|ICTPMG611 Prepare a detailed design brief|
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance. For group assessments, all students are to contribute to the assessment tasks. You are allowed to work in groups up to a maximum of four people. You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time.
Writing your responses
When answering questions, ensure that your answers are detailed enough to so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, ensure that your project has a title page, table of contents, page numbers, reference list, ensuring that your answers thoroughly match the questions asked. Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Abbey Business College.
Marking of Assessments
On submission of your assessment will be marked for a result of either Satisfactory (S) or Not Yet Satisfactory (NYS). If you receive a NYS result, you will be asked to redo the tasks again. To achieve a competent result with this unit, all tasks need to be completed and marked as satisfactory. Your trainer/assessor will provide feedback to you on each task, outlining where you must improve to achieve a Satisfactory (S) result. When all tasks are marked as Satisfactory (S), you will receive a result of Competent (C) for this unit otherwise, you will be marked Not Yet Competent (NYC). Assessments submitted to the trainer/assessor after the due date may not be accepted, and you may have to a resubmission fee.
Unit of competency application
This unit describes the skills and knowledge required to prepare a detailed design brief to realise a building and equipment provisioning project, including costing, vendor and technology choices, scheduling and resourcing.
It applies to individuals with a high level of specialist technical skills and knowledge in optical telecommunications and IT networks using internet protocol (IP) systems for a new installation or upgrade of capacity or technology for an existing network or subsystem for convergence to next generation networks (NGN).
|Elements describe the essential outcomes||Performance criteria describe the performance needed to demonstrate achievement of the element.|
|1. Evaluate design requirements||1.1 Consult relevant legislation, codes, regulations and standards that impact on project 1.2 Determine need for enhancement to new or existing telecommunications network from telecommunications project plan and associated project brief 1.3 Determine specific purpose and type of network growth and enhancement using collated data from other relevant sources 1.4 Consult client regarding enterprise criteria and determine timeframe for design plan 1.5 Establish and organise design resource requirements|
|2. Evaluate information to prepare design drawings||2.1 Obtain site access through consultation with affected property owners where project impacts on private property 2.2 Collect field data and propose ways to manage physical impediments that may affect building construction work 2.3 Verify existing equipment, equipment layouts and building services to plan for network growth 2.4 Ascertain impact of relevant heritage, environmental and other governmental legislation, and initiate action or organise consultative processes to gain approvals according to enterprise policy 2.5 Prepare design drawing according to enterprise requirements|
|3. Select design option||3.1 Analyse proposed network needs to determine set of realistic design options 3.2 Evaluate and select preferred design option according to approved enterprise criteria and discuss selected option with client 3.3 Assess system compatibility and make modifications to design|
|4. Prepare design plan||4.1 Prepare detailed design plan, including relevant geographical and topological information, equipment and material and cost estimates 4.2 Discuss final designs with planners and project management, and obtain approval to proceed 4.3 Produce final detailed design brief with drawings, material requirements, and testing and maintenance plans for operational staff to follow|
|Reading||1.1-1.3, 2.4||Analyses and interprets technical text in a variety of forms to determine key information, requirements and project design|
|Writing||1.4, 2.1, 2.3-2.5, 3.2, 4.1-4.3||Develops accurate technical documents and diagrams for a specific audience, using clear and detailed language and diagrams to convey explicit information|
|Oral Communication||1.4, 2.1-2.4, 3.2, 4.2, 4.3||Clearly articulates information using relevant language and persuasive techniques suitable for specific audiences|
|Numeracy||1.4, 1.5, 2.5, 4.1||Uses mathematical calculations to determine costs, timelines and project specificationsAccurately produces charts and other diagrams that capture site plans|
|Navigate the world of work||1.1, 2.4, 2.5||Monitors adherence to all legislative and regulatory rights and responsibilities, and organisational policies and proceduresConsiders own role in terms of its contribution to the broader goals of the work environment|
|Get the work done||1.2, 1.3, 1.5, 2.1-2.3, 3.1-3.3, 4.1||Reflects on the ways in which digital systems and tools are used or could be used to achieve work goals, and recognises strategic and operational applicationsUses a combination of formal, logical planning processes and an increasingly intuitive understanding of context to identify relevant project requirements and priorities Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into accountRecognises and addresses some unfamiliar problems of increasing complexity within own scope, recognising when to seek the advice of others|
Evidence of the ability to:
• assess the implications of legislation, regulations and standards on project design
• analyse the network and enterprise needs to determine design options
• consult widely to ensure design represents client requirements
• prepare a design brief for building and equipment design provisioning
• prepare detailed design documentation to enable realisation of design.
