CIVE1186: Introduction to Environmental and Sustainable Systems Engineering

Assessment Task

Your task is to create a portfolio that demonstrates your application of our Requirements analysis, System design, and Testing (weeks 2-11) skills to your team's project. Follow the steps below to complete this assessment task.
Demonstrate each skill by developing the relevant thing (list, table, diagram, etc.). Limit the demonstrations to one page per skill.

• For written demonstrations, such as list and tables, you must submit them as (editable) MS Word documents. Please don't submit files like PDFs, which are difficult to edit, or links to Google Docs.
• For other demonstrations, such as diagrams, you may develop them using any common software that allows you to submit a file that we can open and edit. In our course, we recommend software like MS PowerPoint, MS Excel, MS Visio, and Loopy, all of which are available on MyDesktop or for free on the Internet. Please don't submit files like PDFs, which are difficult to edit. Then, you must put an image of your demonstration in your MS Word document.
• So, you'll have a main MS Word document submission that demonstrates all skills and, possibly, a set of other digital appendix files.

Please follow structure and advice below for you Final Portfolio.

• Include a title page that includes the assessment task name (i.e., Final Portfolio), the project title, the system, and each student's name and ID.
• Include a table that indicates each member's contribution to the various sections.
• Include the up-to-one-page demonstrations of the various skills, naming the skill on each page.
• Include references in RMIT Harvard style, including in-text references and a reference list.
• Include a table of your responses to all feedback comments on your Draft Portfolio. Use the sample table in our Final Portfolio template as a guide.
• Appendices are optional. They are not assessed but may provide evidence of your work. Refer to each appendix in your Portfolio.
• Exclude executive summaries, introductions, conclusions, and any other conventional-reporting components because we won't assess them.
• Use the assessment rubric as a guide to what an outstanding Portfolio looks like. Note the criterion about the amount of extension of our skills.

Summary of Assessment Requirements

The assessment required students to develop a Final Portfolio that demonstrated their practical understanding and application of Requirements Analysis, System Design, and Testing concepts covered during weeks 2–11 of the course. Each of these skills needed to be presented through relevant artefacts such as lists, tables, and diagrams, limited to one page per skill.

The portfolio also required students to:

• Include a title page with project and student details.
• Provide a team contribution table showing individual inputs for each section.
• Demonstrate each required skill (requirements analysis, system design, testing) in a concise, visually clear format.
• Include RMIT Harvard-style referencing for all sources used.
• Address all feedback comments from the draft submission using a structured response table.
• Optionally attach appendices as supporting evidence of work completed.

The portfolio served as a professional record of the student’s technical competence and ability to integrate multiple systems development skills into a cohesive project framework.

Step-by-Step Approach Guided by the Academic Mentor

The Academic Mentor guided the student through the process in a structured and practical manner to ensure the portfolio met both technical and presentation standards. The mentoring process was divided into the following stages:

Step 1: Understanding the Assessment Criteria

The mentor began by helping the student interpret the assessment brief and rubric to identify what an “outstanding portfolio” should include. This included understanding the scope of each skill requirements analysis, system design, and testing and what level of demonstration would reflect strong analytical and technical ability.

Step 2: Structuring the Portfolio

The mentor advised on the organization and formatting of the portfolio, emphasizing the need for clarity and conciseness. Together, they created a structured outline that included:

• A title page and contribution table.
• Separate sections for each skill demonstration.
• A feedback response table for the draft portfolio.
  This step ensured that the student maintained logical flow and met file format requirements (editable Word document with embedded diagrams).

Step 3: Developing the Requirements Analysis Section

The mentor guided the student in identifying functional and non-functional requirements, preparing a requirement list and prioritization matrix, and linking them to user needs. This stage involved refining the problem definition and ensuring all requirements were traceable to the system objectives.

Step 4: Creating the System Design Section

The student was then coached on translating the requirements into a system architecture and design blueprint. The mentor helped in using appropriate tools (MS Visio, PowerPoint) to develop use case diagrams, data flow diagrams (DFDs), and entity-relationship models (ERDs). The emphasis was on creating diagrams that clearly conveyed process logic and data interactions.

Step 5: Demonstrating the Testing Skills

Under the mentor’s guidance, the student developed test plans and test cases to validate that the system met specified requirements. The mentor encouraged including unit testing, integration testing, and user acceptance testing (UAT) documentation, ensuring each was aligned with the corresponding requirements.

Step 6: Feedback Integration and Refinement

The student incorporated feedback from the draft submission into a structured response table. The mentor emphasized transparency and reflection by showing how each feedback point was addressed or improved in the final version.

Step 7: Referencing and Final Review

The mentor reviewed the references to ensure all sources were cited in RMIT Harvard style and the document complied with academic integrity standards. The final review checked for logical flow, formatting consistency, and technical completeness.

Final Outcome and Learning Achievements

Through this guided process, the student produced a professionally structured and technically sound portfolio demonstrating:

• Accurate application of requirements elicitation and analysis techniques.
• Logical and well-structured system design artefacts.
• Effective testing documentation linked to identified requirements.
• Improved academic and technical writing skills.
• Competence in using software tools such as MS Visio and PowerPoint for diagrammatic representations.

The learning objectives achieved included:

• Applying systems analysis and design principles to real-world project scenarios.
• Demonstrating critical thinking and problem-solving through design and testing documentation.
• Integrating peer and mentor feedback into academic work for continuous improvement.
• Adhering to professional documentation and referencing standards.

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