TEIA - Course Developers - TEIA
|ICTSAS203 |
|Connect hardware peripherals |
|Assessment Tool |
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Contents
ICTSAS203 1
Connect hardware peripherals 1
Introduction 1
Section 1 - Unit of competency 3
1.1 Elements of competency and performance criteria 4
1.2 Assessment requirements 5
1.3 Dimensions of competency 6
1.4 Foundation skills 7
1.5 Skill sets 8
1.6 Recognition of prior learning (RPL) 8
1.7 Glossary of terms 8
Section 2 - Assessment tools 12
2.1 Summative assessment 13
2.2 Solutions - General guidance 20
2.3 Solutions – Summative assessment 21
2.4 Evidence of competency 76
2.5 Assessment records 77
Assessment instructions – ICTSAS203 79
Pre-assessment checklist – ICTSAS203 80
Self-assessment record – ICTSAS203 81
Performance evidence checklist – ICTSAS203 82
Knowledge evidence checklist – ICTSAS203 83
Portfolio of evidence checklist – ICTSAS203 84
Workplace assessment checklist – ICTSAS203 85
Observation Checklist/Third Party Report 86
Record of Assessment 89
Request for Qualification Issue 91
Glossary 93
Introduction
This set of assessment tools is for the unit of competency ICTSAS203 Connect hardware peripherals.
The guide is divided into three sections:
Section 1: Unit of competency
Section 2: Assessment resources
Glossary (VET sector terminology)
As the trainer/assessor, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your broader training and assessment strategy.
Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace is mandatory for some units of competency. Refer to section 1.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.
This document and set of assessment tools must be used in conjunction with the directions that form part of the qualification’s Training and Assessment Strategy. Assessors must refer to the ICT20115 Training and Assessment Strategy for details on mandatory tool use.
Section 1 - Unit of competency
The Information and Communication Technology Training Package (ICT) was developed by the Innovation & Business Skills Australia (IBSA) and the Industry Skills Council in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the workplace.
Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency ICTSAS203 Connect hardware peripherals and other information relevant to it.
It contains the following information:
1.1 Elements of competency and performance criteria
1.2 Assessment requirements
1.3 Dimensions of competency
1.4 Foundation skills
1.5 Skill sets
1.6 Recognition of prior learning (RPL)
1.7 Glossary of terms
1.1 Elements of competency and performance criteria
The elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed.
The performance criteria define the level of skill necessary to achieve the requirements of the element.
The following table maps the content in the on-line course ICTSAS203 Connect hardware peripherals to the unit of competency.
| ICTSAS203 Connect hardware peripherals |Where covered in on-line course |
|Element 1: Confirm client requirements | |
|1.1 Identify and confirm peripheral requirements of client |Task 1, Task 5 |
|according to organisational standards | |
|1.2 Document client requirements and peripherals needed, and |Task 5 |
|report findings to the appropriate person according to | |
|organisational standards | |
|1.3 Verify client requirements with appropriate person according|Task 5 |
|to organisational standards and reporting procedures | |
|1.4 Take action to ensure client support expectations are |Task 5 |
|covered by vendor warranty and support services | |
|Element 2: Obtain required peripherals | |
|2.1 Obtain peripherals under instruction from appropriate person|Task 1, Task 5 |
|2.2 Enter details of peripherals into equipment inventory |Task 1, Task 5 |
|according to organisational standards | |
|2.3 Validate that contents of delivered components and physical |Task 1, Task 5, Task 6 |
|contents match the packing list and resolve discrepancies if | |
|necessary | |
|2.4 Store peripherals according to vendors guidelines |Task 1, Task 5, Task 6 |
|Element 3: Connect hardware peripherals | |
|3.1 Verify timeframe for installation schedule with client |Task 5, Task 6 |
|3.2 Remove old peripherals with minimal disruption to clients if|Task 5, Task 6, Task 7 |
|they are to be replaced, taking into account environmental | |
|considerations and work health and safety (WHS) standards | |
|3.3 Connect new peripherals with minimum disruption to clients, |Task 1, Task 6 |
|taking into account operating system procedures | |
|3.4 Configure computer to accept new peripherals |Task 1, Task 6 |
|3.5 Test hardware peripherals and confirm client satisfaction, |Task 1, Task 6 |
|paying particular attention to possible effect on other systems | |
|and making adjustments as required | |
1.2 Assessment requirements
ICTSAS203 Connect hardware peripherals covers the outcomes, skills and knowledge required to connect hardware peripherals according to instructions..
The assessment requirements consist of three criteria:
• Performance evidence: details the skills to be demonstrated, the consistency of performance (for example, on how many occasions, in what range of situations, using what range of equipment) and any licensing, regulatory or registration requirements
• Knowledge evidence: the scope and depth of knowledge required
• Assessment conditions: specify where assessment can take place, what resources are required and what interactions with other people are required
Performance evidence
The performance evidence for the unit ICTSAS203 Connect hardware peripherals consists of at least one event where the candidate:
• connect several different types of hardware peripherals to the system safely and according to vendor instructions with a minimum of downtime, using known routines and procedures
• locate, interpret and use vendor documentation related to connection and storage of hardware peripherals
• test the operation of newly installed hardware peripherals and confirm client satisfaction
• follow work health and safety policies and procedures.
Knowledge evidence
The knowledge evidence within the unit ICTSAS203 Connect hardware peripherals consists of:
• describe the commonly used computer operating systems
• identify help desk and maintenance practices
• describe common peripheral devices
• summarise WHS procedures for electrical equipment
• list the system components and describe their interconnectivity
• identify current industry accepted hardware and software products
• describe procedures relevant to maintaining inventory
• list the organisational guidelines and standards that impact on service support including:
o external suppliers and vendors
o internal and external communications
o internet access
o security of information and data
• identify common principles for environmentally sustainable business practices.
Assessment conditions
Skills must be demonstrated in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work.
Simulations and scenarios are acceptable. 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.
The assessment environment must include access to:
• sites with a representative range of workstations, hardware peripherals, internet connections and cabling
• software to be installed, interconnected and configured
• hardware and software currently used in industry
• technical documentation, including organisational hardware blueprint and vendor support.
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
1.3 Dimensions of competency
The dimensions of competency relate to all aspects of work performance. The following table explores the four dimensions of competency in more detail.
|Dimensions of competency |What it means |
|Task skills |The candidate must perform the individual skills required to complete a work |
| |activity to the required standard. |
|Task management skills |The candidate must manage a number of different tasks to complete a whole work |
| |activity, such as working to meet deadlines. |
|Contingency management skills |The candidate must use their problem-solving skills to resolve issues that arise |
| |when performing a work activity. |
|Job/role environment skills |The candidate must perform effectively in the workplace when undertaking a work |
| |activity by working well with all stakeholders and following workplace policies |
| |and procedures. |
Assessors and/or their training organisations need to ensure that the range of assessment instruments developed for this unit adequately explore the dimensions of competency.
1.4 Foundation skills
Underpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees.
The foundation skills embedded in this unit of competency are outlined below:
|Skill |Performance Criteria |Description |
|Reading |1.1-1.4, 2.1-2.4, 3.1-3.5 |Interprets textual information from a range of sources to identify and adhere to |
| | |requirements |
|Writing |1.2, 1.3, 1.4, 2.1 |Develops materials and resources using simple vocabulary to convey and record |
| | |information and inventory, according to client and vendor requirements |
|Oral Communication |1.2, 1.3, 1.4, 2.1, 3.1, 3.5 |Participates in verbal exchanges of familiar ideas and information using questioning |
| | |and active listening to elicit views, opinions and feedback from others |
|Navigate the world of |1.1, 1.3, 1.4, 2.1-2.4, 3.2-3.5|Understands roles and responsibilities for task and makes basic decisions on work |
|work | |completion parameters in accordance with organisational requirements, WHS standards |
| | |and environmental considerations |
|Interact with others |1.1-1.4, 2.1, 3.1 |Identifies and takes steps to follow accepted communication practices and protocols |
|Get the work done |1.1-1.4, 2.1-2.4, 3.1-3.5 |Plans and implements routine tasks, aiming to achieve them efficiently |
| | |Responds to predictable routine problems and implements standard or logical solutions|
| | |Understands the purposes, specific functions and key features of common digital |
| | |systems and tools, and operates them effectively to complete routine tasks |
Do not assume that learners already have these skills; for example, even if you believe they have good writing skills, they may never have written a specific type of report before.
Remember that the learner may not necessarily need all of these skills for a specific task, nor be required to develop them to a high level. This will depend on the nature of the task and the context in which they are working.
Your role is to:
• when planning your assessment program, identify where foundation skills are embedded in the unit of competency and how learners can demonstrate they have acquired the skills
• encourage learners to record in the template that follows the Final Assessment the activities they have performed that demonstrate specific foundation skills; they can do this after completing each chapter in the learner guide.
1.5 Skill sets
Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need.
Skill sets do not replace qualifications as the foundation for undertaking work in the community sector. Skill sets build on a relevant qualification and enable a qualified worker to move laterally into work areas addressed by the skill set or to broaden their skill base in relation to the services they provide.
1.6 Recognition of prior learning (RPL)
Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to verify competency. The trainer then needs to assess this evidence against the criteria for the qualification.
Evidence of competency may include work samples, journals and third-party testimonials. Learners may also need to be observed undertaking set tasks and/or answer set questions.
The full RPL Kit for this qualification is available. The kit consists of four parts:
• Assessor’s Guide
• Candidate’s Guide
• Forms
• Workplace Guide
1.7 Glossary of terms
Previously, units of competency included a ‘Range Statement’ that provided a way of understanding the scope of terms essential to performance criteria. Range Statements are no longer part of the endorsed components of Training Packages, but this section provides some general understanding to many of the concepts used in the ICT qualifications.
Where ever possible and appropriate, knowledge should be contextualised to the learner’s workplace. For example, when dealing with organisational policies and procedures, look at the actual policies and procedures of the workplace.
Accessibility: Consideration given to ensure that a service (web site etc.) is made available to users whether or not they have a disability.
Address: The unique number that specifies a memory location.
Assistive technology: Assistive technology is furniture, hardware and software which can be used to make sure that anyone who needs assistance to use either the equipment or the digital content itself can do so with ease. For example, to support those with a visual impairment or dyslexia, text-to-speech readers are available, or for people who find a conventional mouse hard to manipulate, tracker-balls can be installed instead.
Bus: A subsystem that transfers data between computer components inside a computer or between computers.
Cache: A fast memory that transparently improves the performance of a larger, but slower memory or storage device.
CD-R (Compact Disc-Recordable): A variation of the optical compact disc which may be written to once.
CD-RW (Compact Disc-ReWritable): A variation of the optical compact disc which may be written to many times.
CD-ROM (Compact Disc Read-Only Memory): A pre-pressed optical compact disc which contains data or music playback.
Chip (or integrated circuit): A miniaturized electronic circuit that has been manufactured in the surface of a thin substrate of semiconductor material.
CPU (Central processing unit): The portion of a computer system that executes the instructions of a computer program.
Conventional PCI (Conventional Peripheral Component Interconnect): A computer bus for attaching hardware devices in a computer.
Computer case (or computer chassis, cabinet, box, tower, enclosure, housing, system unit or simply case): The enclosure that contains most of the components of a computer (usually excluding the display, keyboard and mouse).
Chipset (or chip set): A group of integrated circuits, or chips, that are designed to work together. They are usually marketed as a single product.
Channel I/O: A generic term that refers to a high-performance input/output (I/O) architecture that is implemented in various forms on a number of computer architectures, especially on mainframe computers.
DIMM (dual in-line memory module): A series of dynamic random-access memory integrated circuits. These modules are mounted on a printed circuit board and designed for use in personal computers, workstations and servers.
