Chapter 17 — Practical assessment

Chapter 17 — Practical assessment

Lesson map

Lesson 17 published. Map, example, EX065.

flowchart TD
  N0["Learning outcomes"]
  N1["17.1 The assessment"]
  N2["17.2 Working through tasks"]
  N3["17.3 Explaining actions"]
  N4["17.4 Safe working"]
  N0 --> N1 --> N2 --> N3 --> N4
  N4 --> EX["Worked example"]
  EX --> Q["Exercise EX065"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["17.1 The assessment"]
  N2["17.2 Working through tasks"]
  N3["17.3 Explaining actions"]
  N4["17.4 Safe working"]
  N0 --> N1 --> N2 --> N3 --> N4 --> Q["EX065"]

[Learning outcomes]
    |
    v
[17.1 The assessment]
    |
    v
[17.2 Working through tasks]
    |
    v
[17.3 Explaining actions]
    |
    v
[17.4 Safe working]
    |
    v
[Worked example] --> [Exercise EX065]

Learning outcomes

You will (1) complete practical security tasks under assessment; (2) explain your actions; (3) show safe working.

17.1 The assessment

At the end of the course, Chloe completes a practical assessment in the college laboratory. She has three hours to work through tasks on a set of virtual machines representing a small business: create accounts with the right access, find devices missing updates, spot phishing emails in a sample mailbox, check that a backup can be restored and write a problem report. An assessor watches and asks questions. Mr. Appiah explains that the assessment checks both technical skill and safe working habits, so students should explain their choices as they work.

17.2 Working through tasks

Chloe starts by reading all the tasks and planning her time. She creates accounts with the correct access and checks them by signing in. She runs her update script on the lab data and lists late devices. She sorts the sample emails using the four phishing signs and notes one message she is unsure about, explaining why. She restores a test folder and compares files. She finishes with ten minutes to spare. She uses the remaining time to check her problem report for missing details.

17.3 Explaining actions

The assessor asks why she checked the accounts by signing in. Chloe explains that checking a change worked is a habit she learned during her placement. He asks what she would do if a restore failed. She explains she would record what happened, report it and not delete the original backup. The assessor notes that she explains her reasoning clearly and calmly. He also asks how she decided which emails were phishing. She describes the four signs and explains that she marked one message as uncertain rather than guessing, because a wrong decision either way could cause problems.

17.4 Safe working

The assessment includes a hidden test: one task asks her to disable a security setting to make a program run. Chloe stops and asks the assessor whether this is approved, explaining the risk. He confirms it was a test of judgement. Mr. Appiah later explains that knowing when to pause and ask is as important as technical skill, because many incidents start with well-meant shortcuts. Chloe passes all five tasks and the judgement test. The assessor's written feedback highlights her habit of checking her work and asking before taking risky actions.

Worked example

Chloe plans and completes five practical tasks, explains her reasoning and passes a judgement test by pausing before disabling a security setting.

Synthetic case. The assessment is synthetic.

Errors and limits

Disabling a security setting without approval to make something work can open serious risks.

Exercises

• EX065 — Assessment time. How long is the assessment? Rubric: 3 = three hours;; 2 = partly correct;; 1 = wrong;; 0 = none.
• EX066 — Unsure message. What does Chloe do with an uncertain email? Rubric: 3 = notes it and explains why;; 2 = partly correct;; 1 = vague;; 0 = none.
• EX067 — Failed restore. What would she do if a restore failed? Rubric: 3 = record, report, keep the original backup;; 2 = partly correct;; 1 = vague;; 0 = none.
• EX068 — Hidden test. What was the hidden test? Rubric: 3 = disabling a security setting;; 2 = partly correct;; 1 = vague;; 0 = none.

Continue studying — lesson 17 (chapter 17 of 18)

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