inspire education Workplace Assessment TAEASS301B Contribute to assessment TAEASS401B Plan assessment activities and processes TAEASS402B Assess competence TAEASS403B Partici ...[Show More]
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
This
document was developed by Blackwater Projects learning and development
consultancy and is used by Inspire Education under license.
© 2010
Blackwater Projects.
All
rights reserved.
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.
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
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
Project 8– Plan And Conduct Assessment 2. 51
Project 9 – Plan And
Conduct A Rpl Assessment 68
Rpl Candidate Case Study –
Part 1. 69
Rpl Candidate Case Study –
Part 2. 72
Project 10 –
Participate In Assessment Validation 1. 89
Instructions 1st
Validation. 90
Appendix 2 (1st
Validation) – Validation Mapping Matrix. 96
Project 11–
Participate In Assessment Validation 2. 106
Appendix 2 (2nd
Validation) – Validation Mapping Matrix. 115
Summarising: What To
Do: A Checklist 124
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. |
|
|
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. |
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:
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. OR 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:
|
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.
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.
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 |
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 |
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Assessment Cover
Sheet |
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TAEASS301B |
Contribute
to assessment |
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TAEASS401B |
Plan
assessment activities and processes |
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TAEASS402B |
Assess competence |
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TAEASS403B |
Participate
in assessment validation |
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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
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CANDIDATE to complete this
section |
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Name: |
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Address: |
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Phone: |
Daytime: |
Evening: |
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Email address: |
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Company name: |
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Training date(s): |
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Training location: |
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Trainer name: |
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Assessment deadline |
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Date submitted: |
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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. |
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Signature:
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Date:
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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
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Introduction to the Assessment
Tasks
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Overview
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The assessment tasks you are asked to complete are divided
into three broad categories: |
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Competency matrix
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Competency
standards |
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Task |
TAEASS301B |
TAEASS401B |
TAEASS402B |
TAEASS403B |
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Written Assessment |
ü |
ü |
ü |
ü |
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Project 7 - Plan and conduct assessment 1 |
ü |
ü |
ü |
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Project 8 - Plan and conduct assessment 2 |
ü |
ü |
ü |
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Project 9 - Plan and conduct an RPL assessment |
ü |
ü |
ü |
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Project 10 - Participate in assessment validation 1 |
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ü |
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Project 11 - Participate in assessment validation 2 |
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ü |
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Instructions
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1. You are provided with a set of questions. |
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2. You are required to research your answer to these questions
and provide a response. |
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3. Where practical, you should use a word processer to complete
your responses by clicking in the grey field. |
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Requirements for satisfactory completion
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For
a ‘satisfactory’ result in this task, all questions must be answered
to a ‘satisfactory’ standard. At
Certificate IV level this means that: |
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·
you answer using
complete sentences, making direct reference to the question |
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·
you specifically address
all parts of the question |
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·
your answers include a
mix of theory backed up with specific workplace examples (real or
hypothetical) where appropriate. |
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·
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 (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. |
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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 |
c. |
d. |
4.
Name, define, and give your own
example of each of the four (4) Rules of Evidence. Guidance: Sample answer (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. |
b. |
c. |
d. |
5. a. Explain what the concept of
‘reasonable adjustment’ means in an assessment context. b. Give one example of a
reasonable adjustment. |
Answer 5: a. |
b.
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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 |
Answer 6: |
7.
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: a. |
b. |
Questions
relevant to TAEASS403B only |
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8.
In your own words, explain what
‘assessment validation’ means. |
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Answer 8: |
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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. |
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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 |
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Project
7 – |
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Project Overview |
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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). |
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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. |
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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: 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.
3. Conduct a self-evaluation of your
planning, organisation and conduct of assessment.