Digital: Any method of storing information where the changes in value of characteristics of the source are converted into numerical data which is then recorded: in effect we record instructions to recreate the information rather than a model of that information.
DVD (Digital Video Disc or Digital Versatile Disc): An optical compact disc - of the same dimensions as compact discs (CDs), but store more than six times as much data.
DVI: Digital Visual Interface (DVI) is a video display interface used to connect a video source to a display device, such as a computer monitor.
DRAM (Dynamic random-access memory): A type of random-access memory that stores each bit of data in a separate capacitor within an integrated circuit and which must be periodically refreshed to retain the stored data.
Expansion card (or expansion board, adapter card, accessory card): A printed circuit board that can be inserted into an expansion slot of a computer motherboard to add functionality to a computer system.
Execute: When a CPU interprets the operation code of a program instruction and performs the specified operation.
Firewall: A hardware device or software to protect a computer from viruses, malware, trojans etc.
Hard drive: A non-volatile storage device that stores data on rapidly rotating rigid (i.e. hard) platters with magnetic surfaces.
Hardware: The physical components of a computer.
Gigabyte: One gigabyte equals 1,000 megabytes.
HDMI (High-Definition Multimedia Interface): A compact interface for transferring encrypted uncompressed digital audio and video data to a device such as a computer monitor, video projector or digital television.
Input device: Any peripheral equipment used to provide data and control signals to an information processing system.
Input/output: The communication between an information processing system (such as a computer), and the outside world.
Internet: The worldwide system of computer networks providing reliable and redundant connectivity between disparate computers and systems by using common transport and data protocols known as TCP/IP.
Interoperability: The ability of content, a subsystem or system to seamlessly work with other systems, subsystems or content via the use of agreed specifications / standards. This is achieved through semantic interoperability and/or syntactic interoperability.
Keyboard: An input device, partially modelled after the typewriter keyboard, which uses an arrangement of buttons or keys, to act as mechanical levers or electronic switches.
Motherboard: The central printed circuit board (PCB) in many modern computers which holds many of the crucial components of the system, while providing connectors for other peripherals.
Memory: Devices that are used to store data or programs on a temporary or permanent basis for use in an electronic digital computer.
Monitor: An electronic visual display for computers.
Mouse: A pointing device that functions by detecting two-dimensional motion relative to its supporting surface.
Mini-VGA: Small connectors used on some laptops and other systems in place of the standard VGA connector.
Network: A collection of computers and devices connected by communications channels.
Non-volatile memory: Memory that can retain the stored data even when not powered.
Optical disc drive: A disk drive that uses laser light or electromagnetic waves near the light spectrum as part of the process of reading or writing data to or from optical discs.
Operating system: The set of software that manages computer hardware resources and provide common services for computer programs.
Pen drive: Another name for a USB flash drive.
Peripheral: A device attached to a computer but not part of it.
Personal computer: Any general-purpose computer whose size, capabilities, and original sales price make it useful for individuals, and which is intended to be operated directly by an end user, with no intervening computer operator.
Printer: A peripheral which produces a text or graphics of documents stored in electronic form, usually on physical print media such as paper or transparencies.
PSU (power supply unit): A unit of the computer that converts mains AC to low-voltage regulated DC for the power of all the computer components.
RAID (Redundant Array of Independent Disks): Data storage schemes that can divide and replicate data across multiple hard disk drives in order to increase reliability, allow faster access, or both.
RAM (random-access memory): Any form of computer data storage that allow stored data to be accessed in any order (i.e., at random).
ROM (Read Only Memory): A type of memory chip that retains its data when its power supply is switched off.
Server: A computer which may be used to provide services to clients.
Software: Computer programs and other kinds of information read and written by computers.
Solid-state drive (or solid-state disk or electronic disk): A data storage device that uses integrated circuit assemblies as memory to store data persistently.
SDRAM (Synchronous dynamic random access memory): Dynamic random access memory that is synchronized with the system bus.
Tape drive: A peripheral device that allows only sequential access, typically using magnetic tape.
Touchpad or trackpad: A pointing device consisting of specialized surface that can translate the motion and position of a user's fingers or a stylus to a relative position on a screen.
USB (Universal Serial Bus): A specification to establish communication between devices and a host controller (usually a personal computers).
USB flash drive: A flash memory device integrated with a USB interface. USB flash drives are typically removable and rewritable.
Virus: A computer program that can replicate itself and spread from one computer to another. The term "virus" is also commonly, but erroneously, used to refer to other types of malware, including but not limited to adware and spyware programs that do not have a reproductive ability.
WAP (Wireless Application Protocol): A specification for a set of communication protocols to standardize the way that wireless devices, such as mobile phones and others access and browse Internet-based content.
Webcam: A webcam is a video camera that feeds its images in real time to a computer or computer network, often via USB, Ethernet, or Wi-Fi.
Section 2 - Assessment tools
Assessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.
This section contains the summative assessment tools that are to be used in assessing this unit of competency. The assessment tools have also been mapped against the requirements of unit assessment; these may be reviewed in the TEIA document ICT20115 Mapping Guide. Assessors can use this mapping information to complete required assessment records.
It is an important responsibility of assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate or required by the assessor, in addition to those within this document, are included in these records.
Section Two contains the following information:
2.1 Summative assessment
2.2 Solutions – general guidance
2.3 Solutions – summative assessment
2.4 Evidence of competency
2.5 Assessment records
2.1 Summative assessment
Task One: Getting ready for business
Task overview
The candidate carries out a number of tasks associated with starting a small business.
Learning and Assessment Sequence
Prepare for business
• Read incoming email (Computer)
• Research the requirements for registering a business name (Internet)
• Complete the Business Planning Document (Bookcase folders)
• Print and complete business name registration form
• Research requirements for registering for an ABN (Internet)
• Complete the Business Planning Document (Bookcase folders)
• Print and complete ABN registration form
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Completed Business Name Registration Form
– Completed ABN Registration Form
Identify computer hardware requirements
• Read incoming email (Computer)
• Read and print Your task (Bookcase folders)
• Identify appropriate computer hardware and peripherals
• Research computer hardware and obtain quotes/pricing (Internet)
• Complete Business Planning Document
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Quotes/Internet pricing & specifications for hardware and peripherals
– Hardware peripherals quiz results
Identify computer software requirements
• Read incoming email (Computer)
• Read and print Your task (Bookcase folders)
• Identify appropriate software to perform the range of tasks indicated
• Research computer software and obtain quotes/pricing (Internet)
• Complete Business Planning Document
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Quotes/Internet pricing & specifications for software
Establish a work area and identify and minimise OH&S issues
• Read and print Your task (Bookcase folders)
• Set up a computer system and connect peripheral devices
• Take a picture/s of the system with peripherals correctly connected
• Print the Hazard Audit Template (Bookcase folders)
• Conduct a health and safety audit of their work area (or area identified by your teacher)
• Take photographs of identified risks
• Complete Business Planning Document
• Take appropriate action to eliminate or reduce risk
• Take photograph/s of hazard reduced work area
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Picture/s of computer and peripheral devices
– Before and after images of workplace hazards
– Completed Hazard Audit Template
Task Five: A new computer system
Task Overview
In this task, the candidate has to research and quote on computer hardware, software and peripheral devices in order to respond to client needs.
Learning and Assessment Sequence
Research client requirements
• Read and print the email from Cameron McKellar (Computer)
• Read and print Learning Resources and Your Task (Bookcase folders)
• Research computer hardware requirements to meet client specified requirement
• Research operating system requirements to meet client needs
• Confirm that computer hardware will support operating system minimum requirements
• Conduct research on peripheral devices suitable for client specifications
• Research software requirements to perform the functions required by client
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Specifications for recommended hardware, software and peripherals
Prepare a quote for a client
• Select appropriate software options for preparation of a quote
• Undertake software training as necessary (Mouse)
• Develop a quote template for RAMemberUS IT Services using appropriate software (Hint: Check software templates as a starting point)
• Using costs that you obtained, use a mark-up of 15%, a labour cost of $110 per hour for computer setup and configuration, develop an itemised quote listing hardware, software and peripherals as separate entries. Estimate 1.5 hours for setup and configuration.
• Include an on-site installation fee as a separate line item on the quote as an optional extra. The fee for this service is an additional $70.00 per hour.
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Quote template
– Itemised quote
Write an accompanying letter
• Revisit email from Cameron McKellar (Computer)
• Identify customer information requirements
• Revise correct letter format as necessary (refer to Task 2)
• Using Microsoft Word, write a letter to accompany quote. Hint: Make sure the letter addresses all client queries
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Detailed letter to client to accompany quote
Respond to a customer email enquiry
• Read and print email from Rob Tanner (Computer)
• Identify customer information requirements
• Research antivirus software options (Internet)
• Research security options to prevent hackers (Internet)
• Research anti-spyware options (Internet)
• Research anti-spam options (Internet)
• Develop an email in response to the client and send to your teacher
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Email response regarding security options
Task Six: Setting up a new computer
Task Overview
In this task, you need to install, connect and configure computer hardware to meet client requirements. It is suggested that this task be undertaken in conjunction with Task 7.
NOTE: There are strict practical requirements for this task which must be demonstrated consistently over a period of time. You will need to discuss the practical requirements with your teacher prior to commencing this task.
Learning and Assessment Sequence
Design a job sheet for computer repair/upgrade
• Read and print email from the Australian Computer Society (Computer)
• Select appropriate design software
• Design a computer job sheet utilising the information supplied in the email
• Save this as RAMemberUS Job Sheet – Draft and submit to your teacher
• Make changes and suggestions as recommended by your teacher as required
• Resubmit final version to your teacher. This should be named RAMemberUS Job Sheet – Final
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Job Sheet (NOTE: both draft and final versions are required)
Install internal hardware components
• Read and print the email from Jodie Bailey (Computer)
• Read and print Learning Resources and Your Task (Bookcase folders)
• Bare computer system – no DVD (or other optical drive) RAM, Video Card or Hard Drive (Teacher to supply)
• Identify hardware requirements eg, Type of RAM required. Refer to technical manual or manufacturer’s website as required.
• Access the following hardware components: DVD Drive (or other optical drive), RAM, Video Card and Hard Drive – refer to your teacher as required.
• Identify hardware connection requirements
• Identify toolkit requirements
• Connect internal hardware components under supervision. Have your supervisor or peer take a series of digital images demonstrating you doing this.
• Complete a job sheet for the task and submit to your teacher
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Digital images showing you connecting specified hardware components
– Completed job sheet
NOTE: As the connection of internal hardware components must be demonstrated consistently over time, it is recommended that you complete a job sheet for each task and video the task using the video glasses or a video camera. Submit this portfolio of evidence to your assessor for consideration of competency.
Task Seven: Software installation
Task Overview
In this task, the candidate needs to source and install software applications to meet client needs. It is suggested that this task is undertaken in conjunction with Task 6.
NOTE: There are strict practical requirements for this task which must be demonstrated consistently over a period of time. As these occur they candidate will need to video the tasks; it is recommended that video glasses are used for these exercises. Candidates should discuss the practical requirements with their assessor prior to commencing this task.
Learning and Assessment Sequence
Install operating system
• Read and print Learning Resources and Your Task (Bookcase folders)
• Read and print the email from Jodie Bailey (Computer)
• Source the appropriate operating system software
• Install and configure operating system software
• Source and install drivers for hardware components (if required)
• Create a simple “how to” manual for installation of the operating system using screen shots from during the installation process (Print screen, Paste into MS Word or other suitable program)
• Save as “Installation Guide – Windows XP” and submit a copy to your teacher
Return of work expected from learners
There are a number of activities that the learner must complete throughout the task. These activities require learners to submit their answers to you:
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Installation guide for Windows
Source and install application software
• Using the Internet, research and locate the required software (Internet)
• Download the required software and save to an appropriate location
• Install appropriate software applications using help files or online help as necessary
• Create simple “How to” manuals for each software application using screen shots to illustrate these
• Save these in the format “Installation Guide – insert application name” and submit a copy to your teacher
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Installation Guides for Open Office, Acrobat Reader, AVG and PhotoFiltre (4 manuals in total)
2.2 Solutions - General guidance
Assessors should review the solutions provided and adapt and/or contextualise them (and assessment activities themselves where necessary) to suit the training and assessment context as part of their moderation activities. This will ensure consistency of assessment.
