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Workplace Assessment

inspire education Workplace Assessment TAEASS301B Contribute to assessment TAEASS401B Plan assessment activities and processes TAEASS402B Assess competence TAEASS403B Partici ...[Show More]

Text Box: Assessment Workbook

inspire education

Workplace Assessment

TAEASS301B
Contribute to assessment

TAEASS401B
Plan assessment activities and processes

TAEASS402B
Assess competence

TAEASS403B
Participate in assessment validation

from TAE40110
Certificate IV in Training and Assessment

This assessment booklet belongs to:

Date

Copyright

This document was developed by Blackwater Projects learning and development consultancy and is used by Inspire Education under license.

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of Blackwater Projects.

Version control & document history

Date	Summary of modifications made	Version
21 July 2010	Version 1 final produced following assessment validation.	1.0
09 Sept 2010	Adapted for Inspire Education’s Distance Course	1.1
03 Dec 2010	Modification to Assessment Projects for Blended Course	2.0
25 May 2011	Modification of Projects 8 and 9	2.1
06 Sep 2011	Updating Instructions Re-formatting	3.0
23 Nov 2011	Remerge of blended and distance workbooks. Modifications of Projects 6 and 7 Re-formatting	4.0
12 March 2013	Modification to Project 8 regarding slight wording changes.	4.1
28 May 2013	Unit Code Update – A to B	4.2
19 September 2013	Projects 10 and 11 modified to cover the communication of the Validation Meeting with relevant parties.	4.3
7 November 2013	Link to Submitting Your Assessment added at the end of the document	4.4
13 February 2014	Minor wording changes to the evidence to submit	4.5
15 September 2014	Linked and added Project 11 on the Contents page	4.6
21 March 2016	Update all projects to reflect new formats of Units of Competency	4.7
6 September 2016	Updated the “Submitting Your Assessment” section	4.8

Contents

Presentation. 5

Cheating And Plagiarism.. 6

Submitting Your Assessment 8

Misplaced Or Lost Assessments. 17

Units Of Competency Being Assessed. 19

Introduction To The Assessment Tasks. 20

Written Assessment - Assessment 21

Project 7 – Plan And Conduct Assessment 1. 30

Step 3. Written Report 49

Project 8– Plan And Conduct Assessment 2. 51

Step 3. Written Report 66

Project 9 – Plan And Conduct A Rpl Assessment 68

Rpl Candidate Case Study – Part 1. 69

Rpl Candidate Case Study – Part 2. 72

Foundation Skills. 85

Project 10 – Participate In Assessment Validation 1. 89

Instructions 1^st Validation. 90

Appendix 2 (1^st Validation) – Validation Mapping Matrix. 96

Foundation Skills. 98

Project 11– Participate In Assessment Validation 2. 106

Appendix 2 (2^nd Validation) – Validation Mapping Matrix. 115

Foundation Skills. 117

Summarising: What To Do: A Checklist 124

Feedback. 126

PRESENTATION

Things to Consider:

1. Only submit your workbook once all activities are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

2. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

3. Use the checklist at the end of your Learning Guide to self-direct your performance, both during and following the assessment.

4. Your final assessment result will either be competent or not yet competent.

If uploading your assessments please ensure that:

1. All assessment tasks have been completed

2. You have proof read your assessment

Please look for instructions on how to upload your assessment to the Student Portal which can be found later in this document under the heading “Submitting Your Assessment.”

Answering the Questions:

1. You will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

CHEATING AND PLAGIARISM

Inspire Education has no tolerance for plagiarism or cheating. We will strictly enforce the penalties outlined below for any student who is found to have engaged in cheating or plagiarism during any of their submitted assessment documents.

What is Cheating?

Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

Submitting someone else’s work as your own. Whether you have that persons consent or not.
Submitting another author’s work as your own, without proper acknowledgement of the author.
To allow someone else to submit your own work as theirs.
To use any part of someone else’s work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

What are the Penalties for Plagiarism or Cheating?

If a trainer suspects that you are cheating they will investigate further to establish evidence to support their suspicion. If evidence to support the suspicion is established your trainer will then report their concerns to Inspire Educations Training Manager. From there the following process will be followed:

1. The Training Manager will contact you in writing outlining their concerns with your submitted work.

2. You will then have an opportunity to respond to any allegations of cheating or plagiarism.

3. If the Training Managers investigation confirms that you have engaged in cheating or plagiarism you will be advised of one of the following consequences:

a) If it is determined that your offence committed is minor or unintentional, you will be asked to resubmit your work and be given a formal warning in writing by Inspire Education’s Training Manager.

b) If it is determined that your offence committed is of a serious and intentional nature you will be un-enrolled in that unit immediately and have to re enroll if you wish to complete that unit. Your result for that unit will be recorded as Not Competent. A cheating/plagiarism note will also be recorded against your student file. Notification of any such decision will be made in writing by Inspire Education’s Training Manager.

4. If the conduct is repeated or if the initial conduct is of a very serious nature (as determined by the Training Manager), such as knowingly falsifying assessment evidence, the student’s enrolment may be terminated.

What if I don’t agree with the decision?

If you disagree with the decision or the penalty imposed you are entitled to lodge an appeal. This appeal should be addressed to the Training Manager and outline your reasons for appeal and why you feel the decision to be unjust.

The Training Manager will then investigate your appeal further and respond in writing within 7 business days.

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or cheating:

Always reference other people’s work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
Always Reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
You must not copy someone else's work and present it as your own.
You must not falsify assessment evidence.

SUBMITTING YOUR ASSESSMENT

Once you are satisfied with your assessment and are ready to upload your work to The Hub, please ensure that you:

Have completed ALL required work in your Assessment Workbook

Step 1. Log in to The Hub by clicking on the Student Login Area on the Inspire website http://www.inspireeducation.net.au

You will be redirected to your login page. Enter your username and password then click “Log In.”

Step 3. On The Hub’s homepage, select “My Courses” icon.

Step 4. Click on the name of the course that you are enrolled in.

Step 5. Select the subject you are submitting your completed assessment workbook to.

For example: you are submitting a workbook for Subject 1 – ‘Design Cluster’

Step 6. Select the Assessment Workbook link.

Step 7. Scroll down the page and look for the Submission link. Click on “Add Submission”.

This will display the following screen.

Step 8. Uploading your submissions

There are four ways to upload your file submissions:

a. Drag and drop your files from your file location to the file submissions drag and drop box.

b. Upload your files using the File Picker. Click the icon as shown below:

Click “Choose File” then select your file to be uploaded.

Once your file(s) has been attached, click “Upload this file.”

c. Upload your files by creating a folder. Click the Create Folder icon as shown below:

A dialog box will appear. Rename “New Folder” with the prescribed naming convention. Example: Name_Smith_Portfolio

Click “Create Folder.”

When you are done uploading your submissions, click on “Save Changes.”

Step 9. You will be directed to ‘Submission Status’ page. You will see the summary of the workbook you are going to submit.

A	Attempt Number	Shows number of attempts you submitted in this Subject Maximum attempts of submission is 3 times.
B	Submission Status	Shows if the status of assignment if it has been ‘Submitted for grading’ or still a ‘Draft (not yet submitted)
C	Grading Status	Shows the result of the assignment
D	Last Modified	Shows the date the submission has been modified
E	File Submissions	Shows the attachment or documents to be submitted
F	Submission Comments	You can add comments on your submission for the assessor to see

You can either make changes in the submission you are sending by clicking on ‘Edit submission’ or add another document for that certain workbook by clicking on ‘Add submission’

Step 10. If you wish to submit the document/s you have uploaded click on ‘Submit assignment’

Step 11. Read the Candidate Declaration under the terms and conditions. If you understand and agree to the terms and conditions tick the checkbox ‘By Submitting this work, I declare that:’

Step 12. You will be directed again to ‘Submission Status’ page, and you will see that once you have successfully uploaded your assignment, it will show on the ‘Submission Status’ part.

Please take note that once you have submitted the assignment for grading, you can no longer submit another assignment for the same subject until it has been marked by an Assessor.

A	Attempt Number	Shows number of attempts you submitted in this Subject Maximum attempts of submission is 3 times.
B	Submission Status	Shows if the status of assignment if it has been ‘Submitted for grading’ or still a ‘Draft (not yet submitted)
C	Grading Status	Shows the result of the assignment
D	Last Modified	Shows the date the submission has been modified
E	File Submissions	Shows the attachment or documents to be submitted
F	Submission Comments	You can add comments on your submission for the assessor to see

You have now successfully uploaded your Assessment to be marked!

Please do not email your assessments. Any emailed assessments will not be accepted or marked. Assessments will only be accepted as submitted when you upload them to the Student Portal, fax them to 1800 008 128 or post them to GPO Box 1180, Brisbane, QLD 4001

Via Post

Once you are satisfied with your assessment and are ready to submit your work, please ensure that you:

Have completed an Assessment Cover Sheet (completed in full and dated).

Mail to:

Assessments Inspire Education

GPO Box 1180

Brisbane

QLD, 4001

MISPLACED OR LOST ASSESSMENTS

No responsibility can be taken by us for lost or missing assessment submissions. Please take copies prior to posting in your work should you wish to keep a copy for your own records as your assignments will not be returned once marked.

Inspire Education
Assessment Cover Sheet
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
Candidates: Submit this entire document (do not separate or remove pages) – with this page completed as required and place at the top of your portfolio
CANDIDATE to complete this section
Name:
Address:
Phone:		Daytime:		Evening:
Email address:
Company name:
Training date(s):			Training location:
Trainer name:
Assessment deadline				Date submitted:
Candidate declaration— By signing below, I declare that: · I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time · this workplace project is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
Signature:					Date:

Units of Competency Being Assessed

This assessment addresses the following units of competency from TAE40110 Certificate IV in Training and Assessment:

TAEASS301B Contribute to assessment

1. Clarify role and responsibilities in the assessment process

2. Confirm organisational arrangements for evidence gathering

3. Collect evidence in accordance with assessment plan

4. Record and report findings.

TAEASS401B Plan assessment activities and processes

1. Determine assessment approach

2. Prepare the assessment plan

3. Develop assessment instruments.

TAEASS402B Assess competence

1. Prepare for assessment

2. Gather quality evidence

3. Support the candidate

4. Make the assessment decision

5. Record and report the assessment decision

6. Review the assessment process.

TAEASS403B Participate in assessment validation

1. Prepare for validation

2. Contribute to validation process

3. Contribute to validation outcomes.

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

Introduction to the Assessment Tasks

Overview

The assessment tasks you are asked to complete are divided into three broad categories:

Written Assessment - Assessment

Project 7 – Plan and conduct assessment 1

Project 8 – Plan and conduct assessment 2

Project 9 – Conduct an RPL assessment

Project 10 – Participate in assessment validation 1

Project 11 – Participate in assessment validation 2

Competency matrix

Competency standards

Task

TAEASS301B

TAEASS401B

TAEASS402B

TAEASS403B

Written Assessment

Project 7 - Plan and conduct assessment 1

Project 8 - Plan and conduct assessment 2

Project 9 - Plan and conduct an RPL assessment

Project 10 - Participate in assessment validation 1

Project 11 - Participate in assessment validation 2

	Written Assessment - Assessment

Instructions
1. You are provided with a set of questions.
2. You are required to research your answer to these questions and provide a response.
3. Where practical, you should use a word processer to complete your responses by clicking in the grey field.