To complete the unit requirements safely and effectively, the individual must:
- explain common client telecommunications applications and related equipment
- identify and critique connections to carrier infrastructure or equipment
- describe cost-effective solutions in planning
- identify and explore current legislation relating to installation of telecommunications equipment and connection to carrier services
- review the range of client premises equipment (CPE)
- outline environmental impacts and options for green information and communications technology (ICT) installations
- review network and transmission equipment
- explain network topologies, and interface and interconnection solutions
- outline work health and safety (WHS) issues that are required to be included in the design brief for:
- electrical safety
- materials handling
- physical hazards
- confined spaces
- review the power requirements and electrical safety of the project
- explain technology of next generation networks (NGN)
- identify test equipment types.
Assessment 1 – Knowledge Assessment (Written Tasks)
1.1 Aden was contracted recently by ABC Inc in order to upgrade their entire network for next generation network (NGN) capabilities. Currently their system provides Voice Telephony, Data, and Multimedia services. They have public Wi-Fi hotspots as well and would like their employees to be able to securely access confidential data through them. For that purpose, Aden proposed using a Virtual Private Network (VPN).
What is the NGN and why is it important? Explain it briefly. What changes, if any, would Aden need to make in order to get the job done? Briefly explain those services, and whether Aden made a good choice or not.
|NGN is a packet-based network that provides services like broadband telecommunication and is also able to use QoS. NGN is purely based on Internet technology, including MPLS and IP. It uses H.323 protocol as its major component. Softswitch is the most important device used in NGN and it is only designed for voice applications. Softswitch is a central device in a telecommunications network that connects telephone calls from one telephone line to another, through a telecommunications network or the public Internet, entirely by means of software running on a general network computer system.|
1.2 During a project for XYZ International John realises that the company would save more money by switching to a different carrier network. After getting the approval he contacts a few providers who explain what XYZ’s responsibilities would be in the entire process which include connectivity equipment. To reduce the equipment costs John decides he will have to procure the equipment himself rather than have the carrier provide them.
What devices would John have to consider? What purpose do they serve? Does the type of internet service matter?
|Purpose- This equipment promotes simple services, such as sending messages, to complex activities, such as processing information in cloud servers, many are the activities that use the web to be fully functional. The type of internet service does matters. Routers are usually used in a complex network situation because they provide better traffic management than bridges and do not pass broadcast traffic. Routers can share status and routing information with one another and use this information to bypass slow or malfunctioning connections . Repeaters are used to extend transmissions so that the signal can cover longer distances or be received on the other side of an obstruction . The network adapter allows the device to communicate over the local area network (LAN), connecting to the internet or to other computers.|
1.3 During the initial meeting between Miranda and her client for a new telecommunications project, the client kept mentioning how the budget is limited and they are looking for “cost-effective” solutions. This is Miranda’s first project, so she decided to be cautious and do some research. She asks you, her co-worker, for help understanding how she should tackle her problem.
What would you say to her?
1.4 During the planning phase for her project, Samantha realised she forgot the first step involved with any project which was to consult the relevant legislation, codes, regulations and standards applicable to the project. Luckily, she had not done too much work and could just make the necessary changes rather than start all over.