The solutions to assessment activities serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. Refer to the assessment activities when assessing learner responses or evaluating assessment evidence. The answers provided by the assessment candidate will vary due to a number of factors, including the:
▪ candidate’ s own experiences
▪ candidate’ s workplace experiences
▪ training situations and strategies presented by the trainer
▪ interpretation of the assessment activity by the assessment candidate/assessor
▪ type of organisation, work practices, processes and systems encountered by the candidate.
The nature and variety of the tasks presented means that in some cases there will be numerous correct responses, and the solutions provided cannot cater for all contexts and eventualities.
In general terms:
▪ For questions with a single answer, this guide provides the correct answer.
▪ For questions that do not have a single answer, it is understood that answers will vary within certain parameters.
▪ For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.
▪ For activities that involve responding to a case study, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.
▪ For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.
▪ For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.
2.3 Solutions – Summative assessment
Task One
Web search for registering a business
Requirements as specified in learning materials:
• Search the web for how to register a business in Queensland, and provide URLs of sites visited.
• Enter the information into Section 1 of the Business Planning Document.
| |
|Websites visited (provide URL) |
| |
| |
| |
| business-name |
| |
| |
| |
| |
Register a business name in Queensland
Requirements as specified in learning materials:
Search for the document used to register a Business name in Queensland, and complete the document to register RAMemberUS IT Services. (The registration process has changed since 28 May 2012 and the students are not able to complete it online as they once could. Therefore, you may advise your students to provide a screen capture and the URL where the online process commences):
- state=15el37c1qz_59&_afrLoop=983936425211000
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Check availability of the business name
Requirements as specified in learning materials:
Complete a search to check if RAMemberUS IT Services name is available and provide a screen capture of the results.
URL of where search commences: - state=10v4xv58t5_4
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Result screen
Search for how to apply for an ABN
Requirements as specified in learning materials:
Search the web for how to apply for an ABN and give URL of websites visited.
Websites visited (provide URL): 9608-25252a39cd72&NavGraph=ApplyForAbn&View=ApplicationDetail&pid=71&js=1
The URL above is the page where the online application commences.
Hardware research
Requirements as specified in learning materials:
• Search for the external hardware required for the new business.
• Use the tables in the Business Planning document to enter the research results. Required information is as per headings.
• Cost and specifications are also required
Other expected requirements:
Students are to provide information on all hardware which the new business would require. At a minimum it would be:
• laptop or desktop
• printer/scanner
• keyboard/mouse/monitor if choosing a desktop
• wireless router(optional)
• digital camera
• external hard drive for backups
Examples:
| | |
|Item (eg printer) |Details (eg make, model, specifications) |
| |Acer Aspire TimelineX 5830TG |
|Laptop |Features: |
| |15 inch screen, 8 hours of battery life, decent gaming machine, smooth video player, numeric keypad on the |
| |right |
| |Specifications: |
| |Intel Core i-5 processor, 2300MHz processor, 6Mb RAM, 640Gb storage, , 5 USB ports, Bluetooth capable |
| | |
| |$688.83 |
| |Samsung CLX -3185FN |
|Printer, scanner, copier,|Features: |
|fax |Multi-function printer, scanner, copier, fax; laser printer; high-quality colour printing; compact size; |
| |energy-saving standby mode |
| |Specifications (Tech Specs): |
| |OS Compatibility: Windows 2000/XP/2003/Vista/2008/Windows7/MacOS/Various Linux OS |
| | |
| |$349 |
| |Cisco 877 Integrated Services Router |
|Router |Features: |
| |Operate concurrent services including firewall, VPNs and wireless LANs at broadband speeds. |
| |Specifications: |
| |128MB default DRAM, 256MB maximum DRAM, 52MB maximum flash memory, |
| | |
| |$439.50 |
| |Panasonic Lumix DMC-TZ18 |
|Digital Camera |Features: |
| |HD Movie recording, 3 inch LCD screen, manual controls |
| |Specifications: |
| |Leica DC Lens, 16 optical zoom, HD Movie in Motion, Wide Angle Lens, Super Zoom, 14.1 Megapixel, 4x digital zoom,|
| | |
| |$499 |
| |WD Elements Portable SE |
|External hard drive |Features: |
| |Black colour, 500Gb, Formatted NTFS compatible with Windows XP, Vista, 7; small; lightweight |
| |Specifications: |
| |500GB; USB 2 or 3 interface; .21kg |
| | |
| |$89.99 |
Software research
Requirements as specified in learning materials:
• Search for software required for the new business.
• Use the table in the Business Planning Document to enter the search results. Required information is as per headings.
• Cost and specifications are also required
Other expected requirements:
Students are to provide information on all software which the new business would require. At a minimum it would be:
• Operating system
• Office suite which includes Word, Excel, PowerPoint, Publisher
• Photo editing program such as Photoshop (not freeware)
• Anti-virus program
• Web browser
• Adobe reader
• Email program
Examples:
| | |
|Software |Use (eg, operating system, desktop publishing application) |
|Microsoft Windows |Operating system |
|7 Ultimate |Features: Windows 7 Ultimate is the most versatile and powerful edition of Windows 7. It combines |
| |remarkable ease-of-use with the entertainment features of Home Premium and the business |
| |capabilities of Professional, including the ability to run many |
| |Windows XP products |
| |System requirements: 1 GHz or faster 32-bit (x86) or 64-bit (x64) processor, 1 GB RAM (32-bit) or 2|
| |GB RAM (64-bit), 16GB available hard disk space (32-bit) or 20GB (64-bit), Direct X9 graphics |
| |device with WDDM1.0 or higher driver. |
| | |
| |$469.00 |
|Microsoft Office | |
|Professional 2010 (must be this |Office Application |
|version of MS Office as it needs | |
|to include Publisher) |Features: For businesses who demand the best, MS Office Professional has what you need to |
| |communicate, create, and share documents from virtually anywhere. You get top of the line tools and|
| |premium customer support for one year to help you run your business and project efficiently. |
| |Includes Word, Excel, Access, PowerPoint, Outlook, Publisher, OneNote |
| | |
| |System requirements: 500MHz processor, 256Mb RAM, 3Gb hard disk |
| | |
| |$499.99 |
Hardware peripherals quiz
Requirements as specified in learning materials:
• Complete the Hardware Peripherals Quiz
• Take a print screen of the result
• The capture is to be pasted into a Word document.
Other expected requirements:
• 100% correct
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Digital photography – peripherals
Requirements as specified in learning materials:
• Use a digital camera and take photos of the ports on the computer with the peripherals connected, and then another with the peripherals disconnected.
Other expected requirements:
• Images to be clear, focussed, natural colour.
• Images to be provided as .jpg and not pasted into a Word document as Capture a digital image is being assessed.
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Digital images of hazards
Requirements as specified in learning materials:
Take images of hazards/risks in the workplace
Eliminate or reduce the hazard/risk and take further images.
Other expected requirements:
A minimum of 5 hazards should be identified.
Images must be clear, in focus and natural colour.
• Images to be provided as .jpg and not pasted into a Word document as Capture a digital image is being assessed.
Examples:
[pic]
Hazard Audit Report
Requirements as specified in learning materials:
• Write up the results of the hazard identification into the Hazard Audit Report provided.
Other expected requirements:
The hazards identified in the photos need to be the ones written up in the Audit Report.
If follow-up is required, this must be indicated and follow-up action stated.
Document must be accurate and contain no typing errors.
• The last section of the Business Planning Document does not need to be completed (altered after National Validation in 2011).
Discussion Questions
Describe your computer experience. What programs, internet applications, social networking sites and computer hardware experience you have. What are your favourite aspects of the IT industry?
Student to describe their computer experience including programs, internet programs, social networking, computer hardware and favourite aspects of IT.
What is the difference between optical zoom and digital zoom?
Optical Zoom: This function of a camera uses the lens within the camera to draw the image closer. Using the optics of the camera the image is bought forward much the same way as binoculars and other such instruments. When using optical zoom quality remains the same and the full resolution of the camera can be used on the zoomed image.
Digital Zoom: The idea behind digital zoom is that it takes a portion of the image and expands that image to the full size of the image. What happens here is that the section of image that you are looking at becomes bigger, not closer. The image does look closer because it has been expanded however all that has happened is that the image quality has been reduced.
Why is it important to carefully check all orders received against the original purchasing documentation? What action should you take if there are discrepancies?
You may receive goods which were not ordered, and may not receive the goods you did order. If there are any discrepancies, you should contact the supplier.
Whilst in a workplace, what action should you take if you observe a hazard in a workplace?
If it is a hazard within my own workspace, I would fix it or eliminate it myself. If it were within the workplace, then I would consult the policy and procedures manual. Generally, I would determine if it is urgent, and if so, then place a sign near it or on it immediately, warning others of the danger. If it is not so urgent, I would complete a Hazard Report Form or report it to my supervisor.
1. A higher pixel resolution does not necessarily mean better quality photographs. Explain this statement. (Some students have interpreted this to explain what makes a quality photo – lens, processor etc.)
Pixels are only of most importance when you intend enlarging the photo from 4”x6” to a larger size. A photo taken at .3mp will be of the same quality as a 12mp camera if the image is only going to be printed or viewed at 4”x6”.
What are the health and safety considerations when handling and storing lithium and nickel-metal hydride batteries?
Students may not provide all dot points below, but must provide enough information to demonstrate knowledge of handling and storing of both types of batteries.
|LITHIUM |Keep out of reach of children |
|Handling |Do not puncture or incinerate |
| |If damaged, use tongs or gloves |
| |Can generate high currents if short-circuited |
| |Always follow warnings and instructions |
| |Replace all batteries in a device at the same time |
| |Do not take batteries apart |
| |Clean contacts with a damp cloth and then dry |
|Lithium |Can be stored up to 10 years with little loss of capacity |
|Storage |Store in a cool dry place |
| |Remove battery from equipment |
| |Do not store new and used batteries together |
|NICKEL-METAL HYDRIDE |Keep out of reach of children |
|Handling |Can generate high currents if short-circuited – can cause burns or ignition of flammable |
| |materials |
| |Do not puncture or incinerate |
| |If damaged, use tongs or gloves |
| |Always follow warnings and instructions |
| |Replace all batteries in a device at the same time |
| |Do not take batteries apart |
| |Clean contacts with a damp cloth and then dry |
|NiMh |Can be stored for about three years |
|Storage |Store in freezer as it has major effect on self-discharge rate, or store in fridge at back. |
| |Store in a charged condition |
| |Place in watertight container |
| |Store fully charged |
| |Leave to warm up to room temperature before use |
| |Dry off before use. |
| |Store in dry environment |
Storage in general
NiMH Storage AND Handling
LITHIUM Storage AND Handling
Using the internet, find out what the abbreviation MSDS stand for? Why should these be kept on hand when storing or using potentially dangerous substances?
Material Safety Data Sheets
An MSDS document contains important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good). It is important that everyone in the workplace knows how to read and interpret a MSDS as it contains the necessary information to assist in safely managing the risk from hazardous substance exposure.