Requirements for satisfactory completion
For a ‘satisfactory’ result in this task, all questions must be answered to a ‘satisfactory’ standard. At Certificate IV level this means that:
· you answer using complete sentences, making direct reference to the question
· you specifically address all parts of the question
· your answers include a mix of theory backed up with specific workplace examples (real or hypothetical) where appropriate.
· you use your own words—when occasionally quoting directly from another source of information, acknowledge that source

Questions relevant to all TAE40110 assessment field units

1. In the vocational education and training (VET) sector, assessments are competency-based. In your own words, describe how competency-based assessment (CBA) works. In your answer, include:

a. a basic explanation of CBA, including (but not limited to):

· the fact that CBA is criteria-referenced and how this compares with a norm-referenced assessment

· the importance of a client-focussed approach in a competency-based assessment

b. candidate rights and responsibilities in CBA

c. assessor responsibilities in CBA, including responsibility to ensure healthy and safe assessment.

Answer 1:

a) Competency-based assessment (CBA) is a tool utilized when assessing candidates to ascertain if a candidate possess the skill to perform to a minimum standard required for the workplace. This minimum standard is acknowledged by the candidate being marked competent based on a select criteria. Unlike norm-referenced assessment where candidates are marked as either pass or fail based on how they performed against other candidates, Competency-based assessment (CBA) ensures that the person being assessed is ready for the workplace based on their skill. However, it is imperative to note that competency-based assessment tend to be client focussed and a candidate may decide not to be assessed. However, if a candidate chooses not to be assessed, there are possible risks to their job. As such candidates may cooperate with their advisors and select their pathway of attaining competence and have their needs gathered for through a reasonable adjustment.

b. A candidate has a right to appeal an assessment decision made by an assessor if he/she is not I agreement with the decision. A RTO must have an appeal procedure in place for candidates and inform them of this prior to being assessed. Candidates always have a right to access and view their assessment records. RTO’s are in charge of ensuring that candidates have access to their own records whilst protecting each individual records from being accessed by other people. The candidate has a right to confidentiality and thus all the information obtained by the RTO concerning the candidate encompassing of the assessment outcome must be kept confidential.

The candidates are charged with the responsibility of proving their competence.

c. One of the key responsibility of the assessor is to assist the learner to identify opportunities to collect evidence for the assessment. On the same note, it is the assessor’s responsibility to ascertain that all the assessment papers of the candidate have been filled correctly. It is also the responsibility of the assessor to make sure that the assessment addresses all the units of competency and fair to the candidate. It is also the responsibility of the assessor to ensure that he explains to the candidate all the areas of the assessment which he/she does not clearly comprehend.

The assessor is also charged with the responsibility of ensuring both safety and health of the learners, colleagues and self. It is paramount to note that assessment is a teamwork process where each and every person involved in the assessment process is required to take personal responsibility to keep a healthy and safe learning environment.

2. Name, define, and give your own example of each of the four (4) Principles of Assessment.

Guidance: Sample answer
* The Principles of Assessment state that assessments must be:

(Name first principle here). This principle means that (define the principle here). For example, a RTO could (give one example here of what a RTO or an assessor could do to ensure that assessments reflect this principle).”

Answer 2:

a. Validity: Validity is basically the notion that assessment will test the client against the outcomes and performance of the unit. For instance, when an RTO is creating an assessment, they have to look at the program unit outcomes and develop an assessment that mirrors only these outcomes. As such, the skills and knowledge requisite for the unit could be entirely evidenced through the assessment. However, it is important to assess knowledge and skills more than once so as to ensure that the candidate is competent enough to apply what he/she has learned in different situations.

b. Reliability: This simply means that the evidence that are presented for assessment should be consistently interpreted and assessment outcomes should be comparable regardless of the assessor responsible for conducting the assessment. As such, reliability is attained when consistency is present between assessors. For instance, an RTO would train all assessors on how to assess on a consistent level, ensure that they all mark assessment using the same criteria, and ensure that they stick to the procedures put in place.

c. Equitability and inclusiveness: The assessment should be designed in a manner that all the requirements of all the candidates participating in the assessment have been addressed. For instance, the assessment should not discriminate any person with special needs or discriminate against race.

d. Transparency, explicitly, and accessibility: All the information with regard to the assessment should be transparent and clear. The information should also be easily available. For instance, the students and the assessor should be made aware of the date and venue where the assessment should be conducted. On the same note, information with regard to the assessment tasks, procedures and guidelines should not be concealed.

3. Name, define, and give your own example of each of the four (4) Dimensions of Competence.

Answer 3:

a. Task Skills: Task skills can be defined as the ability to carry out the job assigned to meet the required standards. For instance, when an assessor is employed to assess candidates, it is required of the assessor to ensure that all the regulations and rules have been adhered to. He should also make sure that the way he conducts the assessment is in accordance with the required set standards.

b. Management of task skills: Management of task skills basically means the ability to effectively manage multiple jobs at the same time. A good example is a person who works has a manage and an accountant may possess high

4. Name, define, and give your own example of each of the four (4) Rules of Evidence.

Guidance: Sample answer
”The Rules of Evidence state that to be of an acceptable quality, evidence must be:

(name first rule of evidence here). This means that evidence must be (explain what this rule means in ‘plain English’). An example is (give an example of evidence that reflects this rule).”

Answer 4:

a. Explain what the concept of ‘reasonable adjustment’ means in an assessment context.

b. Give one example of a reasonable adjustment.

Answer 5:

6. One of your responsibilities as an assessor is to ensure that candidates are fully ‘briefed’ (informed) of the assessment details. List the information that should be covered in the ‘assessment brief’ and provide an example of what you would brief a candidate.

Guidance: Sample answer
”When being briefed, assessors must confirm the candidates’ understanding of: (list of items to include in the brief should follow).

Answer 6:

a. Briefly discuss a practical system that is (or could be) used in your workplace to regularly review assessments.

b. How does (or how could) your organisation keep track of ongoing improvements made to assessment plans and related resources?

Answer 7:

Questions relevant to TAEASS403B only
8. In your own words, explain what ‘assessment validation’ means.
Answer 8:
9. Identify three things that are analysed and reviewed during assessment validation and describe how the Principles of Assessment and/or Rules of Evidence are applied during the validation.
*What is validated*	*How the Principles of Assessment and/or Rules of Evidence are applied*
a.(i)	(ii)
b.(i)	(ii)
c.(i)	(ii)
End of Written Assessment - Assessment

Project 7 –
Plan and conduct assessment 1

Project Overview

Plan and conduct assessment

· you are to develop an assessment plan for a training and assessment pathway for a complete unit of competency

· you must develop at least one assessment instrument that would be used to collect/ record evidence for this unit

· you are to conduct an assessment event using the assessment instrument you have developed

Additional Information

· your assessment plan must fully address the requirements of a unit of competency from a nationally recognised training package. This means that each assessment must incorporate at least 2 methods of assessment (e.g. observation, questioning, third party report, etc).

· you must develop at least one assessment instrument used to conduct your assessment¹. All assessment instruments that you develop must include clear instructions for use.

· you are to conduct the assessment using the assessment instrument you have developed ensuring that you brief the candidate(s), make judgement on the candidate(s) performance and provide feedback to the candidate(s).

Clarifying terms: Assessment tools vs assessment instruments:

· An assessment ‘tool’ is a complete set of documentation needed to assess at least one unit of competency (a tool generally includes more than one document). Each assessment tool must include 2 – 3 instruments that each support different methods of assessment (e.g. observation checklist, questioning or project etc) and the procedures used to gather and interpret evidence of competence.

· An assessment ‘instrument’ is part of an assessment tool—the specific questions or activity used to assess competence by the assessment method selected. An assessment instrument should be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by the assessors.

To conduct the assessment, you will need to develop an assessment instrument. (e.g. you develop a written assessment, have your candidate(s) complete the assessment, make judgement and provide feedback; or you developed an observation checklist, use that checklist while observing the candidate’s performance and provide feedback).

For more information refer to your participant manual or see your trainer.

You may choose from the following options (you only need to compete one):

Option 1

Use the scenario and unit of competency provided to plan and conduct the assessment.

Option 2

Use your own scenario (that may be related to your delivery projects) to plan and conduct the assessment.

Steps to take (for both options)

Guidance:
When preparing for assessment of unit(s) of competency, it is generally easier to consider a particular assessment purpose and pathway and use a generic category of candidates to conduct the initial planning and then to contextualise that for the particular assessment situation. As such, the ‘assessment plan’ may be spread over a number of documents rather than being a single document. The steps outlined below follow that concept. You may complete the planning of assessment as outlined below, or in any other order your scenario lends itself to, as long as you submit the evidence as outlined in the ‘Evidence to submit’ section.

1. Prepare and document the assessment plan

a. Determine the assessment requirement

· What unit(s) of competency are being assessed

b. Unpack the unit of competency and the assessment requirements (2 files)

· Research and identify the Training Package unit(s) of competency to be addressed

· Determine appropriate assessment methods to assess the unit(s)

c. Develop the assessment instrument

· Develop assessment instrument(s) (at least one) using the templates provided (on the student portal or USB stick)or create your own.

· Prepare an evidence matrix to ensure that assessment requirements of the unit(s)of competency are addressed by your assessment instrument(s).

d. Determine the context and assessment approach:

· Confirm the purpose for the assessment and the assessment pathway (training and assessment or RPL)

· Identify the target candidates

· Determine the context of the assessment

· Identify other information relevant to the assessment

e. Prepare the brief for the candidate / contextualise assessment instruments

2. Conduct the assessment.

Brief the candidate
Administer the assessment process
Make a judgement on the candidate’s performance
Provide feedback to the candidate
Obtain written feedback from the candidate about the assessment process

3. Conduct a self-evaluation of your planning, organisation and conduct of assessment.

Write a report providing details of your self-evaluation (guidance for your report is provided in the ‘Evidence to Submit’ section)

Option 1 – Scenario provided

Use the following scenario to plan, organise and conduct the assessment.

