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ZEIT 8231 Assignment 2: Test and Evaluation Plans

(Individual) (235 Marks)

Assignment Two practices more T&E metrics on a topic of the students choice and has them write
aspects of a master T&E plan (TEMP) at the contractual stage of a project. The topic can be an existing
TEMP, but if you do so, you must critique how that TEMP does not comply with the ideal and how you
will rewrite it. If you choose a retrospective (existing) TEMP review, do the Part B Question 4 before
the Part B Questions 2 and 3 and focus your reflection on the critique of the retrospective TEMP so it
sets the scene for your revised T&E plan outlines. See the notes on deficiencies in current TEMPs for
detail, but in the main TEMPs:

lack project measures,


do testing too far to the right (late),
lack a focus window of the last and next 12 months,
do not adequately address the unapproved future phases, and
do not cover T&E staff competencies in detail.

So as to ensure a suitable topic for the second assignment, students submit an outline plan to UNSW
Canberra for concurrence. If anyone has difficulty finding a topic, they are to use the Assignment One
topic and assume the pre-contractual T&E phase one is complete, so as to complete a TEMP for Phase
One contract.

The key requirement for this assignment is to think in deeper detail about how V&V is actually
performed, and the trade-offs that are made in selecting and conducting V&V activities, in particular
V&V using MOPs and TPMs during DT&E and AT&E, and validation using MOEs & MOSs during
OT&E phases. For this assignment speciality T&E fields that might be addressed in a separate section
of a TEMP are to be addressed as appropriate as part of DT&E, AT&E or OT&E.

Part A Outline Plan - 5 marks

1. Determine a T&E Master Plan topic of your choice and outline in under 1500 words why that
topic can benefit from your new T&E Master Planning skills. (5 marks)

Marking Guide.

4-5/5 A clear outline with correct referencing that chooses a TEMP-writing topic with sufficient
challenge and where the student has appropriate access or scope to develop the necessary
documentation for the later TEMP.

3/5 A readable outline with some referencing that has chosen an adequate TEMP-writing topic and
where the student has some prospect to develop the necessary documentation for the later
TEMP.

0-2/5 An outline that indicates an inability to complete the assignment because the submission is
difficult to read, does not have correct referencing, has chosen a TEMP-writing topic with no
challenge, or where there is no prospect to develop the necessary documentation for the later
TEMP

Part B TEMP - 230 marks

2. Conduct the four TEMP development workshops to develop the critical test issues for the TEMP.
You will need to use research to substitute for no access to SMEs. You will need to be creative in
assuming what the solicitation (tendering) determined, what the preview T&E activities found
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and thus the residual technical risks, and in the cost workshop. Emphasis here is on using the
process and good T&E thinking, not the actual numbers. Please use dot-points to summarise the
outcomes (i.e., DT&E, AT&E and OT&E test issues) and assumptions of your four workshops.
(10 marks)

3. Complete the T&E Plan descriptions for the DT&E, AT&E and OT&E sections of the TEMP
using the test issues from Part A but write these through a convincing paragraph prose that is
chronologically laid out with any associated milestone diagrams and the key associated
progressive achievement of T&E measures (3000 words max, not including diagrams &
annexed T&E measures) (10 marks). Be sure to cover:
a. What major activities are required and when they should be performed?
b. Any validation activities that should be performed while the system is under development
to minimise or mitigate operational risk (i.e., validation coincident with verification)?
c. Describe the major resources that are expected to be required for these test programs,
including assessing when they might realistically be available.
d. What software control development will have usability T&E.

4. Reflect on your TEMP and the assumptions and choices made therein. Focus particularly on the
role of Validation at different stages of a project (limit to 1500 words) (10 marks). Aspects you
should address are:
a. At what part of the project did you schedule most validation activities?
b. Why?
c. How does this compare with projects you have seen? (If you have no experience then read
summaries of major scientific or military programs as referenced in the notes & additional
readings)
d. Why does your thinking differ from what often occurs?
e. How resource-intensive are your Validation activities and do you expect this is value-for-
money and in what context?
f. What are the limitations of early Validation activities?

Marking Guide. Evidence of incisive thought and research around each of the TEMP development
workshops is crucial. Marking will look to confirm test issues align to the correct T&E type and with
the right T&E measures in a way that progressively reduces risks by achieving T&E measures early. In
particular, early partial achievement of validation (MOE/MOSs) while doing verification (MOPs) in
creative ways are sought. Submissions should be well laid out, showing evidence of being crafted,
thoroughly considered and reworked.

1285-2030/230 TEMP submissions that show insight and mastery of the subject, that is, in the
purpose of each workshop and how to determine the most important test issues aligned with
T&E measures and how to resolve them as early as possible, may be awarded distinction
and high-distinction grades. These works could be used as exemplars for the subtle
differences between average and really good test issue management.

Reflections that are well researched and would make a noticeable contribution to a T&E
conference or journal will receive distinction to high distinction grades.

158-1724/2030 A TEMP submission that shows some thought, but is somewhat only
methodological will receive a pass-credit grade.

Reflections that show insight into the appropriate project stages where validation can take
place, and how it fits with appropriate resources, will receive a mid-level grade.
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137/230 A TEMP submission that does not show evidence of applying the purpose of each workshop
to the topic, does not apply both V&V issues across the correct types of T&E, and/or does
not align with T&E measures, will receive a low or failing grade

Reflections that simply state opinions without well-reasoned argument and research will
receive a low grade.

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