Students may also include: The information they contain:
1. the hazardous substance's product name
2. the chemical and generic name of certain ingredients
3. the chemical and physical properties of the hazardous substance
4. health hazard information
5. precautions for safe use and handling
6. the manufacturer's or importer's name, Australian address and telephone number.
Describe the process that you would use to transfer an image from your camera to your computer.
Turn on the computer. Connect the cable from the camera to the computer, open the folder containing the photos, copy and paste, or copy and then delete from the camera.
These instructions will differ depending upon the camera, the computer, the operating system, the method used, e.g. SD card, cable, Bluetooth etc.
Explain the difference between a Manufacturers’ Warranty and a Vendor's Warranty? How might these affect your choice of hardware and peripherals?
It is important to understand that a manufacturer’s warranty applies in addition to the consumer guarantees (vendor’s warranty). Whereas the consumer guarantees apply to all purchases and cannot be waived, manufacturers’ warranties are offered voluntarily and usually apply to certain types of products such as electrical goods, cars and furniture.
The consumer guarantees apply every time you buy goods and services. When you buy goods, the seller (vendor) guarantees that:
• goods will be of acceptable quality
• goods will be fit for a particular purpose
• goods will match their description
• goods will match the sample or demonstration model
• they will honour any express warranties
• you have title to the goods
• you have undisturbed possession of the goods
• there are no undisclosed securities on the goods.
The manufacturer guarantees that:
• goods will be of acceptable quality
• goods will match their description
• they will honour any express warranties
• they will provide repairs or spare parts for a reasonable time.
Additional information can be found at: 49&fn=Consumer%20guarantees%20a%20guide%20for%20consumers.pdf (Page 2)
Task Five
Research document
Requirements as specified in learning materials:
1. Conduct research for client – he requires hardware, software, peripherals and information on advantages and disadvantages of Linux versus Windows.
2. Submit specifications for hardware, software and peripherals.
Email extracts:
“I have been advised to stay away from Windows and have Linux installed instead. I would like to know a bit more about the pros and cons of this as well and would like your advice here.”
“Good photo quality printer to print up to A3 size”
“SLR digital camera to take really good quality pictures”
“Video camera - I don't think I will do much of this but would like to have a play.”
“Typing up letters and correspondence, designing some brochures, cards etc, doing quotes and setting up mailing lists”
“Open something called PDF files.”
“Serious photo editing”
“Edit movies“
“Give me a quote for a new computer system,”
Other expected requirements:
1. Based on the requests in the email, students are to research operating systems, peripheral devices, software and computer systems.
2. Findings are to be written up into a document:
3. Name of recommended operating system, version, price, specifications, cost
4. Make, model, price, main features for each peripheral recommended
5. Application name, version, price, features for each software application recommended
6. Make, model, price, features, specifications for computer system recommended
7. Advantages and disadvantages of Windows v Linux
8. Possible answers for printer: Canon PIXMA Pro 9500 Mark II A3 Photo Printer; Epson Stylus R3000 Inkjet Printer A3
9. Possible answers for camera: Panasonic Lumix; Canon etc
Possible answers for software applications: Microsoft Office 2010 Professional (includes, Word, Excel, Publisher); Acrobat Reader X (10.1.0); Photoshop CS5; Adobe Photoshop Elements 9 & Adobe Premiere Elements 9; Movie Maker
Possible answers for computer system: Laptop or Desktop
Design a quote template
Requirements as specified in learning materials:
Design a quote template.
Use a template sourced online or with application.
Other expected requirements:
1. Quote template should include:
2. logo and contact details for RAMemberUS
3. Heading - 'Quote' or 'Sales Quote'
4. ‘Sales tax’ to be replaced with ‘10% GST’
Prepare a quote
Requirements as specified in learning materials:
• Use the quote template designed earlier
• Provide prices for hardware, software, peripherals, computer system and operating system being recommended.
• Prices should include a mark-up of 1% on the prices given in the recommendations document
• Include 1.5 hours for setup and configuration @ $110 per hour
• Include on-site installation fee as an optional extra at $70 per hour
Other expected requirements:
Quote to be displayed as:
• Computer system – make, model, price
• Software – application name, version, price. It is not expected that freeware will be listed in the quote, but accept it if given
• Peripherals – make, model, price
• Operating system – program name, version, price
Sample:
[pic]
Write a letter to accompany the quote
Requirements as specified in learning materials:
• Write a letter to Cameron McKellar using correct letter display.
• Use Word
• Address all client queries
Other expected requirements:
• Use RAMemberUS letterhead.
• Letter is to be addressed to Cameron McKellar, PO Box 234, Anytown Qld 4098. (State not given, but should be included – address given at bottom of email).
• Letter needs to justify choices made for peripherals and software and any explanations which are required.
• Letter needs to give pros and cons of a Windows and a Linux operating system and recommendation for one or the other. Students may also advise a Mac system. Student responses on the advantages and disadvantages of Windows and Linux need to discuss at least:
– Cost
– Security
– Software
– Ease of use
Sample responses:
Advantages of Linux:
Cost - Free to obtain; can be installed on any number of computers
Security - Strong security; very secure operating system - no viruses, spyware and adware and has been around since early 90s. If any were to happen, hundreds of patches would be released immediately.
Choice –you have the power to control just about every aspect of the operating system. Two major features you have control of are your desktops look and feel by way of numerous Window Managers, and the kernel.
Software - There are so many software choices when it comes to doing any specific task. You could search for a text editor on Freshmeat and yield hundreds, if not thousands of results. Regular users and programmers contribute applications all the time. Sometimes it is a simple modification or feature enhancement of an already existing piece of software, sometimes it is a brand new application software. Best of all, the vast majority of Linux software, utilities and games are free and open source. Many of the Linux variants and many Linux programs are open source and enable users to customize or modify the code however they wish to.
Hardware - Linux is perfect for those old computers with barely any processing power or memory you have sitting in your garage or basement collecting dust. Install Linux and use it as a firewall, a file server, or a backup server. There are endless possibilities. Old 386 or 486 computers with barely any RAM run Linux without any issue.
Reliability - The majority of Linux variants and versions are notoriously reliable and can often run for months and years without needing to be rebooted.
Support - Although it may be more difficult to find users familiar with all Linux variants, there are vast amounts of available online documentation and help, available books, and support available.
Disadvantages of Linux:
Understanding – Becoming familiar with the Linux operating system requires patience as well as a strong learning curve. You must have the desire to read and figure things out on your own, rather than having everything done for you.
Compatibility – Because of its free nature, Linux is sometimes behind the curve when it comes to brand new hardware compatibility. Though the kernel contributors and maintainers work hard at keeping the kernel up to date, Linux does not have as much of a corporate backing as alternative operating systems. Sometimes you can find third party applications, sometimes you can’t.
Alternative Programs – Though Linux developers have done a great job at creating alternatives to popular Windows applications, there are still some applications that exist on Windows that have no equivalent Linux application.
Hardware - Linux companies and hardware manufacturers have made great advancements in hardware support for Linux and today Linux will support most hardware devices. However, many companies still do not offer drivers or support for their hardware in Linux.
Advantages of Windows:
Understanding - Easy to use
Compatibility – Good third party applications
Software – Large selection of programs, utilities and games
Hardware - Because of the amount of Microsoft Windows users and the broader driver support, Windows has a much larger support for hardware devices and a good majority of hardware manufacturers will support their products in Microsoft Windows.
Support - Microsoft Windows includes its own help section, has vast amount of available online documentation and help, as well as books on each of the versions of Windows.
Disadvantages of Windows:
Security - Although Microsoft has made great improvements over the years with security on their operating system, their operating system continues to be the most vulnerable to viruses and other attacks.
Cost - Microsoft products are available for a hefty and sometimes recurring fee. Microsoft licenses typically are only allowed to be installed on a single computer,
Choice - In Windows, you’re either stuck using the boring default desktop theme, or risking corruption or failure by installing a third-party shell.
Software - Although Windows does have software programs, utilities, and games for free, the majority of the programs will cost anywhere between $20.00 - $200.00 + dollars per copy.
Additional information available at:
Compilation of email
Requirements as specified in learning materials:
• Compose an email response to an email received from Rob Tanner.
• Send email to teacher.
• Rob has questions regarding computer security. Students are to follow email etiquette, and include all information asked for.
Summary of email content:
• Antivirus software - student to recommend a program; free or commercial
• Hacking – student to explain how to stop hackers getting banking details; is there software available to stop this?
• Junk mail – student to explain what programs can be used to stop junk mail? How much do they cost?
• Spyware - Recommendations on how to stop spyware and an idea of prices. Explain what spyware is as customer wants to know.
Possible recommendations: Nortons 360; AVG Anti-virus 2012; Malware Bytes; Spybot Search and Destroy, etc. Correct application name and version must be provided.
Facebook Security Guide
Requirements as specified in learning materials:
• Research Facebook security issues.
• Develop a security guide demonstrating how to protect privacy in Facebook as per client specification: “Give me a brief instruction guide on how to protect my privacy. I know that there are settings somewhere that allow me to do this but have no idea what to do.”
Other expected requirements:
• Guide to include a heading
• Guide to include screen captures
• Guide to include steps
• Guide to include different fonts, font styles to emphasise points, etc.
Social Media Review
Requirements as specified in learning materials:
Use Word
Students are to conduct web research on social media.
They are to develop a social media review as per client specification which is: “As a small business owner with a unique product, I would also like to start using the social media that I keep hearing so much about through other business colleagues to promote my business. I would like you to develop a simple review for me on what social media options are available and what recommendations might be suitable for a small business such as my own. If you could include for me details about:
• what social media is
• social media types and examples of these
• advantages and disadvantages of each type
• recommendations of what sites you would recommend for a small business like mine
• an overview of each recommended social media site
• links to each recommended site.”
Suggested response:
Response should explain what social media is, and include the fact that there are 11 different types of social media. The types and examples of the types can be obtained at and are provided below:
1. Publishing Media (suitable for his small business)
These are websites (or platforms) that allow for the easy publishing of articles and information, usually in a longer, slightly less casual manner. Good examples of publishing media are blogs and wikis. The main ones are:
WordPress
Blogger
Wikipedia
Wikia
2. Content Sharing (suitable for his small business)
These are sites and services that allow you to share content with your social network. What you share can be anything from music to photos to movies or links you found online. Most allow for some amount of commenting and discussion as well.
YouTube
Flickr
Digg
Last.fm
Del.icio.us
3. Discussion (suitable for his small business)
Many services have been developed for the simple task of quick communication through chatting or video conferencing. Some of the most commonly used are:
Yahoo Messenger
MSN Messenger
Google Talk
Skype
4. Social Networks (suitable for his small business)
This is what most of us commonly think of when we think of Social Media. These networks can vary greatly in how difficult they are to become a part of as well as how specific their area of interest is. For example Facebook is a social network with a very general area of interest and is open to most of the public, Behance is a social network only for people interested in art and design and you must go through a review process to be accepted into the network. Here’s a list of some of the more popular social networking resources:
Facebook
MySpace
LinkedIn
Ning
5. MicoBlogging (suitable for his small business)
Microblogging is very similar to regular blogging and the publishing media except that’s its done in much smaller chunks. Twitter only allows 140 characters for example. Many of these services are very easy to set up and are built for the users to share information frequently and freely.
Twitter
Posterous
Plurk
Tumblr
6. Livestreaming
These are mainly applications that allow the users to create a one-stop-shop for all the feeds that they are generating through other social media. It aggregates a users’ activity around the web and presents it all in one location.
FriendFeed
Lifestream
7. Livecasting
While broadcasting your entire life may not be for you, it has become an internet sensation with a lot of users. Below are some examples of sites that allow you to broadcast your life or sit back and watch others.