You are one of the Business Trainer and Assessors for BusiTrain, a registered RTO providing training in a range of business qualifications.

Cheryl Smith is a trainee undertaking BSB20215 Certificate II in Customer Engagement. She works for Get Ready Business Services and her supervisor is Ken Jones. Cheryl is close to completing the learning activities in her Learner Guide for BSBCMM201 Communicate in the workplace. She has contacted you to arrange for her assessment in this unit.

Cheryl does not have any special needs that will affect her participation in the assessment. Ken is happy for you to conduct assessments at Get Ready Business Services.

Option 2 – Plan, organise and conduct an assessment related to training you have conducted.

Using one of the deliveries (group or individual) you have conducted, plan, organise and conduct the assessment related to that delivery. The delivery must have been based on component(s) of a unit of competency.

Step 1.
Prepare and document the assessment plan

a. Determine the general assessment requirement

· Confirm the purpose for assessment and the assessment pathway

Guidance:
In this case, the purpose of assessment may include: determining competence on completion of learning (summative assessment), establishing progression towards achievement of competence (formative assessment, licensing or regulatory requirements.

The assessment pathway in this case is a learning and assessment pathway.

· Identify the unit(s) of competency to be assessed

· Identify the target candidates

Guidance:
Consider who the candidates would be (at this stage consider general candidates that may need to be assessed in the unit(s) of competency identified and under the identified assessment purpose and pathway).

Record any notes here or insert directly into the relevant documentation.

b. Unpack the unit(s) of competency

· Access and analyse the unit(s) of competency and related assessment requirements (2 files) to be assessed and ‘visualise’ the overall picture of a ‘competent’ candidate (ie. think of the tasks/job functions that a ‘competent’ candidate would be able to do in the workplace and to what standard).

· Complete the column of the Evidence Matrix by inserting the elements, performance criteria, performance evidence, knowledge evidence and foundation skills.

Guidance:
By downloading the word version of the unit(s) of competency and assessment requirements, you can cut and paste this information. Note: If you are using Option 1 as your scenario, this step has been completed for you. If using Option 2, a blank template follows.

Use the ‘Proposed assessment methods’ column of the Evidence Matrix to indicate the methods of assessment that may be used for each performance criteria, performance evidence and knowledge evidence.

Guidance:
At this stage, you are considering assessment methods in relation to the unit(s) of competency for general use with a range of candidates. You can have more than one assessment method per component as these will be summarised once you have considered all components individually.

· Consider all of the assessment methods you have identified and determine which are the most suitable to base the assessment events on. Make a note of these in the table provided (these will be used when developing your assessment plan and assessment instrument(s).

Guidance:
When considering all of your assessment methods, if you have noted one assessment method against only one or two of the components of the unit(s) of competency, then consider if they could be assessed by one of the other methods you have identified instead so that you are reducing the number of assessment methods you would use overall for assessing the unit(s) of competency. Overall, you should identify at least two assessment methods to be used to assess the whole unit(s) of competency.

Note:

You will return to complete the Evidence Matrix once you have developed your assessment instruments to ensure that you have covered all components required.

EVIDENCE MATRIX – Option 1

Guidance:
Use this template if completing Option 1 for this project. Use the key at the bottom of the table to abbreviate your assessment methods. The number of assessment instruments does not need to be ‘5’ – delete or add columns as required.

Unit - BSBCMM201 Communicate in the workplace

				Proposed assessment methods	Assessment instrument 1 Q	Assessment instrument 2	Assessment instrument 3	Assessment instrument 4	Assessment instrument 5
Element 1 – Gather, convey and receive information and ideas
1.1	Collect information to achieve work responsibilities from appropriate sources
1.2	Use method/s and/or equipment to communicate appropriate ideas and information to the audience
1.3	Use effective listening and speaking skills in verbal communication
1.4	Seek input from internal and external sources to develop and refine new ideas and approaches
1.5	Respond to instructions or enquiries promptly and in accordance with organisational requirements
Element 2 – Complete workplace documentation and correspondence
2.1	Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by recipient
2.2	Draft and present correspondence within designated time lines
2.3	Ensure presentation of written information meets organisational standards of style, format and accuracy
2.4	Complete workplace forms and documentation in a clear, concise and easy to read format
Element 3 – Communicate in a way that responds positively to individual differences
3.1	Value all individuals and treat them with respect, courtesy and sensitivity
3.2	Take into consideration cultural differences in all verbal and non-verbal communication
3.3	Use communication to develop and maintain positive relationships, mutual trust and confidence
3.4	Make efforts to use basic strategies to overcome language barriers
3.5	Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols
PERFORMANCE EVIDENCE Evidence of the ability to:
PE1	Communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration
PE2	Produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient
PE3	Complete workplace forms
PE4	Use style, format and level of accuracy appropriate to the type of written material
PE5	Provide prompt responses to requests for information in accordance with organisational requirements.
KNOWLEDGE EVIDENCE To complete the unit requirements safely and effectively, the individual must:
KE1	Identify any organisational policies, plans and procedures which detail organisation’s standards or protocols for workplace communication
KE2	Describe different communication styles
KE3	Outline barriers to communication
Foundation Skills Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with the assessment methods chosen above
Learning		1.4	Seeks advice from others to implement strategies to improve knowledge or skills
Reading		1.1, 1.4, 1.5, 2.3, 2.4	Reviews textual information to identify and interpret communication requirements and organisational standards
Writing		1.2, 1.5, 2.1, 2.2, 2.3, 2.4	Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats Completes workplace forms and texts in accordance with organisational conventions and legislative requirements.
Oral Communication		1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4	Explains ideas and requirements clearly and listens carefully to verbal instructions and discussions Asks questions to confirm understanding
Navigate the world of work		1.5, 2.3, 3.5	Understands responsibilities of role and complies with legislative, regulatory and organisational requirements
Interact with others		1.2, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4	Recognises common cultural and other differences of people in the work context and makes adjustments to accommodate the differences Follows accepted communication practices and protocols to assist in building and maintaining positive working relationships
Get the work done		1.1, 1.2, 1.4,1.5, 2.1-2.4	Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration, seeking assistance in setting priorities Uses digital technology to find, record or communicate basic information

Assessment Method Key

Q – Questioning (written or oral)

Obs – Observation

P – Project

TP – Third Party Report

PF - Portfolio

EVIDENCE MATRIX – Option 2

Guidance:
Use this template if completing Option 2 for this project. Delete or add rows to suit the number of unit components required. Use the key at the bottom of the table to abbreviate your assessment methods. The number of assessment instruments does not need to be ‘5’ – delete or add columns as required.

Unit -

			Proposed assessment methods	Assessment instrument 1	Assessment instrument 2	Assessment instrument 3	Assessment instrument 4	Assessment instrument 5
Element 1 –
1.1
1.2
1.3
1.4
1.5
Element 2 –
2.1
2.2
2.3
2.4
2.5
Element 3 –
3.1
3.2
3.3
3.4
3.5
Element 4 –
4.1
4.2
4.3
4.4
4.5
PERFORMANCE EVIDENCE Evidence of the ability to:
PE1
PE2
PE3
PE4
PE5
KNOWLEDGE EVIDENCE To complete the unit requirements safely and effectively, the individual must:
KE1
KE2
KE3
KE4
KE5
Foundation Skills Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with the assessment methods chosen above
Skill	Performance criteria	Description

Assessment Method Key

Q – Questioning (written or oral)

Obs – Observation

P – Project

TP – Third Party Report

PF - Portfolio

Identify assessment methods and procedure

From the assessment methods you have identified above, determine which ones are suitable to use. Determine the assessment procedures that will support the methods you have decided on. The assessment procedures detailed here will be used when developing the assessment plan for individual candidates.

Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

c. Develop assessment instruments

Determine the assessment instruments that will be required to support the assessment methods and procedures you have identified above. Insert the name of each instrument in the top row of the Evidence Matrix (under Assessment instrument 1, Assessment instrument 2 etc).

Choose one of the instruments that you will be able to use to conduct one assessment event and develop that assessment instrument.

You can use pre-existing templates (templates available on the student portal or USB stick) or develop your own.

d. Determine the context and assessment approach

· Confirm the purpose for assessment and the assessment pathway

Guidance:
Confirm this if not completed in Step 1 a.

· Determine the context of assessment

Guidance:
The context of assessment is the environment in which assessment will be conducted (real or simulated), opportunities for collecting evidence, how the competency standard relates to evidence and work activities.

· Identify the candidate(s)

Guidance:
Consider who the candidate(s) are: their characteristics, best methods of assessment to suit their needs, any special needs/support required

· Identify any other information relevant to the assessment

Guidance:
Consider other information such as: WHS, resources required, documentation required, personnel involved, recording and reporting mechanisms, review mechanisms.

Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

e. Prepare the brief for the candidate / contextualise assessment instruments

· Complete the following briefing documentation for each candidate that you will use to brief the candidate(s)

Guidance:
Include in the documentation any special needs/reasonable adjustment that needs to be taken into consideration

· Contextualise the assessment instruments

Guidance:
From the specific target candidate(s) identified, make any adjustments to the assessment instruments that are required to contextualise them for this specific candidate(s). Also adjust for any reasonable adjustment being made.

Notes on adjustments to assessment instruments.

Assessment Plan/Candidate Brief

*Candidate’s Name*		*Phone No.*
*Special Needs*

*Assessor’s Name*		*Phone No.*
*Employer Contact Details*		*Phone No.*

*Assessment purpose*
*Assessment pathway*	Training and Assessment Recognition of prior learning
*Assessments required*	Observation Written assessment Oral questioning Project Portfolio Other
*Location of Assessment*			Workplace Simulated environment
*Assessment Date*		*Time*
*Reasonable adjustment*
*Specialist support*
*Comments/ specific instructions*

Candidate declaration:

I have been briefed on:

The assessment process and my responsibilities during the assessment

The appeals process

Confidentiality and security of information

I am ready to undertake assessment.

Candidate’s signature

Date:

Assessor’s signature

Date:

Step 2. Conduct the assessment

If you are using Option 1 for this project, have someone role play Cheryl Smith. Have them complete the assessment as you would have Cheryl complete it.

If you are using Option 2 have your candidate complete the assessment.

Remember that it is your ability to conduct the assessment and provide feedback that is being assessed, so the ‘candidate’ does not necessarily have to achieve a competent result.

· Brief the candidate(s)

Guidance:
Ensure you brief your candidate(s)on the assessment process, their responsibilities, the appeals process and the confidentiality and security of information . Have the candidate(s) sign the candidate’s declaration on the Assessment Plan/Candidate Brief.

· Administer the assessment

Guidance:
Conduct the assessment in accordance with the assessment process you have briefed the candidate and following your organisations policies and procedures.

