Populate the databases with supplied data Yes
No
Implement security controls Yes
No
Implement access controls Yes
No
Test database output controls Yes
No
Test security controls Yes
No
Test full database for functionality Yes
No
Record results of test Yes
No
Review results and rectify where appropriate Yes
No
Arrange appointment with client Yes
No
Present and demonstrate the final database to the client Yes
No
Use clear language Yes
No
Ensure communication is free from jargon Yes
No
Answer all client questions Yes
No
Ensure client is able to use database through demonstration and basic instruction Yes
No
Achieve client sign-off Yes
No
Final database design Attached Yes
No
Database recovery documentation attached Yes
No
Comments:
Result: Satisfactory | Not Satisfactory | Not Assessed
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSMENT 5 – ASSESSOR INSTRUCTIONS
WRITTEN ASSESSMENT / PROJECT
This assessment may be undertaken in one of the following formats
Written assessment
1. Set a date for this written assessment.
2. Advise students of the topic and how the assessment will be conducted / marked
3. Advise students where this assessment will be undertaken (classroom environment)
4. Set up room with a gap between each student (staggered formation recommended)
5. Set ground rules including no phones, talking, books, etc.
6. Pass a copy of the assessment to each student (Ensure the answers have been deleted from the students copy)
7. Allow time for reading and questions before commencing assessment.
8. Once assessment has commenced, no communication between students is allowed.
9. If students repeatedly talk, or are caught cheating, they are to be removed from the classroom, and reported to student administration. Mark the assessment tasks as "incomplete"
10. Allow 2 hours for this assessment.
11. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD. We are assessing the students, not you!
12. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student responses
13. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question.
14. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.
Project
1. Set a date for this written assessment.
2. Advise students of the topic and how the assessment will be marked.
3. Provide the blank project to the student
4. Provide student the opportunity to ask questions prior to starting the assessment.
5. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question.
6. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD. We are assessing the students, not you!
7. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student responses
8. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.
ASSESSMENT 5 – WRITTEN ASSESSMENT / PROJECT
Student Name: ______________________________________________________________
Student ID No: _________________________________________ Date: _______________
Student Instructions
Written Assessment Project
• This assessment will be undertaken in the classroom, under test conditions.
• This is a closed book written assessment
• Time allocated: 2 hours • You are to research and answer all of the following questions. Be sure to:
• Please print / write legibly
• Make sure you all questions
• Black or blue pen is required to complete this assessment.
• Return your assessment by the date set by your assessor
• Do not plagiarise. Plagiarism is considered cheating. Please refer below for our policy in regards to cheating
• Do not cheat during this assessment. Anyone caught cheating will automatically be excluded under the Disciplinary Rules and their opportunity for assessment will be subject to the outcome of an Appeal Process or Disciplinary Hearing
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
• Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised.
• Re-assessment: If you do not achieve the required standard, you will be given the opportunity to be re-assessed by our Assessor. Arrangements will be made on an individual basis.
• Feedback: Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.
1 In a database what is the relationship between fields, tables and records?
2 What is a primary key?
3 What is the purpose of normalising a database?
4 Which of the following normal forms is the most strict?
• First normal form
• Second normal form
• Third normal form
5 For each of the below fields or attributes provide the data type that should be used
• Student ID Number:
• Name:
• Address:
• Date of Birth:
• ENTER / HSC score:
6 What are three common join types in a relational database
7 What is a data dictionary?
8 What does the acronym ERD stand for?
9 Develop an SQL statement to select the highlighted field in the below table
Accounts
ACCOUNT_ID (PK) USERNAME EMAIL GIVEN_NAME SURNAME
23415 Jo [email protected]
John Smith
19251 Andrew [email protected] Andrew Johnson
15522 phillip [email protected] Phillip Anderson
10 What is data redundancy
14 What is Data Encryption Standard
.
15 Describe the impact each of the following items has on database design, along with what you can do to ensure your database is readable
Font
Layout
Space
Colours
Consistency
Alignment
Screen size
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSOR USE ONLY
Comments
Assessment Method: WRITTEN / PROJECT
Result
(Please Circle) Satisfactory Not Satisfactory Incomplete
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback Name: ________________________
Signature: ________________________
Date: ____/_____/_____