Livestream
8. Virtual Worlds
Virtual Worlds are entire online environments, usually in a digital three dimensional environment where users can create personalities and avatars and interact with other users with a more graphic representation of a physical space. These are only a few of the main ones:
Second Life
There
imvu
9. Social Games
As we all know, games are extremely popular online and maybe none more so than the ones that include your friends in the game play. Some of these can be stand-alone websites or they can also be applications that are used within existing social networks.
Farmville
Doof
Pogo
10. MMO (Massive Multiplayer Online) Games
These are very similar to a combination of #8 and #9. They usually take place in a digital 3D environment, but unlike a virtual world, there is usually a common goal or task to accomplish that you share with your friends. Here’s some of the most well known:
Word of Warcraft
Webkinz
Club Penguin
11. Location
Probably the newest genre in the mix, location based networks are of course based around your location. Sometimes there are games involved or competition. Sometimes they are just used for reviewing businesses. The three standouts in the field so far are:
Foursquare
Gowalla
Yelp
The advantages and disadvantages may not be extensive as each social media is used for a particular purpose.
Discussion Questions
1. What is the difference between freeware and shareware?
Freeware is software which is available for free download. Generally, very little technical support is provided for the application, but users have unlimited use. It may not be a full-featured program, meaning that it may not contain all the features of a paid-for program.
Shareware is software that is distributed on a trial basis with the understanding by the users of the software that there may be a small charge by the author to continue to use it. Most shareware is delivered free of charge by downloading it from the internet either from the author's website or from a software download site. By registering the software and paying the fee, you become registered with the author and can receive technical support and software updates when they become available.
You can copy shareware and pass it along to friends and colleagues, as long as it is the trial version of the software and not the registered version. You are also expected to pay a registration fee if you intend on using the software regularly beyond the trial period.
The trial period of the computer software is entirely dependent on the software author and can vary a great deal. Typically, the trial period can be anywhere from 10-30 days or even 45-60 days. Some trial periods are based on usage and only allow users to open the program a limited number of times.
2. What are the possible consequences of failure to comply with software licensing requirements? Use the web to research and explain possible penalties that might apply.
When you click 'I agree' on a software licence you are committing yourself to the legal requirements and can be prosecuted if you don’t comply. It is safer to read the information you are agreeing to.
There are now three tiered offences for most offences in the Copyright Act 1968. The amendments create indictable, summary and strict liability offences relating to copyright piracy. The tiered offences contain similar physical elements, but have different fault elements to reflect the offences’ different levels of seriousness.
For example, the most serious offences are indictable. They have default fault elements of intention and recklessness. They have maximum penalties of 5 years imprisonment and/or between 550 ($60,500) to 850 ($93,500) penalty units for natural persons.
The summary offences have a lower threshold, with most containing fault elements of intention (by default) and negligence. They have maximum penalties of 2 years imprisonment and/or 120 ($13,200) penalty units.
Software Licencing is important! Non-compliance with software licences is illegal and carries with it the potential for hefty fines, civil court case damages and jail sentences.
Under the Copyright Act, making illegal copies for sale is a criminal offence and offenders are liable for:
Fines up to $93,500 and /or up to five years imprisonment for individuals
Fines up to $467,500 and/or up to five years imprisonment for companies.
FROM:
Keyword: Infringement >Penalties
3. Make a list of software applications that you might use to browse the World Wide Web. Against each application, list the developer/owner and from where it can be obtained.
Microsoft Internet Explorer - Microsoft - (ie) Apple Safari - Apple (safari)
Google Chrome - Google (chrome)
Mozilla Firefox – The Mozilla Foundation, a non-profit organisation (firefox) Telenor Opera - Telenor ()
4. A client is concerned about their children accidentally accessing inappropriate websites on their home computer. What advice and recommendations would you give the client?
The student may give a combination of the following. It would be expected they would suggest a commercial program for optimum security.
Supervision - I would firstly recommend that parents don't let their children have lots of access to the internet without talking to them and checking what they are doing.
Web browser Security Settings – Change the security settings on the web browser to prevent access to sites considered inappropriate. There are web browsers for children which are easier for children to use and will filter out unwanted words or images.
Search engines like Google and Yahoo can filter out inappropriate content.
Software internet tools – There are many software programs available such as NetNanny. There is a site which gives advice by asking you to select what you wish to do eg block outgoing info, limit time, filter violence etc, and then providing the options –
Block the net – the computer settings can be changed to completely block access to the internet unless under parental supervision.
Internet Service Providers offer parental controls at no additional charge.
5. When upgrading to a new operating system, what are some of the potential issues that you might encounter? List the actions that you could take to overcome these.
Older applications may not run any longer - Sometimes older applications may not run on the new operating system. You may need to upgrade these applications if you wish to continue using them.
OS incompatibility with earlier version - Sometimes you need to downgrade to a lower version before upgrading eg you may need to downgrade XP Professional to XP Home before upgrading to Vista Home Premium.
Loss of files - You may lose files, so it is very important to back up all files.
Current system may not support an upgrade - Before you upgrade you need to check the system requirements of the new OS to make sure your computer can run it properly.
operating-system/282
6. Why is it a good idea to ensure that your operating system always has the latest available updates installed? List and explain each reason.
Microsoft and Apple release security updates for their operating systems to keep up to date with new viruses and security risks.
Updates also improve the stability of operating systems because they include bug fixes that they become aware of. When you send an error report to the software developer, they take note of it and if there are enough errors about a similar problem, they will release an update to fix it.
OS updates sometimes include new features to improve the product.
With Windows, if you don't keep installing the updates or if you install a version of Windows that is out of date, you have to download so many updates to catch up that it may take quite a while.
7. Explain how cultural differences might impact on the way that you might interact with customers and clients.
It may not be easy to understand clients because of the language. This might mean that we need to listen more attentively and ask more questions. There may be differences in dress and customs also.
Task Six
Design a computer job sheet
Requirements as specified in learning materials:
Design a job sheet.
As a minimum, the job sheet should include:
Client information - name, address, contact details
Description of fault/work required as specified by client
Warranty, repair, upgrade, replacement indicators - perhaps a series of check boxes
Specifications of computer: Make/Model, Processor, Motherboard, Memory, Hard Drive, RAM, Video Card, Sound Card, Optical Drive/s
Peripherals included
Action taken
Parts used
Time taken
Date in
Date out
Signature
The document is to be designed in Word, Excel or Publisher.
Save as RAMemberUS Job Sheet – Draft
Submit for comment and resave as RAMemberUS Job Sheet - Final
Internal hardware components quiz
Requirements as specified in learning materials:
• Complete the quiz. Take a screen capture and paste into a Word document.
Other expected requirements:
• 100% correct.
Connect hardware internal components
Requirements as specified in learning materials:
Install hardware components and take photos or video of the installation
– a DVD Writer
– Video card
– RAM
– Hard Drive
Other expected requirements:
The desired response is a short video showing each component being installed. If this is not possible then a minimum of 2 photos per component with a Third Party Report must be provided.
Images can be pasted into a Word document. Examples:
Complete the Job Sheet
Requirements as specified in learning materials:
Complete the Job Sheet for Jodie Bailey.
Other expected requirements:
• No contact details have been provided; these will have to be made up.
• The same job sheet is being used in Task 7 for when students install software applications.
• Job Sheet to be fully complete. Time should be approx. 2 – 3 hours for hardware installation.
Discussion Questions
1. List the hardware specifications of your own computer system and any related peripherals. How did you locate this information?
Example: I have a 2010 Apple MacBook Pro 15" laptop. It has an Intel dual core i7 2.66gHz CPU, 500GB hard disk drive, 8GB of RAM, NVIDIA GeForce GT 330M video card with 512MB of VRAM, 15" colour LCD display with 1680x1050 resolution, 8x RW optical drive. I also have a Bluetooth keyboard and mouse. I use an Apple LED 24" Cinema Display with 1920x1200 resolution. I use a 1TB Western Digital external hard drive for backup and I use Logitech Z523 speakers. I also use an external USB hub.
PC: Control Panel -> System
APPLE: The hardware information is in the system profiler.
2. Explain the options that are available to protect your computer from power surges. Why is it important to a business organisation?
Power surges can come from thunder storms, lightning strikes and bad electrical systems in old buildings. They can damage computers and cause businesses to lose money or even be completely ruined if they rely on computers all the time.
Businesses need surge protection but also need to maintain electrical power systems in their buildings including circuit breakers and safety switches.
3. Describe a computer hardware and software maintenance procedure that could be used in the workplace. Why is it a good idea to develop a maintenance routine?
Software maintenance (for PCs) includes regularly defragging the hard drive, disk cleanup which removes temporary files and clutter, keeping software up to date, running full virus scans, and backing up all important files.
Hardware maintenance includes regular cleaning of all components such as keyboards, mouse, monitor and cooling fan exhausts to prevent overheating. Internal components should be checked at least once a year for dust and dirt.
Additional information:
4. Discuss the environmental considerations associated with the use of the computer hardware and peripheral maintenance and disposal. How could you act to minimise the environmental impact?
Use of Computer hardware
Standby is a state in which your monitor and hard disks turn off, so that your computer uses less power. When you want to use the computer again, it comes out of standby quickly, and your desktop is restored exactly as you left it. Use standby to save power when you will be away from the computer for a short time while working. Because Standby does not save your desktop state to disk, a power failure while on Standby can cause you to lose unsaved information.
Hibernation is a state in which your computer shuts down to save power but first saves everything in memory on your hard disk. When you restart the computer, your desktop is restored exactly as you left it. Use hibernation to save power when you will be away from the computer for an extended time while working.
There is international growing concern about the environmental and health problems associated with waste electronic and electrical equipment (WEEE).
Peripheral maintenance and disposal
The garbage generated by the disposal of electronic equipment like computers, peripherals and monitors - is becoming a major concern. The United Nation’s Environment Programme (UNEP) estimated in 2006 that up to 50 million tonnes of electronic waste are generated every year, creating extreme health hazards in particular for the inhabitants of many African and Asian countries, contaminated with illegally dumped scrap.
Consumables used by peripherals, such as ink cartridges should be recycled or refilled. There are collection centres for discarded cartridges.
Used peripherals can be recycled, reused or donated to schools or community groups.
5. Which State Government department is responsible for environmental protection in your State or Territory?
Department of Environment and Heritage protection
6. How can you ensure that your business organisation complies with environmental regulations?
Comply with the Environmental Protection Act
7. If you observe an environmental breach in a workplace, what action should you take? Provide an example.
Report it to your supervisor. Oil could be tipped into a drain or chemicals emptied into a creek.
What is ESD? What is the potential effect of ESD on computer components? What can you do to reduce or eliminate this risk?
ESD stands for Electrostatic Discharge. It can destroy or damage internal computer hardware components. Much like the shock you receive when rubbing your feet on the carpet and touching something metal, ESD can occur when working in your computer and will cause components you touch to no longer work properly. ESD can occur without the user feeling a shock and will only occur while working on the inside of the computer or handling an expansion card.
How to reduce or eliminate risk:
The best method of preventing ESD is to use an ESD wrist strap or use a grounding mat or table. The following can also be followed:
• Continuously touch an unpainted metal surface of the chassis or the computer power supply case.
• Stand when working on the computer. Setting on a chair can generate more electrostatic.
• Make sure everything is removed from the back of the computer (power cord, mouse, keyboard, etc).
• Make sure not to wear any clothing that conducts a lot of Electrical Charge, such as a wool sweater.
• Electrical storms can increase the ESD risk; unless absolutely necessary, try not to work on a computer during an electrical storm.
• To help reduce ESD and help prevent other problem, it is also a good idea to remove all jewellery.
Task Seven
Requirements as specified in learning materials:
• Complete the Job Sheet commenced in Task 6. It is for the software installation of Windows XP, Open Office, Acrobat Reader, AVG, PhotoFiltre, Google Chrome
• Create install guides for Windows XP, Adobe Reader, AVG, Open Office and PhotoFiltre.