· Make a judgement on the candidate’s performance

Guidance:
Judge the candidate’s performance against the benchmarks and record the results on the assessment record component of the assessment instrument.

· Provide feedback to the candidate

Guidance:
Record your feedback to the candidate on the assessment instrument and provide any verbal feedback as appropriate.

· Obtain written feedback from the candidate about the assessment process

Guidance:
Use the feedback form (template available under resources in your portal) or ask the candidate to send you an email or letter.

Record any notes here or insert directly into the relevant documentation.

Step 3. Written Report

a. Describe in detail the steps you took to plan the assessment

Guidance:
Information provided in your report must include (but isn’t limited to):

· how you determined the assessment approach including why it was the best approach for the candidate(s)

· what reasonable adjustment you needed to apply to the assessment (if none was applied, explain how reasonable adjustment could be applied)

b. Explain the review/trial process for the assessment instrument you developed

Guidance:
Information provided in your report must include (but isn’t limited to):

· who was involved in the trial

· the results of the trial

· what changes you made to the assessment instruments as a result of the trial

c. Describe in detail the processes used to conduct the assessment

Guidance:
Information provided in your report must include (but isn’t limited to):

· how, when and where you briefed the candidate

· how you gathered the evidence

· how you made your judgement of the evidence

· how you provided feedback to the candidate and their reaction to the feedback

· how you recorded the results and who you reported the results to

d. Provide details of the self-evaluation of your planning, organising and conduct of the assessment

Guidance:

This section must include:

· at least two (2) things that you did well and at least two (2) things that you could improve on when planning and organising the assessment

· at least two (2) things that you did well and at least two (2) things that you could improve on when conducting the assessment

· an action plan of how you will plan, organise and conduct future assessments to improve on your planning, organising and conduct of assessment (include at least three things you will focus on).

Evidence to submit The following evidence is required for this project:
	Check box once complete Ê
1. Assessment plan Submit a copy of the completed assessment plan.
2. Assessment instrument Submit the template of the instrument that you have developed
3. Evidence matrix Submit the completed evidence matrix clearly indicating what components of the unit of competency is being addressed by the assessment instrument you developed. Include a copy of the unit of competency and assessment requirements files (2 files) if you have completed Option 2.
4. Completed assessment paperwork Conduct the assessment and submit completed assessment paperwork as proof of having done this.
5. Written feedback (evaluation) from the candidate Ask each candidate to provide you with written feedback about the assessment experience from their perspective and submit this feedback.
6. Written report Provide a written report on your review of the processes you followed to plan, organise and conduct the assessment
End of Project 7 – Plan and conduct assessment 1

Project 8–
Plan and conduct assessment 2

Project Overview

Plan and conduct assessment

· you are to develop an assessment plan for a training and assessment pathway for a complete unit of competency . It must be a different unit of competency from the one used in Project 7.

· you must source or develop the assessment instruments that are to be used to collect/ record evidence for this unit

· you are to conduct the assessment events required to assess the entire unit of competency

Additional Information

your assessment plan must fully address the requirements of a unit of competency from a nationally recognised training package and it must be a different unit of competency from the one used in Project 7. This means that each assessment must incorporate at least 2 methods of assessment (e.g. observation, questioning, third party report, etc).

you must source or develop the assessment instruments used to conduct your assessment¹. All assessment instruments that you develop must include clear instructions for use. If you source assessment instruments, you must still map them to ensure they cover the entire unit of competency.
you are to conduct the assessments events required ensuring that you brief the candidate(s), make judgement on the candidate(s) performance and provide feedback to the candidate(s).

Clarifying terms: Assessment tools vs assessment instruments:

An assessment ‘tool’ is a complete set of documentation needed to assess at least one unit of competency (a tool generally includes more than one document). Each assessment tool must include 2 – 3 instruments that each support different methods of assessment (e.g. observation checklist, questioning or project etc) and the procedures used to gather and interpret evidence of competence.
An assessment ‘instrument’ is part of an assessment tool—the specific questions or activity used to assess competence by the assessment method selected. An assessment instrument should be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by the assessors.

To conduct the assessment, you will need to source or develop the assessment instruments for the assessment methods you have identified.

For more information refer to your participant manual or see your trainer.

Steps to take

1. Prepare and document the assessment plan

a. Determine the assessment requirement

· What unit(s) of competency are being assessed

b. Unpack the unit of competency and the assessment requirements (2 files)

· Research and identify the Training Package unit(s) of competency to be addressed

· Determine appropriate assessment methods to assess the unit(s)

c. Source or develop the assessment instruments

· Source or develop assessment instrument(s) that will address the entire unit of competency.

· Prepare an evidence matrix to ensure that assessment requirements of the unit(s)of competency are addressed by your assessment instrument(s).

d. Determine the context and assessment approach:

· Confirm the purpose for the assessment and the assessment pathway (training and assessment or RPL)

· Identify the target candidates

· Determine the context of the assessment

· Identify other information relevant to the assessment

e. Prepare the brief for the candidate / contextualise assessment instruments

2. Conduct the assessments.

Brief the candidate
Administer the assessment process
Make a judgement on the candidate’s performance
Record the results (you will need a record sheet for your candidates to record their overall result in addition to the results for each assessment instrument)
Provide feedback to the candidate
Obtain written feedback from the candidate about the assessment process

3. Conduct a self-evaluation of your planning, organisation and conduct of assessment.

Write a report providing details of your self-evaluation (guidance for your report is provided in the ‘Evidence to Submit’ section)

Step 1.
Prepare and document the assessment plan

a. Determine the general assessment requirement

· Confirm the purpose for assessment and the assessment pathway

Guidance:
In this case, the purpose of assessment should be determining competence on completion of learning (summative assessment).

The assessment pathway in this case is a learning and assessment pathway.

· Identify the unit(s) of competency to be assessed

· Identify the target candidates

Record any notes here or insert directly into the relevant documentation.

b. Unpack the unit(s) of competency

· Complete the column of the Evidence Matrix by inserting the elements, performance criteria, performance evidence, knowledge evidence and foundation skills.

Guidance:
By downloading the word version of the unit(s) of competency and assessment requirements, you can cut and paste this information. A blank template follows.

Note:

You will return to complete the Evidence Matrix once you have developed your assessment instruments to ensure that you have covered all components required.

EVIDENCE MATRIX

Guidance:
Delete or add rows to suit the number of unit components required. Use the key at the bottom of the table to abbreviate your assessment methods. The number of assessment instruments does not need to be ‘5’ – delete or add columns as required.

Unit -

			Proposed assessment methods	Assessment instrument 1	Assessment instrument 2	Assessment instrument 3	Assessment instrument 4	Assessment instrument 5
Element 1 –
1.1
1.2
1.3
1.4
1.5
Element 2 –
2.1
2.2
2.3
2.4
2.5
Element 3 –
3.1
3.2
3.3
3.4
3.5
Element 4 –
4.1
4.2
4.3
4.4
4.5
PERFORMANCE EVIDENCE Evidence of the ability to:
PE1
PE2
PE3
PE4
PE5
KNOWLEDGE EVIDENCE To complete the unit requirements safely and effectively, the individual must:
KE1
KE2
KE3
KE4
KE5
Foundation Skills Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with the assessment methods chosen above
Skill	Performance criteria	Description

Assessment Method Key

Q – Questioning (written or oral)

Obs – Observation

P – Project

TP – Third Party Report

PF - Portfolio

Identify assessment methods and procedure

Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

c. Source or develop assessment instruments

Source or develop the assessment instruments that you will use to conduct the assessment.

If developing your own assessment instruments, you can use pre-existing templates (templates available on the student portal or USB stick) or develop your own.

d. Determine the context and assessment approach

· Confirm the purpose for assessment and the assessment pathway

Guidance:
Confirm this if not completed in Step 1 a.

· Determine the context of assessment

· Identify the candidate(s)

Guidance:
Consider who the candidate(s) are: their characteristics, best methods of assessment to suit their needs, any special needs/support required

· Identify any other information relevant to the assessment

Guidance:
Consider other information such as: WHS, resources required, documentation required, personnel involved, recording and reporting mechanisms, review mechanisms.

Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

e. Prepare the brief for the candidate / contextualise assessment instruments

· Complete the following briefing documentation for each candidate that you will use to brief the candidate(s)

Guidance:
Include in the documentation any special needs/reasonable adjustment that needs to be taken into consideration

· Contextualise the assessment instruments

Record any notes here or insert directly into the relevant documentation.

Assessment Plan/Candidate Brief

*Candidate’s Name*		*Phone No.*
*Special Needs*

*Assessor’s Name*		*Phone No.*
*Employer Contact Details*		*Phone No.*

*Assessment purpose*
*Assessment pathway*	Training and Assessment Recognition of prior learning
*Assessments required*	Observation Written assessment Oral questioning Project Portfolio Other
*Location of Assessment*			Workplace Simulated environment
*Assessment Date*		*Time*
*Reasonable adjustment*
*Specialist support*
*Comments/ specific instructions*

Candidate declaration:

I have been briefed on:

The assessment process and my responsibilities during the assessment

The appeals process

Confidentiality and security of information

I am ready to undertake assessment.

Candidate’s signature

Date:

Assessor’s signature

Date:

Step 2. Conduct the assessment

· Brief the candidate(s)

· Administer the assessment

Guidance:
Conduct the assessment in accordance with the assessment process you have briefed the candidate and following your organisations policies and procedures.

· Make a judgement on the candidate’s performance

Guidance:
Judge the candidate’s performance against the benchmarks and record the results on the assessment record component of the assessment instrument.

· Provide feedback to the candidate

Guidance:
Record your feedback to the candidate on the assessment instrument and provide any verbal feedback as appropriate.

· Obtain written feedback from the candidate about the assessment process

Guidance:
Use the feedback form (template available under resources in your portal) or ask the candidate to send you an email or letter.

Record any notes here or insert directly into the relevant documentation.

Step 3. Written Report

a. Describe in detail the steps you took to plan the assessment

Guidance:
Information provided in your report must include (but isn’t limited to):

· how you determined the assessment approach including why it was the best approach for the candidate(s)

· what reasonable adjustment you needed to apply to the assessment (if none was applied, explain how reasonable adjustment could be applied)

b. Explain the review/trial process for the assessment instrument you developed

Guidance:
Information provided in your report must include (but isn’t limited to):

· who was involved in the trial

· the results of the trial

· what changes you made to the assessment instruments as a result of the trial

c. Describe in detail the processes used to conduct the assessment

Guidance:
Information provided in your report must include (but isn’t limited to):

· how, when and where you briefed the candidate

· how you gathered the evidence

· how you made your judgement of the evidence

· how you provided feedback to the candidate and their reaction to the feedback

· how you recorded the results and who you reported the results to

d. Provide details of the self-evaluation of your planning, organising and conduct of the assessment

Guidance:

This section must include:

· at least two (2) things that you did well and at least two (2) things that you could improve on when planning and organising the assessment

· at least two (2) things that you did well and at least two (2) things that you could improve on when conducting the assessment

· an action plan of how you will plan, organise and conduct future assessments to improve on your planning, organising and conduct of assessment (include at least three things you will focus on).