Identify and explain the major legislation, codes of practice, regulations and standards relating to telecommunications projects in Australia that Samantha should consider.
|The methods by which the sampling units are selected are known as sampling methods. Choice of sampling method is often a function of the objective of the research, availability of time, money and other resources. The goal of defining a population is to choose a sample from it. Specifying the sample plan. Selection of the sample is the last and final step. This is stage in which actual sample selection is done. This is more time consuming than all other stages mentioned about as it requires a sizeable amount of paper work and field visits. Sampling frame is the list that contains all the units that forms a population. Sample is obtained from a sampling frame. One might not confuse population with sampling frame. Sampling can be accomplished by the following stages. Sample size is basically a measure of the number of sampling units used. For example, if a researcher has included 100 migrant families in his study of effects of inflation on migrant families, then 100 will be his sample size. Calculation of the sample size is a function of the sample design used. Sample selection. Population is something that a researcher is interested to study while sampling frame is the group of individuals that a researcher is trying to obtain a sample from. In this stage, the plan and other decisions are outlined and documented. It is done to aid the researchers, interviewers and other workers while they are on their field visits. Identifying the sampling unit.Identifying the Sampling frame. For example, while studying the consumer satisfaction of a certain commodity, all the consumers will be categorized as population; the researcher has decided that he is going to conduct the study by sending questionnaires through email. The sampling frame will be the group of consumers with an email address. Every individual member of a sample is called the sample unit. Defining the population should depend on the resources available as questioning every individual in a population requires huge amount of time and money which is rarely available. Defining the populationDeciding the sampling method,|
1.5 Edward was hired as a project manager by XYZ International to overhaul their entire network to make it NGN ready. One of his tasks involve setting up a new connection to Optus, an internet service provider (ISP) in Australia.
While speaking to a representative of Optus, Edward is asked about the client premises equipment. He was surprised to hear the term and, due to his lack of knowledge, rescheduled a call later. How would you explain client premises equipment to him? Are there any specific pieces of equipment he should know about for his project?
1.6 During a department head meeting for Smith Ltd., the CEO reviews a report on their carbon footprint. It’s come to the board’s attention that Smith Ltd. may face legal repercussions if they don’t do anything to get it under control.
According to various reports of their company, a fairly large portion, approximately 30% of their energy usage is due to the ICT department. The head of ICT explains that most of the machines are required to run 24/7 otherwise it would lead to huge losses in revenue.
This meeting takes place nearly a week before a scheduled project to update their entire system for which you were hired as a project manager. Your client mentions the meeting and explains that this should be the top priority. What options would you consider?
1.7 Charley starts a project with IJK Communications to do a complete overhaul of their network. Their current network is too slow and highly susceptible to network failures which causes them to lose a lot of money. For that purpose, they asked Charley to start over from scratch. They have approximately 3 buildings which will need to be connected using a fibre optics cables, each building will have multiple floors where each floor will be a separate subnetwork.
Charley is given 24 hours to come up with a list of equipment along with how he could ensure network traffic security. What would he include in that list, and what are they used for?
1.8 Within IJK, Charley proposed the list of devices and now needs to determine how the devices within the networks themselves will be connected. He will also need to justify why he chose the method that he did in terms of cost, and availability.
What different methods would Charley consider for connecting hardware? What are interfaces and what is their importance? Are there any special considerations to be made when connecting multiple networks together?
1.9 Samantha is working with a telecommunications network provider to make them ready for the next generation networking. Before she went to the actual sites, she’s reminded to keep an eye out for any potential threats to health and safety of the workers and technicians who will be involved in this project.
What are some things she should look out for?
1.10 Charley’s POC from IJK Communications approaches him with some questions. He informs Charley that although the things he’s planning will stay within a proper budget they are concerned about operation and maintenance costs. One of the factors for maintenance cost being the safety requirements for not only the workers involved but the equipment as well.
For that purpose, the POC asks for an estimate of the cost of operation and any special requirements that may be involved. What should Charley do?
1.11 Another issue brought to Charley’s attention by his POC at IJK Communications was the new telephones. Again, although it is within the budget, they can’t understand the need for new telephones when they already have ones that work perfectly fine.
Charley explains that one of the project requirements was to upgrade all the hardware to make it a next gen network (NGN) and how the old telephones were outdated and needed to be replaced. Similarly, the upgrades made to their network would allow them to add additional services without making any changes to the network architecture.
In the next meeting Charley decides to explain what NGN is. What would he say?
1.12 As the work nears completion Charley finds that the company does not have any tools or equipment to test various aspects of the network. This includes testing network stability and performance under heavy network load or testing physical components.
What tools exist for the purpose of testing the network and what are they used for?