• Save all as “Installation Guide – program name”
Other expected requirements:
• Time would be approx. 1.5 – 2 hours for software installation.
• Students should write their guides in step by step instructions and have screen captures to help demonstrate the installation process.
• Students are to use call-outs, auto-shapes, different font styles and sizes for different commands etc.
• The guides should all be consistently designed.
• They must include a heading.
Windows Installation Guide
To install the Windows Operating system on your computer, follow these steps:
Step 1: Prepare for setup by checking your systems compatibility by inserting the windows XP CD and click check system compatibility then click check my system automatically
Step 2: All versions of windows XP are bootable. To boot from CD/DVD you need to set the boot sequence from the BIOS setup. Set the first boot device to CD/DVD-ROM in the BIOS setup.
Step 3: You can now start installing windows XP.
Step 4: Your computer should automatically recognise the CD and you will get a message telling you to press any key to boot from the CD. As soon as the computer starts booting you will get a message asking you to if you want to install a third party device. You press F6 if you have a SATA hard drive otherwise windows will not detect your hard drive during installation.
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Step 5: Press S to specify that you want to install an additional device.
Step 6: You will be asked to insert the CD with the RAID and SCSI drivers then press Enter.
Step 7: You will be asked to select the correct driver from the list of RAID drivers, and then press Enter.
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Step 8: The next screen will show three options, choose setup windows and then press Enter.
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Step 9: The end user license agreement appears on the screen, read it and then click Accept or F8 before you can continue installing.
Step 10: Windows gives you the choice to partition your hard drive into two parts or it may be left as one whole drive. Press Enter to leave the drive as a whole drive and Windows will automatically format and partition the drive as one large drive.
If you partition the drive you can divide it into any size, use one side to store Windows and applications and the other side to store data. If there are any problems in the future Windows can be reinstalled without affecting the drive where the data is installed. Drive C: will store Windows and applications and drive E: will store data.
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Step 11: Press C to create a partition and choose the size of the partition
Step 12: Highlight the unpartitioned space by pressing down arrow key. Press C to create another partition and choose the remaining space of the drive as another partition.
Step 13: The screen will show partition 1 (C: drive) and partition 2 (E: drive) and the storage space of each drive. Windows will allocate D: drive to CD/DVD-ROM.
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Step 14: Select partition 1 and press enter. Choose format the partition using NTFS file system. This is the recommended file system because it offers many security features, supports larger drive size and bigger size files.
Step 15: Windows will start formatting drive C: and copying setup files. Choose the language you wish to use from the regional and language options
Step 16: You can personalize your software page with your name
Step 17: Type in the 25 character product key that came with your copy of Windows XP
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Step 18: On the computer name and password page insert a name, a password is not necessary
Step 19: On the work group and computer domain page click next
Step 20: Install Windows XP and follow the prompts
Step 21: After the setup has completed copying the files the computer will restart. Leave the XP CD in the drive but this time DO NOT press any key when the message "Press any key to boot from CD" is displayed. In few seconds setup will continue. Windows XP Setup wizard will guide you through the setup process of gathering information about your computer.
Step 22: Choose your region and language
Step 23: Type in your name
Step 24: Enter your product key
Step 25: Name the computer, and enter an Administrator password. Don't forget to write down your Administrator password.
Step 26: Enter the correct date, time and choose your time zone.
Step 27: For the network setting choose typical and press next.
Step 28: Choose workgroup or domain name. If you are not a member of a domain then leave the default settings and press next. Windows will restart again and adjust the display.
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Step 29: Windows will start and present you with a Welcome screen. Click Next to continue.
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Step 30: Choose Help protect my PC by turning on automatic updates now and click Next.
Step 31: Will this computer connect to the internet directly, or through a network? If you are connected to a router or LAN then choose: 'Yes, this computer will connect through a local area network or home network'. If you have a dial up modem choose: 'No, this computer will connect directly to the internet'. Then click Next.
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Step 32: If you are ready to activate Windows. Choose yes if you wish to activate Windows over the internet now. Choose no if you want to activate Windows later.
Step 33: Add users that will sign on to this computer and click next.
Step 34: Thank you message will appear on the screen to confirm setup is complete. Click finish.
Step 35: Log in, to your PC for the first time.
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Step 36: Check the device manager to confirm that all the drivers has been loaded or if there are any conflicts. From the start menu select Start -> Settings -> Control Panel. Click on the System icon and then from the System Properties window select the Hardware tab, then click on Device Manager.
If there are any yellow exclamation marks "!" next to any of the listed device, it means that no drivers or incorrect drivers has been loaded for that device.
Your hardware should come with manufacturer supplied drivers. You need to install these drivers using the automatic setup program provided by the manufacturer or manually install these drivers. If you do not have the drivers, check the manufacturer’s website to download them.
To install a driver manually use the following procedure:
i. From the device manager double click on the device containing the exclamation mark.
ii. This would open a device properties window.
iii. Click on the Driver tab.
iv. Click Update Driver button. The Wizard for updating device driver pops up as shown below:
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You now get two options. The first option provides an automatic search for the required driver. The second option allows you to specify the location of the driver. If you don't know the location of the driver, choose the automatic search which would find the required driver from the manufacturer supplied CD or Floppy disk. Windows would install the required driver and may ask you to restart the system for the changes to take affect. Use this procedure to install drivers for all the devices that contain an exclamation mark. Windows is completely setup when there are no more exclamation marks in the device manager.
Installation Guide for Open Office (Mac OSX)
Step 1: Open ‘Google’
Step 2: Search ‘Open Office Free Download Mac’
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Step 3: Select ‘Download Open
Step 4: Select ‘Free Download’
Step 5: Downloading will then begin
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Step 6: Once downloaded ‘Select the download’
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Step 7: Click and drag ‘’ symbol to ‘Applications Folder’
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Step 8: Open the application from the ‘Application Folder’
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Step 9: Follow the step by step process lead by the application
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Step 10: This window will appear once you have completed the download. You are now ready to use the application.
Acrobat Reader Installation Guide
Step 1: In order to install Adobe Reader, go to and click the ‘Downloads’ tab highlighted in the capture below.
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Step 2: Click on the Adobe Reader download tab, this will take you to the download page where you download the setup file.
Step 3: Click the ‘Download now’ Tab that is highlighted in green below, and untick the check box that offers for you to install McAfee Security Scan Plus (highlighted in blue), unless you wish you install that also.
Step 4: After you click this, a new page will open and your download will start. There are instructions on the Adobe website that should be followed in order to install the program, as shown below.
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Step 5: After going through the previous process, an installation window will appear and when the installation is complete click the ‘Finish’ button as shown.
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Step 6: After clicking this, a new window will pop-up and you will be given the option to send feedback on your downloading experience and Adobe Reader will be completely installed.
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AVG Installation Guide
Step 1: Go to free.us-en/free-antivirus-download and click on whichever option you prefer of the ‘Basic Protection’ and ‘Free 30-Day Trial’. It is recommended that you download the free trial as highlighted in red if you don’t intend to pay for the program, eventually but you will be more protected against viruses.
Step 2: When opening the setup file, this window may appear depending on your computer’s security settings. Click ‘Yes’ to proceed, as highlighted in red.
Step 3: After accepting to open the file, this window will appear, choose your language preference from the drop down list highlighted in green, and to continue click ‘Next’ as highlighted in red.
Step 4: The terms and conditions will then need to be accepted by clicking the ‘Accept’ button, as highlighted below in red, to proceed with the installation.
Step 5: When this stage of the installation is reached, there will be a licence number that automatically fills the license number box. To proceed, click ‘Next’ as highlighted below in red.
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Step 6: Select the type of install you prefer from either one of the check boxes. It is recommended that the ‘Express Install’ box (as highlighted in green) is left ticked as this is the easier option, though if you don’t want the toolbar installed you will have to choose ‘Custom Install’ (as highlighted in blue) and remove that part of the installation manually. Click ‘Next’ to continue, as highlighted in red, when you have decided which option you want.
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Step 7: The download of the installation files will then begin and you can choose to minimise the download window to the taskbar by clicking the ‘Minimize to taskbar’ button as highlighted in red below.
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Step 8: After the installation is complete you will be asked whether you want to help AVG by participating in their ‘Product Improvement Plan,’ if you want you can leave this box ticked (as highlighted in green.) If you want to receive email updates about the special offers, news and security alerts, you can check the box highlighted in blue though you must supply your email address. Also, you can choose to give a feedback response from the drop down list highlighted in yellow. Choose to restart your computer now, or later with one of the buttons highlighted in red, in order to finalise the installation.
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PhotoFiltre Installation Guide
Step 1: Go to photofiltre.en. and click on the Free Download button.
Step 2: A new page will open, and you will have to click on another Free Download button.
Step 3: Open the file and when this security warning appears, click Run.
Step 4: A new window will open, and it will take you through some steps that promote other programs before actually getting to the installation wizard. When this window appears, click Accept to proceed.
Step 5: After clicking the Accept button, click Next to proceed to the installation wizard. Unless you want to download the Norton Internet Security, leave the “Download and install NORTON Internet Security 2012...” check-box ticked (highlighted in Blue below).
Step 6: After clicking Next and either accepting or declining to download and install Norton, another promotional window appears. Follow the same steps as for the Norton window and either accept or decline and click ‘Next’ as highlighted below in red.
Step 7: After clicking Next, the download will commence. Do not click on the advertisement that will appear as shown in the red box as it is spam advertisement. After this has finished, a new window will open and this is the proper installation wizard.
Step 8: The installation wizard will appear. To continue click Next.
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Step 9: Ensure that you have checked the box that accepts the terms of the License Agreement. After this, click Next to proceed.
Step 10: Select where you want PhotoFiltre to actually be installed. It is recommended you leave the destination folder as the default that appears. Click Next to continue.
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Step 11: At this stage you can select where in the start menu you wish to save the shortcut for PhotoFiltre. It is recommended that you leave the default folder and this will create a folder just for the PhotoFiltre program in the Start menu. To proceed, click Next.
Step 12: Select whether you want to create a desktop icon by checking or unchecking the checkbox. If you don’t want a desktop icon, a Start menu folder will still appear in your programs list in the Start menu. To proceed to the final stage of installation, click Install.
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Step 13: The installation wizard is now complete, and PhotoFiltre has been installed. If you want PhotoFiltre to open immediately after installation, then leave the check box ticked. If you don’t want it to open then simply uncheck this box and click Finish to finalise the installation.
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Discussion Questions
1. What does the term BIOS stand for? What information is contained in your computer's BIOS?
BIOS stand’s for Basic Input/Output System. The BIOS software in built into the computer and it is the first code run by a computer when it is first powered up. The main function of the BIOS is to load and start an operating system. When the computer starts up the BIOS initialize and identify any system devices such as the graphics card, keyboard and mouse, hard drive, CD/DVD drive and any other hardware. The BIOS will then locate any software held on a peripheral device like a hard drive or a CD and will load and run the software so it has control of the computer. The process is known as booting up and it makes sure everything functions together.
2. How would you change the boot order of your computer system?
To change the boot order of a computer system, go to the BIOS setup utility when you start up or restart your computer. When the computer is starting, watch for a message in the first few seconds that says Enter Setup (or similar). This message includes the key that needs to be pressed to enter the BIOS. To change the boot order follow the directions on the BIOS setup utility screen. On some computers the boot order can be changed using the + and – keys.
3. When installing any peripheral device, what potential problems might be encountered? How would you overcome each of these?
Some of the problems encountered when installing a peripheral device are:
The drivers don’t run the device properly - update the drivers by going to the manufacturer’s website and finding the update.