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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. |
a. Determine the general assessment
requirement |
·
Confirm
the purpose for assessment and the assessment pathway Guidance: 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: |
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: 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: ·
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: 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
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Proposed assessment methods |
Assessment
instrument 1 Q |
Assessment
instrument 2 |
Assessment
instrument 3 |
Assessment
instrument 4 |
Assessment
instrument 5 |
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Element 1 – Gather, convey and
receive information and ideas |
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1.1 |
Collect information to achieve work responsibilities from appropriate
sources |
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1.2 |
Use method/s and/or equipment to communicate appropriate ideas and
information to the audience |
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1.3 |
Use effective listening and speaking skills in verbal communication |
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1.4 |
Seek input from internal and external sources to develop and refine
new ideas and approaches |
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1.5 |
Respond to instructions or enquiries promptly and in accordance with
organisational requirements |
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Element 2 – Complete workplace
documentation and correspondence |
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2.1 |
Present written information and ideas in clear and concise language to
ensure the intended meaning of correspondence is understood by recipient |
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2.2 |
Draft and present correspondence within designated time lines |
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2.3 |
Ensure presentation of written information meets organisational
standards of style, format and accuracy |
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2.4 |
Complete workplace forms and documentation in a clear, concise and
easy to read format |
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Element 3 – Communicate in a way that responds
positively to individual differences |
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3.1 |
Value all individuals and treat them with respect, courtesy and
sensitivity |
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3.2 |
Take into consideration cultural differences in all verbal and
non-verbal communication |
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3.3 |
Use communication to develop and maintain positive relationships,
mutual trust and confidence |
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3.4 |
Make efforts to use basic strategies to overcome language barriers |
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3.5 |
Ensure that behaviour is consistent with legislative requirements,
enterprise guidelines and/or social protocols |
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PERFORMANCE EVIDENCE Evidence of the ability to: |
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PE1 |
Communicate information and ideas verbally and non-verbally, taking
cultural differences and language barriers into consideration |
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PE2 |
Produce written
material, used routinely in day to day work, which is clear, concise and
effectively convey the intended meaning to the recipient |
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PE3 |
Complete workplace
forms |
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PE4 |
Use style, format and
level of accuracy appropriate to the type of written material |
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PE5 |
Provide prompt
responses to requests for information in accordance with organisational
requirements. |
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KNOWLEDGE EVIDENCE To complete the unit requirements safely and
effectively, the individual must: |
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KE1 |
Identify any
organisational policies, plans and procedures which detail organisation’s
standards or protocols for workplace communication |
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KE2 |
Describe different
communication styles |
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KE3 |
Outline barriers to
communication |
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Foundation
Skills Guidance: whilst
foundation skills are already mapped to performance criteria, ensure that
these link with the assessment methods chosen above |
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Learning |
1.4 |
Seeks
advice from others to implement strategies to improve knowledge or skills |
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Reading |
1.1, 1.4, 1.5, 2.3, 2.4 |
Reviews
textual information to identify and interpret communication requirements and
organisational standards |
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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. |
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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 |
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Navigate
the world of work |
1.5, 2.3, 3.5 |
Understands
responsibilities of role and complies with legislative, regulatory and
organisational requirements |
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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 |
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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 |
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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 |
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Element 1 – |
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1.1 |
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1.2 |
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1.3 |
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1.4 |
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1.5 |
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Element 2 – |
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2.1 |
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2.2 |
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2.3 |
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2.4 |
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2.5 |
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Element 3 – |
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3.1 |
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3.2 |
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3.3 |
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3.4 |
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3.5 |
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Element 4 – |
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4.1 |
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4.2 |
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4.3 |
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4.4 |
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4.5 |
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PERFORMANCE EVIDENCE Evidence of the ability to: |
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PE1 |
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PE2 |
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PE3 |
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PE4 |
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PE5 |
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KNOWLEDGE EVIDENCE To complete the unit requirements safely and
effectively, the individual must: |
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KE1 |
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KE2 |
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KE3 |
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KE4 |
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KE5 |
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Foundation
Skills Guidance: whilst foundation skills are
already mapped to performance criteria, ensure that these link with the
assessment methods chosen above |
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Skill |
Performance criteria |
Description |
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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: ·
Determine
the context of assessment Guidance: ·
Identify
the candidate(s) Guidance: ·
Identify
any other information relevant to the assessment Guidance: |
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: ·
Contextualise
the assessment instruments Guidance: |
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 |
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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: ·
Administer
the assessment Guidance: ·
Make
a judgement on the candidate’s performance Guidance: ·
Provide feedback to the
candidate Guidance: ·
Obtain
written feedback from the candidate about the assessment process Guidance: |
Record any notes here or insert directly into the
relevant documentation. |
a.