Evidence to submit The following evidence is required for this project:
	Check box once complete Ê
1. Assessment plan Submit a copy of the completed assessment plan.
2. Assessment instruments Submit the templates of the instruments that you have sourced or developed
3. Evidence matrix Submit the completed evidence matrix clearly indicating what components of the unit of competency is being addressed by the assessment instrument you developed. Include a copy of the unit of competency and assessment requirements files (2 files).
4. Completed assessment paperwork Conduct the assessment and submit completed assessment paperwork as proof of having done this.
5. Written feedback (evaluation) from the candidate Ask each candidate to provide you with written feedback about the assessment experience from their perspective and submit this feedback.
6. Written report Provide a written report on your review of the processes you followed to plan, organise and conduct the assessment.
End of Project 8 – Plan and conduct assessment 2

Project 9 – Plan and conduct a RPL assessment

Project overview

Plan and conduct a Recognition of Prior Learning (RPL) assessment

● You will plan and conduct an RPL assessment of a candidate. (assessment only pathway).

● You will review the evidence submitted and make a determination as to whether the candidate is competent or not yet competent , based on the evidence submitted.

You will be provided with a case study to use to plan and conduct an RPL assessment.

You are required to:

1. Plan the assessment

· Interview your candidate and determine the evidence to be provided.

2. Conduct the assessment

· Use the assessment tool to consider the evidence provided by the candidate.

· Map the evidence provided against the competency standard using the mapping matrix provided in the RPL Assessors tool.

3. Make a judgement

· Decide if the candidate has provided current, authentic, sufficient and valid evidence.

4. Provide feedback

· Provide written feedback to the candidate including any action plan if the candidate has been deemed ‘not yet competent’.

5. Record the assessment outcome,

· Once you have determined the outcome of the assessment record the assessment result on the RPL Assessment – Record of Outcomes Form.

RPL Candidate Case Study – part 1

You have been approached by a new candidate, Roy Keane, who is interested in completing the unit of competency BSBCMM401 Make a presentation, from the BSB Business Services Training Package.

Roy has been working full time as a Sales Manager in a retail fashion store.

After some discussion you establish that:

· Roy has considerable experience in creating and delivering presentations through his current workplace

· he may be able to supply you with the evidence required to prove his competency in this unit

You decide to conduct an RPL assessment for Roy and will send him with the RPL application form.

Step 1. Written Report

Consider the unit of competency that Roy is applying for (attached in the following pages) and outline the guidance you would give Roy in terms of what he should supply as evidence and how he should present his portfolio. Also discuss what else you would brief Roy on.

Guidance:
Analyse the unit of competency and ‘visualise’ how a competent person would perform in the workplace. Consider what sorts of documents Roy may be able to provide that would provide evidence that he is competent in this unit. Also consider any other methods you would use to assess Roy’s competence. Bullet point format is acceptable.

Documents for Roy to submit:

Other forms of evidence to be gathered:

Brief to candidate to include:

BSBCMM401 Make a presentation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5. Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Performance Evidence

Evidence of the ability to:

• prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

• effective presentation strategies and communication principles

• aids and materials to support the presentation

• select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

• identify information collection methods that will support review and feedback of presentations

• identify regulatory and organisational obligations and requirements relevant to presentations

• describe the principles of effective communication

• describe the range of presentation aids and materials available to support presentations.

Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance
Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.2	· Reviews and analyses documents to identify information relevant to a specific presentation
Writing	1.1, 3.3	· Develops material to convey ideas and information to target audience in an engaging way
Oral Communication	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2	· Presents information using words and non-verbal features appropriate to the audience and context · Uses listening and questioning techniques to gather information required to develop or modify presentations · Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2	· Selects and uses appropriate conventions and protocols to encourage interaction or to present information · Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals · Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	1.1-1.5, 2.2, 2.5, 3.1-3.3	· Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes · Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas · Uses the main features and functions of digital tools to complete work tasks

RPL Candidate Case Study – part 2

Roy has returned his completed RPL application with his portfolio of evidence attached. His completed application is on the following pages.

Step 2. Conduct assessment and complete paperwork

1. Map the evidence provided (appendix 1) against the unit of competency by completing the RPL Evidence Mapping Matrix (appendix 2).

Guidance:
Consider each component of the unit of competency and record the document number(s) of the evidence that addresses that component. Don’t ‘stretch’ the evidence, if the component is not addressed by evidence, then leave blank. Use the ‘comments’ column to make any notes that you may need when making your final judgement. At this stage, don’t give weight to the evidence (ie. take each piece of evidence as being truthful), you will apply the weighting when considering the evidence overall.

2. Determine if the evidence meets the rules of evidence (valid, current, authentic and sufficient). Based on this, make your judgement on Roy’s competence and provide feedback to him. Record all of this on the Record of assessment (appendix 3).

Guidance:
Ensure that you have:

· checked the relevant boxes indicating if the evidence has met the rules of evidence

· highlighted or circled the assessment result (competent or not yet competent

· provide written feedback including any action plan if the candidate was deemed not yet competent.

3. Complete the Assessment Record of outcomes (appendix 4).

Guidance:
Ensure that you have:

· indicated the evidence that was supplied

· inserted the dates of the assessment outcomes

· include candidate’s name, your name and signed and dated the form.

Appendix 1 – Roy Keane’s RPL Application

RPL Process

gap training (only IF REQUIRED)

APPLICATION

& INTERVIEW

Questions & Practical

eVIDENCE rEVIEW

EVIDENCE PREPARATION & SUBMISSION

issue QUALIFICATION- RTO

Application & Interview

This is a conversation with the candidate to assess whether they have the evidence and experience for RPL. Once confirmed the candidate formally applies for RPL.

Evidence Preparation & Submission

The candidate is sent the RPL kit, which outlines the standards and evidence requirements for each unit claiming RPL

Evidence Review

The candidate submits the evidence in the structure and format requested. The assessor then assesses the evidence and makes a judgement on the submitted evidence based on the rules of evidence (Validity, Currency, Authenticity and Sufficiency).

The assessor may request further evidence requirements if the evidence supplied does not meet all components of the unit(s) of competency assessed against.

Questions & Practical

Based on the assessment of the evidence submitted, the assessor may require the candidate to answer some questions, or perform tasks which may satisfy the gaps in the evidence requirements.

Gap Training (Only If Required)

If there are identified gaps in the evidence submitted, and the candidate is unable to satisfy the requirements, Gap training may be suggested.

Once the Gap training has been completed by the candidate, and the candidate submits evidence (Statement of Attainment). This satisfies the requirements and completes the process.

Issue Qualification- RTO

On completion of the process, the assessor submits the final outcome through the internal quality process and the qualification is issued.

RPL Assessment Tool Cover Page

Qualification or Competency		BSBCMM401 Make a presentation

This RPL Cover Page is to be completed by the candidate.
Your assessor will discuss the following areas with you.
	Purpose and outcomes of the RPL assessment process
	Relevant units of competency
	Appeals process
	Confidentiality and security of information
	Special needs/Additional information

Candidate’s Name			Roy Keane	Phone No.		07 3265 3256
Assessor’s Name				Phone No.
Employer Contact Details			Zamboni Fashion –George Washington	Phone No.		07 3659 3256
Location of Assessment			Inspire Education Training Room
Assessment Date					Time

Portfolio Document List

Document Number	Document Description
1.	Resume
2.	Job Description
3.	Statement of Attainment
4.	Referee Testimonial
5.	Presentation sample

Document 1

Resume – ROy KEane
123 Somewhere Street • Paddington, Brisbane • 4053 Home: (07) 4555-1234, Mob: (0413) 555-1235 [email protected]
••••••••••••••••••••••••••••••
Seek the Challenging Position of Retail Salesperson
A highly talented Sales Manager with extensive experience in Retail Management and Sales

Summary of Skills
ü Immense knowledge of wide range of product being sold. ü In-depth knowledge of the trade Practices Act. ü Excellent communication and listening skills. ü Ability to Manage People and Projects. ü Fantastic customer service and sales skills. ü Communicate well with people from diverse backgrounds and ages. ü Remarkable math skills. ü Great organisation skills and the ability to memorize stock. ü In depth knowledge and skills in creating and working with powerpoint presentations ü Exceptionally friendly, helpful, polite and patient. ü Extremely self-motivated and honest. ü Immense passion dealing with the public and strong enthusiasm and interest in merchandise being sold. ü Neat and tidy appearance and a clear speaking voice. ü Strong stamina and ability to spend lots of time on the feet, especially during busy periods such as Christmas sales.

Professional Work Experience
12/01/2005-current	Zamboni Fashion Position: Sales manager Responsibilities: · Facilitating monthly meetings for sales team · Organising work schedules for sales team · Assisting IT with development of software · Presenting sales reports using PowerPoint and Microsoft Publisher · Organising sales activities for monthly promotions

11/03/2003-12/01/2005	Kmart retail store Position: Sales Manager Responsibilities: · Facilitating monthly sales meeting · Presentation by PowerPoint of sales results · Printing presentation materials prior to meetings · Conducting internet search to compare results with competitors · Use of presentation software according to organisational requirements
10/02/2001-11/12/2003	Target retail store Position: Sales Assistant Responsibilities: Customer service Balancing of point of sale at the end of trading day Creating merchandise displays Checking of customers bags Stock take Locking up store when required

Education
Completed and Passed Year 12 (2000)

End of Resume

Document 2

	Zamboni Fashion

To assist customers in finding and purchasing the required merchandise in a retail environment. To relate to customers encourage customers to purchase products and assist in creating a positive customer experience.