It might not be compatible with the operating system – know the computer’s specifications when choosing the device upgrade the operating system
The computer does not have enough free hard disk space to load and run the device’s installation – delete any unneeded programs or files to increase the amount of free space; install the program to an external hard drive.
You might not have a USB port or CD Drive – obtain one
4. When purchasing peripheral devices, what factors should you consider prior to placing an order? Why?
When purchasing a peripheral device, consider that the device:
• will meet the customer’s needs,
• has the specifications required,
• is compatible with the operating system,
• meets the price range requested,
• has a suitable warranty period,
• support is available from the manufacturer should there be problems, and
• check reviews given by other users.
5. Explain the steps that you would follow to install a new printer on a computer system. Use screenshots (appropriately edited) to illustrate your response.
How to install a printer
Step 1: Insert the CD or DVD disk that came with your printer and follow the installation instructions.
Students may instead provide:
Step 1: Click on the start button, then Control panel, then click on printers and other hardware or printer and faxes.
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Step 2: Select Add Printer, or Printer and Faxes icon to continue with printer installation
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Step 3: When to screen appear Welcome to the Add Pinter Wizard. Read the note and skip the wizard if your printer is connected to USB or any other Plug & Play port. If not, click on Next.
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Step 4: The option a network printer is automatically checked.
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Click on 'Next' and you will see following window:
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Step 5: Type in the name and model of your printer, if you don’t have this information select 'Find Now' and the computer will search for your printer. Select the correct printer and press OK.
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Step 6: Select Yes or No to choose whether you want the printer to be the default printer or not. (The default printer is the printer that will be used automatically unless you install another printer and choose to use it.) Click Next.
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Step 7: Click Finish to install your new printer.
6. When opening a Microsoft Word file, explain the roles that are played by the Application Software, Operating System Software and computer hardware.
When you double click to open a Word file, you use computer hardware input (mouse). The clicking sends a message to the operating system to open the program. The operating system shares the systems resources. It is acting as a user friendly interface that opens the applications. The hardware types that are working in this are the processor, the motherboard, RAM, Hard drive, monitor, keyboard and mouse.
7. What is a device driver? What function does a driver perform?
Device drivers are small files that act like links between the hardware of a computer system and the operating system. Hardware requires device drivers so that the OS can see the devices and manage them effectively and efficiently. Drivers need to be updated regularly to ensure the optimum functioning of the computer’s hardware. They allow the computer to communicate to the peripheral device by converting the language.
8. If you do not have a driver for a hardware component or peripheral device, how might you obtain these? Please be specific in your response.
If you don’t have a driver for hardware or a device you have to know the brand and the model number e.g. HP 1315 printer. To find the driver for an HP printer, Google HP and the model number 1315 and go to an official website and download the drivers. After installing the driver the computer needs to reboot so it can start using the new driver.
• Go to the manufacturer’s website Choose ‘Support and Drivers Choose your product
• Choose your operating system
• Download the ‘.exe’ file to your computer
9. List the process/es that should be used to uninstall application software from your computer.
To uninstall application software using Windows, go to the Control Panel and click on Add/Remove Programs, then right click on the program that needs to be deleted and click uninstall. In Windows 7 instead of Add/Remove it is Programs and Features.
2.4 Evidence of competency
Evidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:
▪ valid – it must cover the performance evidence and knowledge evidence
▪ sufficient – it must be enough to satisfy the competency
▪ current – skills and knowledge must be up to date
▪ authentic – it must be the learner’s own work and supporting documents must be genuine.
Principles of assessment
High quality assessments must be:
▪ fair – assessments are not discriminatory and do not disadvantage the candidate
▪ flexible – assessments meet the candidate’ s needs and include an appropriate range of assessment methods
▪ valid – assessments assess the unit/s of competency performance evidence and knowledge evidence
▪ reliable – there is a common interpretation of the assessments.
Types of evidence
Types of evidence that can be collected, sighted or validated include:
▪ work records such as position descriptions, performance reviews, products developed and processes followed and/or implemented
▪ third-party reports from customers, managers and/or supervisors
▪ training records and other recognised qualifications
▪ skills and knowledge assessments
▪ volunteer work.
Gathering evidence
Evidence can be gathered through:
▪ real work/real-time activities through observation and third-party reports
▪ structured activities.
Evidence can also be gathered through:
▪ formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer – also known as assessment for learning
▪ summative assessment: where assessment is an exercise or simulation at the end of the learning process – also known as assessment of learning.
Evaluating evidence
The following steps may help you evaluate evidence.
|Step 1: Evidence is gathered. | | | | |
|Step 2: Rules of evidence are applied – evidence is valid, sufficient, current | | | |
|and authentic. | | | |
|Step 3: Evidence meets the full requirements of the unit/s of competency. | | |
|Step 4: The assessment process is valid, reliable, fair and flexible. | |
|Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment |
|records. |
2.5 Assessment records
Learners must provide evidence of how they have complied with the performance and knowledge evidence requirements outlined in the unit of competency. These requirements should be assessed in the workplace or in a simulated workplace; assessment conditions are specified in each unit of competency.
You can use the following assessment forms to record the learner’s evidence of competency:
▪ The Assessment Instructions Checklist helps the trainer/assessor provide clear instructions to the candidate as to which assessment activities to complete.
▪ The Pre-Assessment Checklist helps the trainer determine if the learner is ready for assessment.
▪ The Self-Assessment Record allows the learner to assess their own abilities against the requirements of the unit of competency.
▪ The Performance Evidence Checklist facilitates the observation process; it allows trainers to identify skill gaps and provide useful feedback to learners.
▪ The Knowledge Evidence Checklist can be used to record the learner’s understanding of the knowledge evidence; it allows trainers to identify knowledge gaps and to provide useful feedback to learners.
▪ The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of the learner’s portfolio of evidence.
▪ The Workplace Assessment Checklist can be used by the learner’s supervisor to show workplace-based evidence of competence.
▪ The Observation Checklist/Third Party Report records the candidate’s performance in the workplace.
▪ The Record of Assessment form is used to summarise the outcomes of the assessment process in this unit.
▪ The Request for Qualification Issue is used by the assessor to inform the RTO authorities that the process for issuing a Statement of Attainment or Qualification may commence.
Assessment instructions – ICTSAS203
|Candidate’ s name: |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|The candidate must complete the following assessment activities, provided by the trainer/assessor: |
| |Y/N |Whole activity/ specific questions |
|Candidate Self-assessment | | |
|Final assessment - Task 1 | | |
|Final Assessment – Task 5 | | |
|Final Assessment – Task 6 | | |
|Final Assessment – Task 7 | | |
|Portfolio | | |
|Workplace Assessment | | |
|Workplace Assessment (video) | | |
|Competency Conversation (using RPL) | | |
|Workplace Observation | | |
|Third Party Report | | |
|Other assessment activities as detailed below: | | |
| | | |
| | | |
| | | |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Pre-assessment checklist – ICTSAS203
|Candidate’ s name: |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Checklist |
|Talked to the candidate about the purpose of the assessment | Yes No |
|Explained the unit of competency | Yes No |
|Discussed the various methods of assessment | Yes No |
|In consultation with trainer/assessor, the following assessment methods will be used: |
| Question/answer | Observation/Demonstration | Log, Journal, Diary |
| Case study | Portfolio, work samples | Third Party Reports |
| Reports | | |
|Assessment environment and process |
|When will assessment occur? |
| |
|Where will assessment occur? |
| |
|Special needs (if any) |
| |
|How many workplace visits are required (if appropriate)? |
| |
|What resources are required? |
|Information has been provided on the following: |
| Confidentiality procedures | Re-assessment policy | Appeals process |
| Regulatory information | Authenticity of candidate’ s work |
|Discussed self-assessment process | Yes No |
|Summarised information and allowed candidate to ask questions | Yes No |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Self-assessment record – ICTSAS203
|Candidate’ s name: |Part D |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Tasks |I do the workplace task… |Candidate’s comments |
| |…very well |…quite well |…no, or not well| |
| |I’m sure I can |I think I can do|I don’t (or | |
| |do the task |the task |can’t) do the | |
| | | |task | |
|I am able to connect several different types | | | | |
|of hardware peripherals to a computer. | | | | |
|I am able to find and use vendor | | | | |
|documentation required to install, support | | | | |
|and store peripheral items. | | | | |
|I can test the operation of newly installed | | | | |
|hardware peripherals to ensure these are | | | | |
|working correctly. | | | | |
|I am able to follow work health and safety | | | | |
|policies and procedures. | | | | |
|I can install hardware peripherals efficient | | | | |
|so as to minimise down time. | | | | |
|I am able to work with the commonly used | | | | |
|computer operating systems in the workplace. | | | | |
|I am able to access help from a number of | | | | |
|sources such as a help desk, online help, | | | | |
|etc. | | | | |
|I follow WHS procedures for electrical | | | | |
|equipment | | | | |
|I am able to ensure system connectivity is | | | | |
|maintained when installing peripherals. | | | | |
|I use current industry accepted hardware and | | | | |
|software products routinely | | | | |
|I am able to follow procedures relevant to | | | | |
|maintaining inventory | | | | |
|I am able to follow the organisational | | | | |
|guidelines and standards that impact on | | | | |
|service support | | | | |
|Candidate signature: | |Date: | |
Performance evidence checklist – ICTSAS203
|Candidate’s name: |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Did the candidate demonstrate the following performance evidence at least once: |Yes |No |N/A |
|Connect several different types of hardware peripherals to the system safely and according to vendor | | | |
|instructions with a minimum of downtime, using known routines and procedures. | | | |
|Locate, interpret and use vendor documentation related to connection and storage of hardware | | | |
|peripherals. | | | |
|Test the operation of newly installed hardware peripherals and confirm client satisfaction. | | | |
|Follow work health and safety policies and procedures. | | | |
|In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of competency? |
|Task skills | | | |
|Task management skills | | | |
|Contingency management skills | | | |
|Job/role environment skills | | | |
|The candidate’ s performance was: | Not satisfactory | Satisfactory |
|Feedback to candidate: |
| |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Knowledge evidence checklist – ICTSAS203
|Candidate’s name: |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Did the candidate show their knowledge of the following: |Yes |No |N/A |
|Commonly used computer operating systems in the enterprise | | | |
|Ways of accessing help desk and maintenance practices | | | |
|Common peripheral devices within the enterprise | | | |
|WHS procedures for electrical equipment | | | |
|System components and their interconnectivity | | | |
|Current industry accepted hardware and software products | | | |
|Procedures relevant to maintaining inventory | | | |
|The organisational guidelines and standards that impact on service support including: | | | |
|External suppliers and vendors | | | |
|Internal and external communications | | | |
|Internet access | | | |
|Security of information and data | | | |
|Enterprise level environmentally sustainable business practices | | | |
|In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of competency? |
|Task skills | | | |
|Task management skills | | | |
|Contingency management skills | | | |
|Job/role environment skills | | | |
|The candidate’ s performance was: | Not satisfactory | Satisfactory |
|Feedback to candidate: |
| |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Portfolio of evidence checklist – ICTSAS203
|Candidate’s name: |Part E |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Description of evidence to |Assessor’ s comments |Tick* |
|include in portfolio | | |
| | |V |S |C |A |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
* V = Valid; S = Sufficient: C = Current; A = Authentic
Workplace assessment checklist – ICTSAS203
|Candidate’s name: |Part F |
|Unit of competency: ICTSAS203 Connect hardware peripherals |
|Trainer/assessor: |
|Date: |
|Name of organisation: |
|Address: |
|Telephone: Email: |
|Workplace supervisor: |
|Performance evidence |Evidence provided/observation comments |
|Candidate demonstrates the ability to: | |
| |connect several different types of hardware peripherals to the system | |
| |safely and according to vendor instructions with a minimum of downtime, | |
| |using known routines and procedures. | |
| |locate, interpret and use vendor documentation related to connection and | |
| |storage of hardware peripherals. | |
| |test the operation of newly installed hardware peripherals and confirm | |
| |client satisfaction. | |
| |follow work health and safety policies and procedures. | |
|Knowledge evidence | |
|Candidate knows and understands: | |
| |commonly used computer operating systems in the enterprise | |
| |ways of accessing help desk and maintenance practices | |
| |common peripheral devices within the enterprise | |
| |WHS procedures for electrical equipment | |
| |system components and their interconnectivity | |
| |current industry accepted hardware and software products | |
| |procedures relevant to maintaining inventory | |
| |the organisational guidelines and standards that impact on service | |
| |support including: | |
| |external suppliers and vendors | |
| |internal and external communications | |
| |internet access | |
| |security of information and data | |
| |enterprise level environmentally sustainable business practices | |
|Workplace supervisor’ s signature: | |Date: | |
|TEIA Ltd |
|Observation Checklist/Third Party Report |
|This is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G) |
|Name of candidate: | |
|Units of competency: | ICTSAS203 Connect hardware peripherals |
As part of the assessment for the units of competency above we are seeking evidence to support a judgement about the above candidate’s competence. This report may be completed as either an Assessor Observation Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports may be completed where a single person is unable to verify all elements.
