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ICTICT303Connect internal hardware peripherals

Assessment Tool

TEIA – Assessment Tools ICTICT303

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Contents 1

Introduction 4

Section 1 - Unit of competency 51.1 Elements of competency and performance criteria 61.2 Assessment requirements 71.3 Dimensions of competency 81.4 Foundation skills 91.5 Skill sets 101.6 Recognition of prior learning (RPL) 101.7 Glossary of terms 11

Section 2 - Assessment tools 152.1 Summative assessment 162.2 Solutions - General guidance 182.3 Solutions – Summative assessment 192.4 Evidence of competency 242.5 Assessment records 25Assessment instructions – ICTICT303 27Pre-assessment checklist – ICTICT303 28Self-assessment record – ICTICT303 29Performance evidence checklist – ICTICT303 30Knowledge evidence checklist – ICTICT303 31Portfolio of evidence checklist – ICTICT303 32Workplace assessment checklist – ICTICT303 33Observation Checklist/Third Party Report 34Record of Assessment 37Request for Qualification Issue 39

Glossary 41


IntroductionThis set of assessment tools is for the unit of competency ICTICT303 Connect internal 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.

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Section 1 - Unit of competencyThe 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 ICTICT303 Connect internal 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

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1.1 Elements of competency and performance criteriaThe 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 ICTICT303 Connect internal hardware peripherals to the unit of competency.

ICTICT303 Connect internal hardware peripherals

Where covered in on-line course

Element 1: Identify, categorise and distinguish between the different types of internal hardware components

1.1 Identify and categorise the different internal hardware components

Task 1, Task 2, Task 3, Task 4, Task 5, Task 6, Task 7, Task 8, Task 9, Task 10

1.2 Define the purpose and characteristics of the different internal hardware component categories


1.3 Distinguish between different types of devices within each internal hardware component category


Element 2: Determine components required

2.1 Identify and clarify user internal hardware component requirements according to organisational guidelines

Task 2

2.2 Organise and record user component requirements, pass on to appropriate person for evaluation and vendor selection

Task 2, Task 10

Element 3: Obtain components

3.1 Contact vendors to obtain technical specifications for the proposed components

Task 2, Task 10

3.2 Assess options and provide recommendations to the appropriate person for final analysis

Task 2, Task 10

3.3 Obtain components to prepare for installation Task 2, Task 10

Element 4: Install components

4.1 Develop plans, with prioritised tasks and contingency arrangements, for the installation of selected components with minimum disruption to clients

Task 2, Task 10

4.2 Liaise with appropriate person to obtain approval for the plans

Task 2, Task 10

4.3 Install and configure components according to plan, installation procedures and organisational requirements

Task 2, Task 10

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Where covered in on-line course

4.4 Test components for error-free performance, using available technology

4.5 Identify and resolve identified problems

4.6 Test and enhance system performance, using knowledge of the system, to meet organisational benchmarks

4.7 Document the installation and configuration process according to organisation guidelines

Element 5: Evaluate modified system

5.1 Collect client or user feedback and analyse against client requirements

5.2 Correct identified shortcomings in the system and record actions

1.2 Assessment requirements ICTICT303 Connect internal hardware peripherals covers the outcomes, skills and knowledge required to acquire, install, configure and evaluate system hardware components according to client and user requirements.

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 evidenceThe performance evidence for the unit ICTICT303 Connect internal hardware peripherals consists of at least one event where the candidate:

identify and categorise the different types of internal hardware components

modify system's hardware to meet client requirements

plan modification of and connect internal hardware components according to vendor and technical specifications

install components across a variety of situations and account for unexpected contingencies

evaluate the system on completion.

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Knowledge evidenceThe knowledge evidence within the unit ICTICT303 Connect internal hardware peripherals consists of:

describe areas of the operating system relevant to configuration and testing

compare current industry accepted hardware and software products

outline environmental considerations in e-waste disposal

outline organisational guidelines and organisational requirements with regard to safety, recycling and component installation

outline system's diagnostic software and current functionality

interpret vendor specifications and requirements for component installation.