Main Job Tasks and Responsibilities
· Creates electronic presentations · Uses equipment and resources · Has access to data base · Present sale outcomes to share holders · Uses strategies to conserve energy and resources · Designs slides for various presentations · Help IT department with development of software · Store records of presentations in data base · Facilitates monthly meetings with sales team · Train Staff on product features and benefits

Key Competencies
· good communication skills · good management Skills · customer service and sales orientation · patience · adaptability · initiative · persuasiveness · stress tolerance · high energy level · integrity

Document 3

Document 4

Zamboni Fashion

25/XX/20XX

REFEREE TESTIMONIAL

To whom it may concern,

RE: Roy Keane

And his skills in/as creating electronic presentations

I certify that the above named person has worked at Zamboni Fashion for a period of 5 years and has regularly undertaken the following activities within the workplace since commencing employment with this organisation and performs the following duties:

Organise personal work environment

Fosters and promotes an inclusive learning culture – and is a great communicator

Conducts sales meetings regularly

Presents results of sales by PowerPoint

Ensures a healthy and safe learning environment

Identify presentation requirements and supporting documents, transparencies and equipment

Conducts sales activities regularly

Develops activities related to monthly sales reports

Apply work organisation strategies energy and resource conservation techniques to plan work activities

Designs and develops numerous types of electronic presentations

Plans and organises delivery of presentations on computers

Facilitates individual learning of presentation features for visual impact

If you would like any further information or would like to discuss any of the above, I can be contacted on 07 5550 4103

Yours sincerely

George Washington

Signature George Washington

Position: Office manager

Document 5

Appendix 2 - RPL Evidence Mapping Matrix

Unit Sector	Requirement to address		Doc.	Comments
ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1	Plan and document presentation approach and intended outcomes
	1.2	Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
	1.3	Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
	1.4	Brief others involved in the presentation on their roles/responsibilities within the presentation
	1.5	Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1	Explain and discuss desired outcomes of the presentation with the target audience
	2.2	Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
	2.3	Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
	2.4	Use persuasive communication techniques to secure audience interest
	2.5	Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
	2.6	Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1	Implement *techniques to review the effectiveness* of the presentation
	3.2	Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
	3.3	Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Performance Evidence	· prepare and deliver presentations related to occupation or area of interest which demonstrate the use of: · effective presentation strategies and communication principles · aids and materials to support the presentation
Performance Evidence	· select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.
Knowledge Evidence	· identify information collection methods that will support review and feedback of presentations
	· identify regulatory and organisational obligations and requirements relevant to presentations
	· describe the principles of effective communication
	· describe the range of presentation aids and materials available to support presentations.
	· identify information collection methods that will support review and feedback of presentations

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with your assessment of Roy’s evidence in the RPL Mapping Matrix

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.2	· Reviews and analyses documents to identify information relevant to a specific presentation
Writing	1.1, 3.3	· Develops material to convey ideas and information to target audience in an engaging way
Oral Communication	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2	· Presents information using words and non-verbal features appropriate to the audience and context · Uses listening and questioning techniques to gather information required to develop or modify presentations · Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2	· Selects and uses appropriate conventions and protocols to encourage interaction or to present information · Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals · Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	1.1-1.5, 2.2, 2.5, 3.1-3.3	· Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes · Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas · Uses the main features and functions of digital tools to complete work tasks

Appendix 3 - Record of the assessment

Assessor to complete one for each unit of competency
Unit Sector / requirement to address			V		A	C	S
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
Performance Evidence
Knowledge Evidence
Key: V=Valid; A=Authentic; C=Current; S=Sufficient.


Assessment Result (circle/highlight one)		Competent		Not Yet Competent
Assessor name:	Signature:		Date:

Appendix 4 - RPL Assessment Record of Outcomes Form

Applicant name:

Applicant signature:

List of units of competency for RPL/RCC

OFFICE USE ONLY

EVIDENCE OF ASSESSMENT

indicate evidence supplied

ASSESSMENT OUTCOME

insert dates

Unit Code

Unit of Competency

Document review

Questions

Referee Report

Practical Observation

Other

Full Recognition approved

Partial recognition approved

Insufficient evidence

Recognition not approved

Feedback provided to applicant

BSBCMM401

Make a presentation

Comments/feedback (Office Use Only)

Assessor Name:

Signature:

Date:

Evidence to submit The following evidence is required for this project:
	Check box once complete Ê
1. Written report Describe in detail the guidance and briefing you would provide Roy in the presentation of his evidence.
2. Conduct the assessment and complete paperwork Conduct your RPL assessment and submit all completed assessment paperwork as proof of having done this.
End of Project 9 – Plan and conduct an RPL assessment

Project 10 – Participate in
assessment validation 1

Project overview

Participate as a member of an assessment panel to validate an assessment tool

You may choose from the following options (you only need to compete one):

Option 1

Use the scenario and unit of competency provided to participate in assessment validation.

Option 2

Participate in assessment validation in your workplace and provide the required evidence.

Steps to take (for both options)

1. Prepare for the assessment validation session

· Access the unit(s) of competency to be validated

· Familiarise yourself with the assessment tools to be validated

· Familiarise yourself with the validation paperwork (including any policies and procedures on validation)

Communication of Validation Meeting with relevant parties

· The Candidate must write an email/message/letter to the people participating in the Validation.

· The communication advises the meeting to the parties who will participate in the Validation ensuring all they are aware of the date, time, purpose and scope for the Validation via electronic or hard copy correspondence.

2. Participate in the validation meeting (To include Validation Mapping Matrix and validation checklist)

· Actively contribute to discussions throughout the meeting

· Contribute to the mapping of the assessment tools to the unit of competency

· Contribute to the completion of the validation checklist (or other validation paperwork as appropriate)

3. Report your findings

· Complete a report to your supervisor detailing the findings of the assessment panel

Instructions 1^st validation

Option 1

You have been tasked to be part of an assessment panel whose purpose it is to validate the organisation’s assessment tools for the unit of competency BSBITU201 Produce simple word processed documents.

You have been provided with the following documents:

· Assessment tools for BSBITU201 Produce simple word processed documents (appendix 1) which comprises of:

o Assessment instructions to students

o Assessment instruments (written assessment and practical assessment)

o Assessment Assessor Guide

· Validation Mapping Matrix (appendix 2)

· Validation Checklist (appendix 3)

Prepare for the validation meeting by familiarising yourself with the documentation provided and the unit of competency.

Participate in the validation session, complete the required paperwork and write a report summarising the validation findings.

Option 2

Participate in a validation session held by your organisation for a unit of competency as designated by the organisation.

Prepare for the validation meeting by familiarising yourself with the required validation documentation, your organisation’s procedures for validation and the unit of competency.

Participate in the validation session, complete the required paperwork and write a report summarising the validation findings.

Appendix 1 (1^st validation) – Assessment Tool

Assessment Overview
Unit	BSBITU201 Produce simple word processed documents
Instructions to Students	Students to complete the written assessment within one hour. Students to complete the practical assessment under the guidance of their trainer and assessor. There is no timeframe for this component.
Assessment Methods	· Written Assessment · Practical Task
Assessment Conditions	· Real or simulated workplace/Station · Must be the students own work · Must be strictly supervised
Appeals	If you disagree with this result and wish to lodge an appeal of this decision. Please email your appeal request to the administration team. Please state which assessment you are referring to and why you wish to appeal the decision.
Submitting Your Assessment	· Email or by hand · Must be completed on computer processing software
Recommended Reading	· Learner guide · Workplace policies and procedures
Resources Required	Access to an actual workplace or simulated environment. Access to office equipment and resources. Access to examples of word processed documents and style guides.
Critical Aspects of Evidence	· Knowledge of simple word processing functions, standard document layout and design principles. · Production of a minimum of three simple, word processed documents.
Declaration of Authenticity	I, __________________ declare that the work contained in this assessment document is my work and has been completed in accordance with the requirements of this assessment document. Signed ____________________ Date _______________
Version	1.1 May 2015


Written Assessment
Unit Code and Name: BSBITU201 Produce simple word processed documents
ü Short Answer üMultiple Choice üTrue/False
Q.1	What are 2 requirements that are to be met to ensure safe work practises are addressed?
Q.2	State 4 Ergonomic requirements that could be used to provide a safe working environment?
Q.3	Select the correct response. What organisational requirements would you use for document layout and design? a) Company Logo b) Company colour scheme c) Consistent corporate image d) All of the above
Q.4	When previewing a final document, what are 4 areas that require to be checked?
Q.5	You have been given a task to complete a presentation and are unsure of how to complete IAW organisational requirements. State 3 types of resources you could use to help achieve task.
Q.6	When formatting documents, appropriate software functions to adjust page layout to meet information requirements are to be used. TRUE FALSE
Q.7	Name 4 screen display options and controls that can be altered by the user.
Q.8	List five examples of word processed documents that exist in the workplace.

Practical Assessment
Task	Observation		Third Party Reports		Verbal questioning
Portfolio	Case Study		Role Play
Resources: Business Equipment, Workstation, Software, Handouts, Learner Guides, Policies and Procedures
Conditions: In the workplace
Instructions: Assessor to observe the trainee completing the following tasks under supervision
Practical Task						S	NYS
1. Demonstrate how and where you would save a letter electronically without loss or damage of information.
2. Retype document within 5 minutes
3. Proof read a report and make amendments to spelling, grammar as necessary
4. Produce a letter on appropriate template to external agency
5. Demonstrate how you would set up a workstation ergonomically
6. Demonstrate how you would minimise and maximise a document
7. Demonstrate how you would change page layout from portrait to landscape
8. Change the font in a memo from Arial 11 to Times Roman 13
Assessment Checklist: (office use only)		1^st attempt		2^nd attempt

Feedback to student:

ASSESSOR GUIDE

Written Assessment
Unit Code and Name: BSBITU201 Produce simple word processed documents

Q1. What are 2 requirements that are to be met to ensure safe work practises are addressed? Ergonomic, Work organisation, Energy conservation, Resource conservation
Q2. State 4 Ergonomic requirements that could be used to provide a safe working environment? Avoid radiation from computer screen Chair height, seat and back adjustment Document holder Foot rest Keyboard and mouse position Lighting Noise minimisation Posture Screen position Work station height and layout
Q3. Circle the correct response. What organisational requirements would you use for document layout and design? d. All of the above
Q4. When previewing a final document, what are 4 areas that require to be checked? Accuracy of information Consistency of layout Ensuring instructions with regard to content and format have been followed Grammar Proof Reading Spelling: electronically and manually
Q5. You have been given a task to complete a presentation and are unsure of how to complete IAW organisational requirements. State 3 types of resources you could use to help achieve task. Policies and Procedures Manuals Online Help Supervisors Colleagues
Q6. When formatting documents, appropriate software functions to adjust page layout to meet information requirements are to be used. TRUE
Q7. Name 4 screen display options and controls that can be altered by the user.
Layout view Maximise / Minimise Normal View Page View				Print Preview Ruler Tool Bars Zoom %
Q8. There are a number of simple documents. Agendas, Briefing Papers, Envelopes, Faxes, Labels, Letters, Mail Merges, Memos, Minutes, Short Reports, Simple one page flyers, Standard Form Letters
Practical Assessment
Practical Assessment MARKING GUIDE
Task		Observation	Third Party Reports		Verbal questioning
Portfolio		Case Study	Role Play
Resources: Business Equipment, Workstation, Software, Handouts, Learner Guides, Policies and Procedures
Conditions: In the workplace
Instructions: Assessor to observe the trainee completing the following tasks under supervision
Ensure trainee complies with organisational styles and presentation requirements Ensure trainee checks work prior to printing to conserve paper Follows applicable organisational policies Observes WHS requirements Communicates appropriately
Version Control	BSBITU201 Produce simple word processed documents, Assessors Guide Ver. 1.3