Note that assessors may also use this document to record and confirm competency in routine tasks associated with a learning program over an extended period of time, i.e. accumulated evidence.
|This report is being completed as: | Assessor Observation Third Party Report |
|Name of Supervisor: | |
|Position of Supervisor: | |
|Workplace: | |
|Address: | |
|Telephone: | |
|Email: | |
|Has the purpose of the candidate's assessment been explained to you? | Yes No |
|Are you aware that the candidate will see a copy of this form? | Yes No |
|Are you willing to be contacted should further verification of this statement be required? | Yes No |
|What is your relationship to the candidate? | |
|How long have you worked with the person | |
|being assessed? | |
|How closely do you work with the candidate in| |
|the area being assessed? | |
|What is your experience and/or | |
|qualification(s) in the area being assessed? | |
|(Include teaching qualifications if | |
|relevant.) | |
|Does the candidate consistently perform the following workplace activities? |Yes |No |
|Connect several different types of hardware peripherals to the system safely and according to vendor instructions | | |
|with a minimum of downtime, using known routines and procedures. | | |
|Locate, interpret and use vendor documentation related to connection and storage of hardware peripherals. | | |
|Test the operation of newly installed hardware peripherals and confirm client satisfaction. | | |
|Follow work health and safety policies and procedures. | | |
|Work successfully with commonly used computer operating systems in the enterprise | | |
|Access help desk and maintenance practices | | |
|Works with peripheral devices within the enterprise | | |
|Follows the WHS procedures for electrical equipment | | |
|Works with the basic system components and their interconnectivity | | |
|Demonstrates an awareness of current industry accepted hardware and software products | | |
|Follows the procedures relevant to maintaining inventory | | |
|Follows the organisational guidelines and standards that impact on service support including: | | |
|External suppliers and vendors | | |
|Internal and external communications | | |
|Internet access | | |
|Security of information and data | | |
|Follows the enterprise level environmentally sustainable business practices | | |
|Task 1 | | |
|Demonstrate how to add two external hardware peripherals provided by your supervisor to a standard work station | | |
|within your workplace. | | |
|Comment (if relevant): |
| |
|Task 2 | | |
|Your supervisor will provide you with a maintenance scenario commonly found in your workplace. List the process you| | |
|would go through to resolve the problem and ensure the workplace could remain productive. | | |
|Comment (if relevant): |
| |
|Does the candidate: |Yes |No |
|perform job tasks to industry standards? | | |
|manage job tasks effectively? | | |
|implement safe working practices? | | |
|solve problems on-the-job? | | |
|work well with others? | | |
|adapt to new tasks? | | |
|cope with unusual or non-routine situations? | | |
| | | |
|Overall, do you believe the candidate performs to the standard required by the units of competency on a | Yes No |
|consistent basis? | |
|Identify any further training in this area that the candidate may require: |
| |
|Comments: |
| |
|Supervisor’s Signature: |Date: |
|Record of Assessment |
|ICTSAS203 Connect hardware peripherals |
|Name of candidate | |
|Name of assessor | |
|Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required competency standard. |
| |Yes No |
|Confirm client requirements | |
|1.1 Identify and confirm peripheral requirements of client according to organisational standards | |
|1.2 Document client requirements and peripherals needed, and report findings to the appropriate person according to | |
|organisational standards | |
|1.3 Verify client requirements with appropriate person according to organisational standards and reporting procedures | |
|1.4 Take action to ensure client support expectations are covered by vendor warranty and support services | |
| | |
|Obtain required peripherals | |
|2.1 Obtain peripherals under instruction from appropriate person | |
|2.2 Enter details of peripherals into equipment inventory according to organisational standards | |
|2.3 Validate that contents of delivered components and physical contents match the packing list and resolve discrepancies if| |
|necessary | |
|2.4 Store peripherals according to vendors guidelines | |
|Connect hardware peripherals | |
|3.1 Verify timeframe for installation schedule with client | |
|3.2 Remove old peripherals with minimal disruption to clients if they are to be replaced, taking into account environmental | |
|considerations and work health and safety (WHS) standards | |
|3.3 Connect new peripherals with minimum disruption to clients, taking into account operating system procedures | |
|3.4 Configure computer to accept new peripherals | |
|3.5 Test hardware peripherals and confirm client satisfaction, paying particular attention to possible effect on other | |
|systems and making adjustments as required | |
|How candidate meets unit of competency requirements as a whole. |
| |Yes |No |
|Critical evidence requirements met | |
|Underpinning knowledge and understanding demonstrated | |
|Key competencies / Employability skills demonstrated at appropriate level | |
|Sufficiency of evidence | |
| |
|Evidence provided for this unit of competency is… |Valid |Authentic |Current |
| | | | |
| |
|Candidate is: |
|Competent | |Not competent at this time | |
|Withdrawn after participation | |Withdrawn without participation | |
|Not seeking assessment | | | |
| |
|Signed by the assessor: Date: |
|Feedback to candidate |
| |
Request for Qualification Issue
As the assessor this course working with this learner, my records indicate the following Statements of Attainment/Qualification should be issued as detailed below:
|Student’s Name: | |
|Organisation: | |
Qualification/Statements of Attainment Details
|Statement/s of Attainment | |Full Qualification | |
|Units of Competency to be issued |Tick if SOA |ICT20115 Certificate II in Information, Digital |Tick if Qualification |
| |required |Media and Technology |required |
| |BSBWHS201 Contribute to the health and safety of self and| |BSBWHS201 Contribute to the health and safety of self and others|
| |others | | |
| |BSBSUS201 Participate in environmentally sustainable work| |BSBSUS201 Participate in environmentally sustainable work |
| |practices | |practices |
| |ICTICT201 Use computer operating systems and hardware | |ICTICT201 Use computer operating systems and hardware |
| |ICTICT202 Work and communicate effectively in an ICT | |ICTICT202 Work and communicate effectively in an ICT environment|
| |environment | | |
| |ICTICT203 Operate application software packages | |ICTICT203 Operate application software packages |
| |ICTICT204 Operate a digital media technology package | |ICTICT204 Operate a digital media technology package |
| |ICTWEB201 Use social media tools for collaboration and | |ICTWEB201 Use social media tools for collaboration and |
| |engagement | |engagement |
| |ICPDMT321 Capture a digital image | |ICPDMT321 Capture a digital image |
| |ICTICT205 Design basic organisational documents using | |ICTICT205 Design basic organisational documents using computing |
| |computing packages | |packages |
| |ICTICT206 Install software applications | |ICTICT206 Install software applications |
| |ICTICT209 Interact with ICT clients | |ICTICT209 Interact with ICT clients |
| |ICTSAS203 Connect hardware peripherals | |ICTSAS203 Connect hardware peripherals |
| |ICTICT303 Connect internal hardware components | |ICTICT303 Connect internal hardware components |
| |ICTICT301 Create user documentation | |ICTICT301 Create user documentation |
| | | | |
| | | | |
| | | | |
Assessor’s Review
|As the assessor I have… |Yes |No |
|Checked that all units of competency listed have been judged Competent. | | |
|Checked other Training Package requirements have been addressed (e.g. foundation skills, essential elements, | | |
|etc.) | | |
|Confirmed Literacy and Numeracy requirements as per qualification have been achieved. | | |
|Comments: |
| |
|Assessor’s Name: | |
|Assessor’s Email: | |Assessor’s Telephone: | |
|Authorised by School/Institution | |
|Representative: | |
| | |
|Date: | |
|Processed at RTO by: | |
|Date: | |
Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current arrangement. An invoice will accompany the printed documents and be returned by post to either the candidate or the funding organisation.
Glossary
This glossary explains common terminology used in the VET sector and in this trainer’s and assessor’s guide.
Access and equity: Applying access and equity principles to training and assessment means meeting the individual needs of learners without discriminating in terms of age, gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.
Assessment: Assessment means collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency.
Assessment mapping: Assessment mapping ensures assessments meet the requirements of the unit/s of competency through a process of cross-referencing.
Assessment records: Assessment records are the documentation used to record the learner’s evidence of competency.
Assessment tools: Assessment tools are the instruments and procedures used to gather, interpret and evaluate evidence.
AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.
AQTF standards: The AQTF standards are national standards designed to ensure high-quality training and assessment outcomes. They were superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.
ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.
Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s work and supporting documents must be genuinely their own.
Competency: Competency relates to the learner’s ability to meet the requirements of the unit/s of competency in terms of skills and knowledge.
Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s skills and knowledge are up to date.
Delivery plans: Delivery plans are lesson plans that guide the process of instruction for trainers.
Dimensions of competency: The dimensions of competency relate to all aspects of work performance. There are four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills.
Fair/fairness: Fairness is one of the principles of assessment. It means assessments must not be discriminatory and must not disadvantage the candidate.
Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments must meet the candidate’s needs and include an appropriate range of assessment methods.
Knowledge evidence: Knowledge evidence is specified in the unit of competency. It identifies what a person needs to know to perform the work in an informed way.
Performance evidence: Performance evidence is specified in the unit of competency. It describes how the knowledge evidence is applied in the workplace.
Principles of assessment: Principles of assessment ensure quality outcomes. There are four principles of assessment – fair, flexible, valid and reliable.
Recognition: Recognition is an assessment process where learners match their previous training, work or life experience with the performance and knowledge evidence outlined in the units of competency relevant for a qualification.
Reliable/reliability: Reliability is one of the principles of assessment. It means that assessment must have a common interpretation.
Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules of evidence – it must be valid, sufficient, current and authentic.
Skill sets: Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need. They build on a relevant qualification.
Standards for NVR Registered Training Organisations 2011: The Standards for NVR Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011. They are designed to ensure nationally consistent, high-quality training and assessment services for the clients of Australia’ s vocational education and training (VET) system.
Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence means there is enough to satisfy the unit/s of competency.
Training and assessment strategy: A training and assessment strategy must be developed by training organisations for all their training programs. It is a framework that guides the learning requirements.
Valid: The term valid relates to the rules of evidence and principles of assessment. It means meeting the unit/s of competency’s performance and knowledge evidence requirements.
Validation of assessment: Validation of assessment means a range of assessors must review, compare and evaluate assessments and assessment processes on a regular basis to ensure they meet the unit/s of competency assessed. The evaluation process must be documented and form part of the RTO’s continuous improvement process.
VET Quality Framework: The VET Quality Framework superseded the AQTF in some jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the VET sector are enforced.
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