1.13 Consultation period is the third stage of The Land Access Process. Discuss in details about carrier consultation process for affected private property owner. Suppose you are a register cabler and installed new telecommunication cabling inside a private property, fill up a TCA1 (Compliance form – telecommunications customer cabling TCA1 form provided in additional material section)
1.14 Research and list some physical obstruction and hazards that you may fetch in telecommunication construction field. Propose the way to manage them. While undertaking the contracted cabling work, few issues have been identified with the pre-existing cable installation, which may require your attention, fill up a Telecommunications cabling advice (TCA2) form provided in additional material section.
Assessment 1 – Observation Checklist
|Did the Student satisfactorily answer the following questions with sufficient evidence where required?||S||NS|
|1.1 What is the NGN and why is it important? Explain it briefly. What changes, if any, would Aden need to make in order to get the job done? Briefly explain those services, and whether Aden made a good choice or not?|
|1.2 What devices would John have to consider? What purpose do they serve? Does the type of internet service matter?|
|1.3 Described cost-effective solutions in planning for this Situation.|
|1.4 Identified and explained the major legislation, codes of practice, regulations and standards relating to telecommunications projects in Australia that Samantha should consider.|
|1.5 How would you explain client premises equipment (CPE) to him? Are there any specific pieces of equipment he should know about for his project?|
|1.6 Outlined environmental impacts and options for green information and communications technology (ICT) installations|
|1.7 Charley is given 24 hours to come up with a list of equipment along with how he could ensure network traffic security. What would he include in that list, and what are they used for?|
|1.8 What different methods would Charley consider for connecting hardware? What are interfaces and what is their importance? Are there any special considerations to be made when connecting multiple networks together?|
|1.9 Did the student outline work health and safety (WHS) issues that are required to be included in the design brief?|
|1.10 Did the Student review the power requirements and electrical safety of the project?|
|1.11 Did the student explain technology of next generation networks (NGN)?|
|1.12 What tools exist for the purpose of testing the network and what are they used for?|
|1.13 Discussed in details about carrier consultation process for affected private property owner.|
|1.13 Fill up a TCA1 (Compliance form – telecommunications customer cabling TCA1 form provided in additional material section)|
|1.14 Researched and listed some physical obstruction that you may fetch in telecommunication construction field. Proposed the way to manage them.|
|1.14 While undertaking the contracted cabling work, few issues have been identified with the pre-existing cable installation, which may require your attention, fill up aTCA2 (Telecommunications cabling advice TCA2 form provided in additional material section.)|
Assessment 2 – Performance Assessment (Skills)
Read the case study carefully then answer the questions following. You may assume any information that has not been mentioned in the case study, however any assumptions you make must be clearly identified as assumptions.
Case Study: Cloudstore
You’ve been hired by CloudStore, a new cloud data storage company which is hoping to make its debut after 12 months. The location is a breezy coastal area in the Northern Territory of Australia.
In keeping with the trend of going green, CloudStore promised investors that they will have a very low carbon footprint and will use green solutions whenever possible.
Arriving on site, you meet with your Point of Contact (PoC) Jennifer, in her office. She explains the importance of being eco-friendly to CloudStore, but at the same time they would like to keep things as cost-effective as possible. Seeing the opportunity, you ask how CloudStore defines “cost-effectiveness”, according to her it means to keep operation and maintenance costs as low as possible.
Afterwards she introduces you to the head of ICT, Manuel, who explains what they’re looking for. They already have their website made and just need to connect the backend to actual hardware. When new users create their profiles, they need to be allotted a certain amount of space for a free account and will pay a subscription fee for each additional 10 GB of data. Of course, security is key to their entire set up, so you’ll need to focus heavily on that. Afterwards the data within their allotted storage space will only be accessible to the user after logging in, either through the web interface or their app, which can be accessed via phone or computer. For that reason, everything will be packet-based, but they would like to leave room for additional services, if the need arises.
You may consult with Jennifer when you require any site access, and you may speak to Manuel at any time for any technical help. Once you’ve absorbed the necessary information Jennifer shows you to your office where you begin your work.
2.1 Before you can begin you need to determine what laws, rules and regulations might impact the project. This is to protect not only you but the company you work for. Identify what would you refer to for this form of information and explain what aspects of the project or company you would need to research further.
