| Assessment Details | |||||
| Qualification Code/Title | ICT50120 Diploma of Information Technology | ||||
| Assessment Type | Assessment -01– Written Assessments | Time allowed | |||
| Due Date | Location | AHIC | Term / Year | ||
| Unit of Competency | |
| National Code/Title | ICTSAS502 Establish and maintain client user liaison |
| Student Details | |||
| Student Name | Student ID |
| Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarized from any person or source. | Signature: ____________________________ Date: _____/______/__________ |
| Assessor Details | ||
| Assessor’s Name | ||
| RESULTS (Please Circle) | SATISFACTORY | NOT SATISFACTORY |
| Feedback to student: |
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. | Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. | ||
| Signature | Signature | ||
| Date | Date |
| Instructions to the Candidates This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.Please read the Tasks carefully then complete all Tasks.To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.Resources required completing the assessment tasks are 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.Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.Once you have completed the assessment, please upload the soft copy of the Assessment into AHIC Moodle.Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. |
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 if applicable.
- Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
- All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
| Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) | ||
| Category | Possible Issue | Reasonable Adjustment Strategy (select as applicable) |
| ¨ LLN | ¨ Speaking ¨ Reading ¨ Writing ¨ Confidence | ¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists |
| ¨Non-English-Speaking Background | ¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence | ¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | ¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment | ¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | ¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialized equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift |
| ¨Educational background | ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | ¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g. a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift |
| Explanation of reasonable adjustments strategy used (If required) |
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
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 arebeing 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 unauthorized 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 student’s 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 authorization 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.
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Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow :
Student Id_Assessment_No (Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: | Answer the following questions regarding specify adequate response times for providing services 1.1. What is a service response time for providing services? Answer using 30-60 words. 1.2. Why is it important to specify adequate response times for providing services? Answer using 30-60 words? | ||
Q2: | Answer the following questions regarding analysing the role of stakeholders in the organisation, and their level of dependence on ICT infrastructure 2.1. How do you evaluate the role of stakeholders in deciding the degree of dependence they have on ICT infrastructure? Answer using 100-200 words. 2.2. Explain the typology of influence strategies using 50-100 words. | ||
Q3: | Answer the following questions regarding explain the capabilities of a range of ICT devices 3.1. Explain the capabilities of each of the following ICT devices using 30-60 words: Digital cameras Microphones Printer 3.2. What are the four (4) ICT devices for teaching and learning? | ||
Q4: | Answer the following questions regarding research and evaluate current industry-accepted hardware and software products 4.1. Identity three (3) current hardware and software products related to the ICT network. | ||
Q5: | Answer the following questions regarding identifying and describe equipment that is vital in supplying business-critical services, including: internet file transaction security for client accounts webserver for e-business 5.1. What are the benefits of internet file transaction security for client accounts that is vital in supplying business-critical services? Answer using 30-60 words. 5.2. What is a web server in e-business? Explain using 30-60 words. | ||
Q6: | Answer the following questions regarding describing in detail the areas related to the organisation’s services and the ICT system functionality required to supply the essential and desirable services to the organisation 6.1. Identify and discuss the functions of different levels (essential and desirable) of IT support using one to two sentences. 6.2. What does an IT support specialist do? | ||
Q7: | Answer the following questions regarding describe the quality assurance practices relating to the supplied service and service level agreements (SLAs) 7.1. What is service level agreement in quality assurance practices? Answer using 30-60 words. 7.2. What four (4) characteristics relating to quality assurance practices relating to the supplied service and service level agreements (SLAs). | ||
Q8: | Answer the following questions regarding analyse the role of ICT in the client’s business domain 8.1. What does the client business domain mean? Explain the role of ICT in the client’s business domain in your answer using your own 50-100 words. 8.2. Explain why both technological and regulatory changes are leading to new forms of business domains? Answer in 100-150 words. | ||
Q9: | Answer the following questions regarding identifying and describing server types to provide: applicationbackupemailfirewallproxyWeb. 9.1. Discuss each of the given server types using 30-60 words. applicationbackupemailfirewallProxy serverWebserver | ||
Performance Criteria/Performance Checklist
| The student’s performance was: | satisfactory Not satisfactory |
| Feedback to student: | |
| Student signature | |
| Observer signature |
The End