Appendix 2 (1^st validation) – Validation Mapping Matrix
*Guidance:* Record the question/activity that addresses each component of the unit of competency in the right hand columns.
Element	Performance Criteria		Written Question (Number)	Practical Task (Number)
1. Prepare to produce documents	1.1	Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed
	1.2	Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required
	1.3	Identify organisational and task requirements for document layout and design
2. Produce documents	2.1	Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements
	2.2	Use system features to identify and manipulate screen display options and controls
	2.3	Use manuals, user documentation and online help to overcome problems with document presentation and production
3. Finalise documents	3.1	Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements
	3.2	Ensure document is prepared within designated time lines and organisational requirements
	3.3	Name and store document in accordance with organisational requirements and exit application without information loss/damage
Performance Evidence	Produce documents following correct ergonomic, conservation requirements and organisational policies and procedures
	Adhere to organisational style manual when formatting documents
	Refer to help function and user documentation to rectify document problems
	Use system features
	Follow designated timelines when preparing documents
Knowledge Evidence	Identify basic formatting styles and their effect on formatting, readability and appearance of documents
	Describe purpose, use and function of word processing software
	Outline organisational requirements for ergonomics, work periods and breaks, and conservation techniques
	Describe what is contained in an organisational style guide

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with the assessment methods validated above.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1, 2.3, 3.1, 3.3	· Recognises textual information within organisational and task requirements to determine work requirements
Writing	3.1, 3.3	· Records numerical and textual information in accordance with requirements of task
Oral Communication	1.2	· Participates in a variety of spoken exchanges with relevant personnel in an effort to clarify document purpose, audience and presentation requirements
Navigate the world of work	1.1-1.3, 2.1, 3.1-3.3	· Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2	· May seek guidance from more experienced work colleagues
Get the work done	2.1-2.3, 3.1-3.3	· Understands functions and features of specific computer software and uses these to perform work tasks

Appendix 3 (1^st validation) – Assessment Tool Validation Checklist

Location of Validation
Validation Date		Time
Validating Peers advised of Date, time and purpose

Unit Code and Name: BSBITU201 Produce simple word processed documents

Assessment Activity

Yes

Comments or Action Required

Assessment task instructions and assessment conditions are clearly identified.

Guidance: Is it made clear when, where and how assessment will take place? Are the conditions of assessment identified? Is it made clear what will happen if the student has not performed to a satisfactory level for any particular task?

Language, literacy and numeracy levels are appropriate to the audience being assessed

Guidance: Is the assessment written in a manner that can be easily interpreted and understood by the intended audience?

The assessment activity addresses the evidence requirements for the competencies being assessed (Mapping Matrix).

Guidance: Do the assessment instruments address all of the performance criteria, performance evidence and knowledge evidence for the unit of competency? If not, indicate here the gaps and areas that require addressing.

The level of difficulty is appropriate to the AQF level of the competencies being assessed.

Guidance: Locate the AQF handbook from http://www.aqf.edu.au/ and examine what is required for assessment at this certificate level. Is it ‘pitched’ at the appropriate level?

Version Control is identified in all documents

Guidance: Version control (for example, Ver. 2.1) should be clearly displayed in the footer of all documents that are part of the assessment tool. Is this displayed and are the versions consistent throughout all documents?

Opportunity is provided for evidence to be gathered over a period of time.

Guidance: Is assessment conducted on more than one occasion?

Allows for fair, non-discriminatory and inclusive assessment.

Guidance: Does the assessment exclude or discriminate against any particular group (access, minority etc..) in any way?

Space is provided for signatures and comments

Guidance: This includes student, trainer and if applicable a 3^rd party (supervisor etc…).

Avenue for feedback is provided.

Guidance: In each assessment instrument, is a section allocated to provide student feedback?

Addresses aspects of reliability and validity.

Guidance: These are principles of assessment. Is it adequately addressed? If not, why?

Ensures that collected evidence is sufficient.

Guidance: This is a rule of assessment. Is it adequately addressed? If not, why?

Ensures that collected evidence is authentic

Guidance: This is a rule of assessment. Is it adequately addressed? If not, why?

Assessment marking guide (ASSESSOR GUIDE) documents are correct and complete.

Guidance: Are all benchmark answers clearly defined? Are they well written and easy to interpret? Could another assessor follow the guidelines? If not, why?

Uses methods that can be adjusted to suit special needs (reasonable adjustment).

Guidance: Is there capacity within the assessment instruments to make adjustments where necessary to cater for members of access and equity groups and people with special such as, disability etc…?

Additional comments and action required:

Guidance: Record any additional comments you have here.

Changes made to assessment items:

Guidance: Insert the date of when changes are expected to be made.

Assessment tool is ready for use: (Y/N)

Guidance: tick “no” if not ready or“yes” when the final changes have been implemented.

Developed by:

Guidance: Insert the name of the author (e.g. your name).

Validating peers:

Guidance: provide the details of the validation team members.

Release Date:

Guidance: Insert the date of when the final release of the document is expected.

1^st validation written report

Write a report to your supervisor summarising the findings of the validation meeting.

Guidance:
Here you will need to provide a report the overall findings from the validation of the assessment tool. This should be a brief report as if you were emailing a summary to your supervisor. You only need to highlight key findings and do not need to repeat all findings as your supervisor would refer to your completed checklist for details.

Evidence to submit The following evidence is required for this project:
	Check box once complete Ê
1. Communication of Validation Meeting with relevant parties Write an email/message/letter to the people participating in the Validation. Validation Mapping Matrix Map the assessment tools against the unit of competency and submit the completed matrix.

2. Assessment tool validation checklist Use the validation checklist to validate all components of the assessment tool and submit the completed checklist (you may submit your own organisation’s validation paperwork if you have completed Option 2).
3. Written Report Write a short report summarising the findings of the assessment panel.
End of Project 10 – Participate in assessment validation 1

Project 11– Participate in assessment validation 2

Project overview

Participate as a member of an assessment panel to validate an assessment tool

This is a second validation meeting and needs to be different from the one you participated in for Participate in assessment validation 1 project. You may choose from the following options (you only need to compete one):

Option 1

Use the scenario and unit of competency provided to participate in assessment validation.

Option 2

Participate in assessment validation in your workplace and provide the required evidence.

Steps to take (for both options)

1. Prepare for the assessment validation session

Access the unit(s) of competency to be validated
Familiarise yourself with the assessment tools to be validated
Familiarise yourself with the validation paperwork (including any policies and procedures on validation)

Communication of Validation Meeting with relevant parties

The Candidate must write an email/message/letter to the people participating in the Validation.
The communication advises the meeting to the parties who will participate in the Validation ensuring all they are aware of the date, time, purpose and scope for the Validation via electronic or hard copy correspondence.

2. Participate in the validation meeting (To include Validation Mapping Matrix and validation checklist)

Actively contribute to discussions throughout the meeting
Contribute to the mapping of the assessment tools to the unit of competency
Contribute to the completion of the validation checklist (or other validation paperwork as appropriate)

3. Report your findings

Complete a report to your supervisor detailing the findings of the assessment panel

Instructions 2^nd validation

Option 1

You have been tasked to be part of an assessment panel whose purpose it is to validate the organisation’s assessment tools for the unit of competency BSBADM101 Use business equipment and resources.

You have been provided with the following documents:

Assessment tools for BSBADM101 Use business equipment and resources (appendix 1) which comprises of:

Assessment instructions to students
Assessment instruments (written assessment and practical assessment)
Assessment Assessor Guide

Validation Mapping Matrix (appendix 2)
Validation Checklist (appendix 3)

Prepare for the validation meeting by familiarising yourself with the documentation provided and the unit of competency.

Participate in the validation session, complete the required paperwork and write a report summarising the validation findings.

Option 2

Participate in a validation session held by your organisation for a unit of competency as designated by the organisation.

Prepare for the validation meeting by familiarising yourself with the required validation documentation, your organisation’s procedures for validation and the unit of competency.

Participate in the validation session, complete the required paperwork and write a report summarising the validation findings.

Appendix 1 (2^nd validation) – Assessment Tool

Assessment Overview
Unit	BSBADM101 Use business equipment and resources
Instructions to Students	Students to complete the written assessment within one hour. Students to complete the practical assessment under the guidance of their trainer and assessor. There is no timeframe for this component.
Assessment Methods	· Written Assessment · Practical Task
Assessment Conditions	· Real or simulated workplace/Station · Must be the students own work · Must be strictly supervised
Appeals	If you disagree with this result and wish to lodge an appeal of this decision. Please email your appeal request to the administration team. Please state which assessment you are referring to and why you wish to appeal the decision.
Submitting Your Assessment	· Email or by hand · Must be completed on computer processing software
Recommended Reading	· Learner guide · Workplace policies and procedures
Resources Required	· Access to an actual workplace or simulated environment. · Access to office equipment and resources. · Access to examples of word processed documents and style guides.
Critical Aspects of Evidence	· Knowledge of simple word processing functions, standard document layout and design principles. · Production of a minimum of three simple, word processed documents.
Declaration of Authenticity	I, __________________ declare that the work contained in this assessment document is my work and has been completed in accordance with the requirements of this assessment document. Signed ____________________ Date _______________
Version	1.1 May 2015

Written Assessment
Unit Code and Name: BSBADM101 Use business equipment and resources
Short Answer		Multiple Choice	True/False	Complete Statement
Q.1	What business equipment and resources do you need to mail out 1000 letters to customers

Q.2	Who would you consult if there was an issue with the fax machine?

Q.3	If there was an issue with the printer, where would you find the appropriate standard operating procedure manual?

Q.4	Can you operate the fax machine without direct instructions?
Multiple Choice
⌂ Yes
⌂ No
Q.5	Where should photocopy paper be stored when not being used in the printer?

Q.6	What is the appropriate introduction when answering the phone in the workplace?

Q.7	Who should you report to if there is an issue with business equipment that you are unable to rectify as per manufacturers instructions?

Q.8	Where must all manufacturers manuals be stored?

