Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

dependency
importance
testability
complexity
security
X-factor, where X is an unknown and may or may not impact on the test schedule

AS 4043-1992 Software configuration management
AS 4042-1992 Software configuration management plans
AS 3925.1-1994 Software quality assurance - plans
AS/NZS 4258:1994 Software user documentation process
AS/NZS ISO/IEC 12207:1997 Information technology - software life cycle processes
AS/NZS 14102:1998 Information technology - guideline for evaluation and selection of CASE tools

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Assessment must confirm sufficient knowledge of interpreting software specifications and the ability to consistently and accurately develop a comprehensive test plan.

Assessment of this competency requires access to project documentation such as:

System engineering management plan
Test and evaluation program plan
Project plan
System/application suitable for testing

To demonstrate this unit of competency the test plan will need to document:

Test conditions/cases to be applied
Data to be processed
Automated testing coverage
Expected results
Activities, dependencies and effort required to conduct the system test.

Context of and specific resources for assessment
A test plan describes the scope, approach, resources, and schedule of intended testing activities. It identifies test items, the features to be tested, the testing tasks, who will do each task, and any risks requiring contingency planning.
The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic.

Assessment must ensure:

The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.
Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.

Method of assessment
The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.
Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.
Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas
Analyse and plan approaches to technical problems or management requirements
Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations
Evaluate information, using it to forecast for planning or research purposes
Take responsibility for own outputs in relation to broad quantity and quality parameters
Take some responsibility for the achievement of group outcomes
Maintain knowledge of industry products and services