(assess the implications of legislation, regulations and standards on project design)
2.2 evaluate the available design options based on the information provided to you up to this point and select preferred design option for cloud store that will meetup their enterprise criteria. Discuss the selected option with your relevant client. (List the design options and provide a meeting plan with CloudStore’s Key stakeholders including those design options.)
2.3 Discuss the final designs after evaluating multiple design options with your internal stakeholders (planners and project management) and obtain the required approval to proceed. (You must provide a meeting minutes for the meeting that you have conducted with CloudStore’s internal Stakeholders and a project approval document with relevant points to start the project)
2.4 Once you have decided on a plan of action the next step is to prepare the design brief. Prepare a design brief for the project including building and equipment design provisioning.
(Student should provide minimum standard points, for Example: Project title, Project introduction, Project definition including design consideration, Project time frame etc. Student can use any standard template; However, Example Points are mandatory)
2.5 At this stage of your project you should have completed the network diagrams, and draft copies of the documentation which include field information, as well as information regarding required equipment, equipment layout, if any changes need to be made to the building layout, how the current design meets company requirements, and any additional information that would be required for the actual work.
Now your task as follows:
Considering above situation Prepare a detail design documentation for Cloud Store.
Student should provide minimum standard points with cover page, Index page, Version information.
Example: Project title, Project introduction, Project definition including design consideration, Design and Construction Drawings including communication Room, floor distribution if required. Building Wiring, Power system, Equipment list vendor and estimated cost, Project scheduling, etc. Student can use any standard template; However, Example Points are mandatory
Assessment 2 – Observation Checklist
|Did the Student satisfactorily answer the following questions with sufficient evidence where required?||S||NS|
|Minimum requirements for this:|
|Minimum requirements for this:|
|Minimum requirements for this: Example: Project title, Project introduction, Project definition including design consideration, Project time frame.|
|Example: Project title, Project introduction, Project definition including design consideration, Design and Construction Drawings including communication Room, floor distribution if required. Building Wiring, Power system, Equipment list vendor and estimated cost, Project scheduling, etc.|
Assessment 3 – Self-paced Activities
As part of the course requirements you are required to complete Self-paced activities each week and submit them to your class trainer. These activities should take no more than 5 hours per week and are based on your current unit of competency.
Please speak to your trainer if you have any questions about the tasks and due dates.
Assessment 3 – Portfolio Checklist
|SPA 3.1||Yes / No||Yes / No||Yes / No|
|SPA 3.2||Yes / No||Yes / No||Yes / No|
|SPA 3.3||Yes / No||Yes / No||Yes / No|
|SPA 3.4||Yes / No||Yes / No||Yes / No|
|SPA 3.5||Yes / No||Yes / No||Yes / No|
|SPA 3.6||Yes / No||Yes / No||Yes / No|
|SPA 3.7||Yes / No||Yes / No||Yes / No|
|SPA 3.8||Yes / No||Yes / No||Yes / No|
|SPA 3.9||Yes / No||Yes / No||Yes / No|
Assessment 4 – Practical
Presentation is the process of showing and explaining the content of a topic to an audience. It is often used to assess student learning in individual or group research projects.
Presentation assessment consists of a topic for the student to research, discuss and present, followed by a question and answer session between a tutor and the presenter(s). This measures the ability of students to respond, think under pressure and manage discussion. It is in this part of the presentation that the student shows his/her in-depth knowledge of the topic and presentation skills.
A good presentation is generally expected to consist of:
- Introduction/ Aims/Objectives
- Major points and ideas explained and summarised
- Results/Related points/Issues/or others depending on the topic
- Conclusion – future work
- The presentation should be presented in the time allowed
Develop a class presentation of no more than 15 minutes to demonstrate your understanding of design briefs. To do this:
- Select a small design project either from your studies or from your research
- Compile a design brief for the project
- Explain the project design brief in your presentation
Be prepared to answer questions from your trainer and your fellow class members following the presentation.