Assessment conditionsSkills 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:

a personal computer and internal hardware components for installation

current industry standard performance testing software

documents detailing organisational guidelines and requirements

technical manuals and tools.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

1.3 Dimensions of competencyThe 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.

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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 skillsUnderpinning 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 2.1, 3.2, 4.3, 5.1 Identifies, interprets and evaluates online and hard copy documentation containing complex ICT related terminology, acronyms and concepts

Writing 2.2, 3.2, 4.1, 4.7 Uses correct spelling, grammar and plain English together with the ICT specific terminology and diagrams to convey recommendations and requirements, and complete organisational documentation

Oral Communication

1.1, 2.2, 3.1-3.3, 4.1, 4.2, 5.1

Converts highly technical language and terminology into plain English to communicate ideas and plans, and gather feedback from clients

Uses effective listening and questioning techniques and technical terminology to elicit information and make the correct component selection

Navigate the world of work

2.1, 4.3 Recognises and follows explicit protocols and meets expectations associated with own role

Get the work done

1.1, 1.3, 2.1, 2.2, 3.2, 3.3, 4.1, 4.4-4.6, 5.1, 5.2

Initiates standard procedures when responding to familiar problems within immediate context

Recognises some general design and operating principles of digital tools and uses these to help when modifying systems and when troubleshooting

Takes responsibility for planning and organising own workload, identifying ways of sequencing and combining elements for greater efficiency

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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 setsSkill 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

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1.7 Glossary of termsPreviously, 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.

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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.

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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.

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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.

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Section 2 - Assessment toolsAssessment 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

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2.1 Summative assessment

Task Six: Setting up a new computerTask OverviewIn 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 SequenceDesign 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 learnersThere 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

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• 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 learnersThere 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.

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2.2 Solutions - General guidanceAssessors 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.

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2.3 Solutions – Summative assessment

Task SixDesign a computer job sheetRequirements 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 quizRequirements as specified in learning materials:

• Complete the quiz. Take a screen capture and paste into a Word document.

Other expected requirements:• 100% correct.

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Connect hardware internal componentsRequirements 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:

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Complete the Job SheetRequirements 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 Questions1. 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.

h tt p : //e l e ct r o n i c s . h o ws t u ffw o rks . c o m/e v e r y d a y - t e c h / su r ge -p r ot e cto r 3 . h t m

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:

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http://www.sensible-computer-help.com/computer-maintenance-tips.html

http://computer.lifetips.com/cat/59612/computer-maintenance-tips/index.html

http://electronics.howstuffworks.com/everyday-tech/surge-protector3.htm


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 hardwareStandby 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 disposalThe 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

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6. How can you ensure that your business organisation complies with environmental regulations?

Comply with the Environmental Protection Act

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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.

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http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EnvProtA94.pdf

http://www.qld.gov.au/about/how-government-works/government-structure/


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.

h tt p : //www . c o m pu t erh o p e . c o m/esd . h t m

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2.4 Evidence of competencyEvidence 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 evidenceThere 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 assessmentHigh 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 evidenceTypes 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 evidenceEvidence can be gathered through:

real work/real-time activities through observation and third-party reports

structured activities.

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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 evidenceThe 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 recordsLearners 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.

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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.

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Assessment instructions – ICTICT303Candidate’ s name: Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/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 6

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:

Ver. 1-4 27


Pre-assessment checklist – ICTICT303Candidate’ s name: Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/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 processWhen 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



Ver. 1-4 28


Self-assessment record – ICTICT303Candidate’ s name: Part D

Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/assessor: Date:

Tasks

I do the workplace task…

Candidate’s comments…very well

I’m sure I can do the

task

…quite wellI think I can do the task

…no, or not well

I don’t (or can’t) do the

task

1. I can identify and group the different types of components found within a computer.

2. I am able to add additional internal components to a computer system.

3. I am able to identify faults with internal hardware and replace faulty components.

4. I can match vendor and technical specifications to identify correct components.

5. I am able to test a computer system for effective and efficient operation after working on it.

6. I am able to use system diagnostic tools to improve a computer’s performance.

7. I dispose of faulty hardware in approved ways.

8. I am able to generally interpret vendor specifications and convert this to the hardware required.


Ver. 1-4 29


Performance evidence checklist – ICTICT303Candidate’s name: Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/assessor: Date:

Did the candidate demonstrate the following performance evidence at least once: Yes No N/A

Identify and categorise the different types of internal hardware components

Modify system's hardware to meet client requirements

Plan modification of and connect internal hardware components according to vendor and technical specifications

Install components across a variety of situations and account for unexpected contingencies

Evaluate the system on completion

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:



Ver. 1-4 30


Knowledge evidence checklist – ICTICT303Candidate’s name: Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/assessor: Date:

Did the candidate show their knowledge of the following: Yes No N/A

The operating system relevant to configuration and testing

The current industry accepted hardware and software products

Environmental considerations in e-waste disposal

Organisational guidelines and organisational requirements with regard to safety, recycling and component installation

Operating system's diagnostic software and current functionality

Interpreting vendor specifications and requirements for component installation

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:



Ver. 1-4 31


Portfolio of evidence checklist – ICTICT303Candidate’s name: Part E

Unit of competency: ICTICT303 Connect internal hardware peripheralsTrainer/assessor: Date:

Description of evidence to include in portfolio

Assessor’ s comments Tick*

V S C A



* V = Valid; S = Sufficient: C = Current; A = Authentic

Ver. 1-4 32


Workplace assessment checklist – ICTICT303Candidate’s name: Part F

Unit of competency: ICTICT303 Connect internal hardware peripherals

Trainer/assessor: Date:

Name of organisation: Address: Telephone: Email: Workplace supervisor:

Performance evidence Candidate demonstrates the ability to:

Evidence provided/observation comments

identify and categorise the different types of internal hardware components

modify system's hardware to meet client requirements

plan modification of and connect internal hardware components according to vendor and technical specifications

install components across a variety of situations and account for unexpected contingencies

evaluate the system on completion

Knowledge evidenceCandidate knows and understands:

the operating system relevant to configuration and testing

the current industry accepted hardware and software products

environmental considerations in e-waste disposal

organisational guidelines and organisational requirements with regard to safety, recycling and component installation

operating system's diagnostic software and current functionality

interpreting vendor specifications and requirements for component installation

Workplace supervisor’ s signature:

Date:

Ver. 1-4 33


TEIA Ltd

Observation Checklist/Third Party ReportThis 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:


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?

Ver. 1-4 34


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

Identify and categorise the different types of internal hardware components

Modify system's hardware to meet client requirements

Plan modification of and connect internal hardware components according to vendor and technical specifications

Install components across a variety of situations and account for unexpected contingencies

Evaluate the operating system on completion of any work

Check the operating system relevant to configuration and testing

Understand and is aware of the current industry accepted hardware and software products

Follows environmental considerations in e-waste disposal

Follows organisational guidelines and organisational requirements with regard to safety, recycling and component installation

Is able to use the operating system's diagnostic software and current functionality

Is able to interpret vendor specifications and requirements for component installation

Task 1 Video you installing an internal hardware component such as a hard drive or video

card. Use your video glasses.

Comment (if relevant):

Task 2 Provide two examples of your work in installing internal hardware components.

Share what the design brief was; why you addressed it the way you did; and, why you selected the particular resources.

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?

Ver. 1-4 35


Overall, do you believe the candidate performs to the standard required by the units of competency on a consistent basis?

Yes No

Identify any further training in this area that the candidate may require:

Comments:

Supervisor’s Signature: Date:

Ver. 1-4 36


Record of Assessment ICTICT303 Connect internal 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

Identify, categorise and distinguish between the different types of internal hardware components

1.1 Identify and categorise the different internal hardware components

1.2 Define the purpose and characteristics of the different internal hardware component categories

1.3 Distinguish between different types of devices within each internal hardware component category

Determine components required

2.1 Identify and clarify user internal hardware component requirements according to organisational guidelines

2.2 Organise and record user component requirements, pass on to appropriate person for evaluation and vendor selection

Obtain components

3.1 Contact vendors to obtain technical specifications for the proposed components

3.2 Assess options and provide recommendations to the appropriate person for final analysis

3.3 Obtain components to prepare for installation

Install components

4.1 Develop plans, with prioritised tasks and contingency arrangements, for the installation of selected components with minimum disruption to clients

4.2 Liaise with appropriate person to obtain approval for the plans

4.3 Install and configure components according to plan, installation procedures and organisational requirements

4.4 Test components for error-free performance, using available technology

4.5 Identify and resolve identified problems

4.6 Test and enhance system performance, using knowledge of the system, to meet organisational benchmarks

4.7 Document the installation and configuration process according to organisation guidelines

Evaluate modified system

5.1 Collect client or user feedback and analyse against client requirements

5.2 Correct identified shortcomings in the system and record actions

How candidate meets unit of competency requirements as a whole.

Yes No

Critical evidence requirements met

Underpinning knowledge and understanding demonstrated

Ver. 1-4 37


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

Ver. 1-4 38


Request for Qualification IssueAs 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

Units of Competency to be issued

Tick if SOA required

Full Qualification

ICT20115 Certificate II in Information, Digital Media and

Technology Tick if Qualification

required

BSBWHS201 Contribute to the health and safety of self and others

BSBWHS201 Contribute to the health and safety of self and others

BSBSUS201 Participate in environmentally sustainable work practices

BSBSUS201 Participate in environmentally sustainable work practices

ICTICT201 Use computer operating systems and hardware

ICTICT201 Use computer operating systems and hardware

ICTICT202 Work and communicate effectively in an ICT environment

ICTICT202 Work and communicate effectively in an ICT 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 engagement

ICTWEB201 Use social media tools for collaboration and engagement

ICPDMT321 Capture a digital image ICPDMT321 Capture a digital image

ICTICT205 Design basic organisational documents using computing packages

ICTICT205 Design basic organisational documents using computing 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

Ver. 1-4 39


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.

Ver. 1-4 40


GlossaryThis 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.

Ver. 1-4 41


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.

Ver. 1-4 42

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