Practical Assessment
Task	Observation		Third Party Reports		Verbal questioning
Portfolio	Case Study		Role Play
Resources: Computer, Printer, Fax Machine, Photocopier, Telephone
Conditions: On Site
Instructions: To demonstrate the following functions using business equipment
Task						S	NYS
1. Demonstrate how to change toner on the printer
2. Using the equipment manual demonstrate how to clear a paper jam
3. Answer a telephone call from a internal/external client
4. Send a fax to client
5. Fold letters and insert into envelopes with address showing in window and stamp placed in correct position
6. Demonstrate where WHS and Policies and Procedures manuals are kept
7. Identify order forms for stationery orders
8. Switch computer on and off as per manufacturers guidelines
Assessment Checklist: (office use only)		1^st attempt		2^nd attempt

Feedback to student:

Marking Guide
Unit Code and Name: BSBADM101 Use business equipment and resources
Short Answer		Multiple Choice	True/False	Complete Statement
Q.1	What business equipment and resources do you need to mail out 1000 letters to customers
Printer Photocopier Computer Stamps Envelopes Mailing lists Fax machine
Q.2	Who would you consult if there was an issue with the fax machine?
Supervisor Manager Appropriately trained colleague
Q.3	If there was an issue with the printer, where would you find the appropriate standard operating procedure manual?
In the cupboard under the printer In the manager’s office Filed with the purchase documents
Q.4	Can you operate the fax machine without direct instructions?
Multiple Choice
⌂ No
Q.5	Where should photocopy paper be stored when not being used in the printer?
Store Room Dark place Dry place Safe place where will not fall on someone or trip over
Q.6	What is the appropriate introduction when answering the phone in the workplace?
Good morning/afternoon, welcome to _____ Pty Ltd, this is Sam

Q.7	Who should you report to if there is an issue with business equipment that you are unable to rectify as per manufacturers instructions?
Supervisor Manager Appropriately trained colleague
Q.8	Where must all manufacturers manuals be stored?
In the cupboard Closest to the piece of equipment without causing obstruction In close proximity to the equipment

Practical Assessment Marking Guide
MARKING GUIDE
Task	Observation		Third Party Reports		Verbal questioning
Portfolio	Case Study		Role Play
Resources: Computer, Printer, Fax Machine, Photocopier, Telephone
Conditions: On Site
Instructions: To demonstrate the following functions using business equipment within a ½ hour period · Demonstrated use of business equipment · Demonstrated knowledge of WHS · Demonstrated knowledge of Policies and Procedures · Understood manufacturers guidelines · Demonstrated use of manual order forms
Assessment Checklist: (office use only)		1^st attempt		2^nd attempt


Trainer guide:

Appendix 2 (2^nd validation) – Validation Mapping Matrix

Element	Performance Criteria		Written Question (Number)	Practical Task (Number)
1. Select equipment or resources	1.1	Identify and access business equipment or resources required to complete task under direct instructions
	1.2	Estimate quantities and resources correctly to complete the task
	1.3	Check equipment for serviceability in accordance with equipment instructions
2. Operate equipment	2.1	Operate equipment in accordance with manufacturer's specifications and under direct instructions
	2.2	Identify equipment faults accurately and take action to ensure equipment is repaired in accordance with manufacturer's specifications
	2.3	Report repairs outside area of own responsibility to appropriate persons
3. Maintain equipment or resources	3.1	Maintain equipment or resources to support completion of tasks under direct instructions
	3.2	Undertake maintenance to ensure equipment meets manufacturer's specifications
	3.3	Maintain records concerning equipment or resources under direct instructions
	3.4	Store equipment and resources under direct instructions
Performance Evidence	Choose equipment and resources required for tasks
	Operate equipment according to manufacturer or organisational requirements
	Report faults according to organisational requirements
	Maintain equipment and records according to instructions.
Knowledge Evidence	Describe the functions of available business equipment
	List the key points in operating the available business equipment safely and correctly
	Identify common equipment faults
	Describe how to maintain and store equipment and resources.

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Guidance: whilst foundation skills are already mapped to performance criteria, ensure that these link with the assessment methods validated above.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 3.3	· Comprehends and follows instructions in familiar texts
Writing	3.3	· Records and updates documents according to instructions
Oral Communication	1.1, 2.3, 3.1, 3.4	· Comprehends simple instructions · Asks clarifying questions and responds to answers
Numeracy	1.2	· Uses rounding and other mathematical techniques to estimate quantity requirements
Navigate the world of work	2.3	· Follows organisational procedures when tasks are beyond own level of responsibility
Get the work done	1.1, 1.2, 1.3, 2.2, 3.1-3.4	· Follows clearly defined instructions provided by others · Completes routine tasks taking some limited responsibility for decisions regarding equipment and resource choices, operation and maintenance · Responds to routine problems by referring to instructions or standard procedures

Appendix 3 (2^nd validation) – Assessment Tool Validation Checklist

Location of Validation
Validation Date		Time
Validating Peers advised of Date, time and purpose

Unit Code and Name: BSBADM101 Use business equipment and resources

Assessment Activity

Yes

Comments or Action Required

Assessment task instructions and assessment conditions are clearly identified.

Language, literacy and numeracy levels are appropriate to the audience being assessed

Guidance: Is the assessment written in a manner that can be easily interpreted and understood by the intended audience?

The assessment activity addresses the evidence requirements for the competencies being assessed (Mapping Matrix).

The level of difficulty is appropriate to the AQF level of the competencies being assessed.

Guidance: Locate the AQF handbook from http://www.aqf.edu.au/ and examine what is required for assessment at this certificate level. Is it ‘pitched’ at the appropriate level?

Version Control is identified in all documents

Opportunity is provided for evidence to be gathered over a period of time.

Guidance: Is assessment conducted on more than one occasion?

Allows for fair, non-discriminatory and inclusive assessment.

Guidance: Does the assessment exclude or discriminate against any particular group (access, minority etc..) in any way?

Space is provided for signatures and comments

Guidance: This includes student, trainer and if applicable a 3^rd party (supervisor etc…).

Avenue for feedback is provided.

Guidance: In each assessment instrument, is a section allocated to provide student feedback?

Addresses aspects of reliability and validity.

Guidance: These are principles of assessment. Is it adequately addressed? If not, why?

Ensures that collected evidence is sufficient.

Guidance: This is a rule of assessment. Is it adequately addressed? If not, why?

Ensures that collected evidence is authentic

Guidance: This is a rule of assessment. Is it adequately addressed? If not, why?

Assessment marking guide (ASSESSOR GUIDE) documents are correct and complete.

Guidance: Are all benchmark answers clearly defined? Are they well written and easy to interpret? Could another assessor follow the guidelines? If not, why?

Uses methods that can be adjusted to suit special needs (reasonable adjustment).

Guidance: Is there capacity within the assessment instruments to make adjustments where necessary to cater for members of access and equity groups and people with special such as, disability etc…?

Additional comments and action required: Guidance: Record any additional comments you have here.
Changes made to assessment items: Guidance: Insert the date of when changes are expected to be made.
Assessment tool is ready for use: (Y/N) Guidance: tick “no” or“yes” when the final changes have been implemented.
Developed by: Guidance: Insert the name of the author (e.g. your name).
Validating peers: Guidance: provide the details of the validation team members.
Release Date: Guidance: Insert the date of when the final release of the document is expected.

2^nd validation written report

Write a report to your supervisor summarising the findings of the validation meeting.

Evidence to submit The following evidence is required for this project:
	Check box once complete Ê
1. Communication of Validation Meeting with relevant parties Write an email/message/letter to the people participating in the Validation. Validation Mapping Matrix Map the assessment tools against the unit of competency and submit the completed matrix.

2. Assessment tool validation checklist Use the validation checklist to validate all components of the assessment tool and submit the completed checklist (you may submit your own organisation’s validation paperwork if you have completed Option 2).
3. Written Report Write a short report summarising the findings of the assessment panel.
End of Project 11 – Participate in assessment validation 2

	Summarising: What to Do: A Checklist

Summary of evidence required
Use the checklist below to make sure you have included all the required evidence in your portfolio (refer to the ‘Evidence to Submit’ section for each assessment task for specific requirements). All sections must be complete prior to submission of this module.
Assessment Task		Evidence Required		Tick when complete Ê
Written Assessment - Assessment		Responses to all questions
Project 7 – Plan and conduct assessment 1		1. Assessment plan
		2. Assessment instrument developed by you
		3. Evidence matrix
		4. Completed assessment paperwork
		5. Written feedback from the candidate
		6. Written report
Project 8 – Plan and conduct assessment 2		1. Assessment plan
		2. Assessment instrument that address the entire unit of competency
		3. Evidence matrix
		4. Completed assessment paperwork
		5. Written feedback from the candidate
		6. Written report
Project 9 – Plan and conduct an RPL assessment		1. Written Report
		2. Completed RPL assessment paperwork (evidence of mapping, record of result)
Project 10 – Participate in assessment validation 1		1. Communication of Validation Meeting with relevant parties
		2. Validation mapping matrix
		3. Assessment tool validation checklist
		4. Written Report
Project 11 – Participate in assessment validation 2		1. Communication of Validation Meeting with relevant parties
		2. Validation mapping matrix
		3. Assessment tool validation checklist
		4. Written Report

Organising your portfolio
Use this checklist to make sure you have done everything you need to do before submitting your portfolio to Inspire Education.
Have you…			Check when complete Ê
1. Organised your portfolio to make it easy for your assessor to work through? Ensure each document is named corresponding to the project or written assessment cluster.
2. Made a back-up copy of your portfolio in case it gets lost or damaged in transit? Inspire Education cannot take responsibility for portfolios lost or damaged in transit.
3. Placed this workbook—all pages together—at the front of your portfolio?
Now is the time to submit your assessment through the student portal (Click on this link for instructions)

Feedback

Well done for finishing another unit and we hope that what you learn with us will open up new path ways of success in your life. At Inspire we continually strive to improve our courses and heighten the learning experience for you. One way we do this is by seeking feedback. Your experience is important to us and we are very keen to hear any suggestions or complaints you may have. Click on the button below to let us know what you think of us and our course.

CLICK HERE

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Published: 3 years ago

Published By: CPA Guru

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Category:	Test prep
Published By:	CPA Guru
Published On:	3 years ago
Number of pages:	12
Language:	English

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UON > Test prep > Workplace Assessment > 12 page(s) > Published by: CPA Guru 3 years ago

Workplace Assessment

Copyright

Version control & document history

Candidates: Submit this entire document (do not separate or remove pages) – with this page completed as required and place at the top of your portfolio

TAEASS301B Contribute to assessment

TAEASS401B Plan assessment activities and processes

TAEASS402B Assess competence

TAEASS403B Participate in assessment validation

Overview

Competency matrix

Instructions

Requirements for satisfactory completion

Steps to take (for both options)

RPL Candidate Case Study – part 1

RPL Assessment Tool Cover Page

Document 1

Document 3

Document 4

Document 5

Appendix 3 - Record of the assessment

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