Assessment 4 – Criteria
|4.1 Presentation Content:|
Relates to topic, detailed, and accurate
|All content directly related to the topic. Opinions were always supported by fact if possible.||Content directly related to the topic. Almost all opinions were supported by facts.||Demonstrated basic understanding of the topic. Many opinions were not supported by facts.|
|4.2 Subject Knowledge:|
Demonstrate knowledge of subject
|Showed a thorough knowledge of the topic. Able to use assessor questions to further demonstrate understanding of the topic.||Showed a working knowledge of the topic. Able to satisfactorily answer assessor questions and provided additional information upon request.||Showed basic knowledge of the topic. Able to address assessor questions by repeating parts of the presentation – did not provide any additional information.|
|4.3 Audience Engagement:|
Engage and interact with audience
|Moderated speaking style based on audience feedback. Calmly and eloquently addressed audience questions and comments. Engaged audience for the duration of the presentation.||Adjusted volume, pace, and enthusiasm several times. Answered audience questions and addressed comments. Presenter adjusted enthusiasm or pace to hold audience attention.||Spoke more loudly when requested by audience members. Presenter was clearly uncomfortable. Presenter attempted to adjust enthusiasm or pace to hold audience attention|
|4.4 Presentation Timing:|
Length of Presentation Length of Q&A
|Perfect timing||Adequate Timing||Too short or too long|
|4.5 Presenter Interaction: Ability to interact with joint presenter||Good level of interaction between joint presenters. Roles clearly defined prior to presentation.||Reasonable level of interaction between joint presenters. Presentation roles not clear.||Poor interaction between presenters. No evidence of roles being defined prior to presentation.|
Assessment 4 – Observation Checklist
|4.1 Presentation content|
|4.2 Subject knowledge|
|4.3 Audience engagement/communication|
|4.4 Presentation timing|
|4.5 Presenter interaction / roles|
q Satisfactory q Unsatisfactory
Trainer’s signature _____________________________ Date ______________________
Student Signature: ______________________________ Date ______________________
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
The assessment process is designed to answer the question “has the participant satisfactorily demonstrated competence yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your Trainer will provide you with the necessary feedback and guidance, for you to resubmit/redo your assessment task(s).
What if you disagree on the assessment outcome?
You can appeal against a decision made in regard to an assessment of your competency. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against specific competency standards and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent.
You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of the unit you are appealing against the assessment of.
You can request a form to make an appeal and submit it to your Trainer, the Course Coordinator, or an Administration Officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your Trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Credit transfer is recognition for study you have already completed. To receive Credit Transfer, you must be enrolled in the relevant program. Credit Transfer can be granted if you provide the RTO with certified copies of your qualifications, a Statement of Attainment or a Statement of Results along with Credit Transfer Application Form. (For further information please visit Credit Transfer Policy)
ICTPMG611 Prepare a detailed design brief
Assessment Outcome Record
In order to be deemed competent in this unit, the candidate must answer all written questions correctly and satisfactorily complete all practical tasks. In order to complete all practical tasks, all Observation Criteria need to be satisfied, i.e. demonstrated and marked as an ‘S’. The task summary outcome must be noted as satisfactory to note the demonstration of a satisfactory outcome for each practical task requirement.
|¨ Not Yet Competent||¨ Competent|
|Student Feedback Form|
|Unit||ICTPMG611 Prepare a detailed design brief||ICTPMG610 Develop a project management plan|
|Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent. There is no need to sign your name as your feedback is confidential.|
|Strongly Disagree||Agree||Strongly Agree|
|I received information about the assessment requirements prior to undertaking the tasks||1||2||3||4||5|
|The assessment instructions were clear and easy to understand||1||2||3||4||5|
|I understood the purpose of the assessment||1||2||3||4||5|
|The assessment meets your expectation||1||2||3||4||5|
|My Assessor was organised and well prepared||1||2||3||4||5|
|The assessment was Fair, Valid, Flexible and Reliable||1||2||3||4||5|
|My Assessor’s conduct was professional||1||2||3||4||5|
|The assessment was an accurate reflection of the unit requirements||1||2||3||4||5|
|I was comfortable with the outcome of the assessment||1||2||3||4||5|
|I received feedback about assessments I completed||1||2||3||4||5|
|The pace of this unit was:||Too Slow||Great Pace||Too Fast|
Please return this completed form to Reception once you have completed this unit of competency.