Describe in detail the steps
you took to plan the assessment Guidance: ·
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: ·
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: ·
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 |
|
|
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 Overview |
|||
|
|
||
Additional Information
|
|||
Clarifying terms: Assessment
tools vs assessment instruments:
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 Guidance: 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.
3. Conduct a self-evaluation
of your planning, organisation and conduct of assessment.
|
|||
Step 1. |
a. Determine the general assessment requirement |
·
Confirm
the purpose for assessment and the assessment pathway Guidance: 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: |
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: 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: ·
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: 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 – |
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|||
1.1 |
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1.2 |
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1.3 |
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1.4 |
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1.5 |
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Element 2 – |
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2.1 |
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2.2 |
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2.3 |
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2.4 |
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2.5 |
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Element 3 – |
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3.1 |
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3.2 |
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3.3 |
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3.4 |
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3.5 |
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Element 4 – |
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4.1 |
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4.2 |
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4.3 |
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4.4 |
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4.5 |
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||
PERFORMANCE EVIDENCE Evidence of
the ability to: |
|
|||||||||
PE1 |
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PE2 |
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PE3 |
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PE4 |
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PE5 |
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||
KNOWLEDGE EVIDENCE To complete
the unit requirements safely and effectively, the individual must: |
|
|||||||||
KE1 |
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|
||
KE2 |
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KE3 |
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KE4 |
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KE5 |
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|
||
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 |
|
|||||||
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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. Source or 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).
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: ·
Determine
the context of assessment Guidance: ·
Identify
the candidate(s) Guidance: ·
Identify
any other information relevant to the assessment Guidance: |
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: ·
Contextualise
the assessment instruments Guidance: |
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) Guidance: ·
Administer
the assessment Guidance: ·
Make
a judgement on the candidate’s performance Guidance: ·
Provide feedback to the candidate Guidance: ·
Obtain
written feedback from the candidate about the assessment process Guidance: |
Record any notes here or insert directly into the
relevant documentation. |
a.
Describe in detail the steps
you took to plan the assessment Guidance: ·
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: ·
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: ·
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 |
|
|
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 overview |
|||
|
|
||
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: |
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: 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: ·
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: ·
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
|
||||||
|
||||||
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 |
|||||
|
|
|
||||
Roy Keane |
Phone No. |
07 3265 3256 |
||||
|
Phone No. |
|
||||
Contact Details |
Zamboni
Fashion –George Washington |
Phone No. |
07 3659 3256 |
|||
Inspire Education Training Room |
||||||
|
|
|||||
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 |
|
•••••••••••••••••••••••••••••• |
|
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
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 |
|
|
|
·
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 |
|
|
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 |
|
|
2. Conduct
the assessment and complete paperwork |
|
|
End of Project 9 – Plan
and conduct an RPL assessment |
||
|
|||
Project overview |
|||
|
|
||
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 1st 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. |
|||
|
|
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 |
|
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 |
|||||||
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) |
1st
attempt |
2nd
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 (1st validation) – Validation Mapping
Matrix
|
||||
Guidance: |
||||
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 |
|
|
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 (1st validation) – Assessment Tool
Validation Checklist
|
|
|||||||||||||||||||
|
|
|||||||||||||||||||
Unit Code and Name:
BSBITU201 Produce simple word processed documents |
|
|||||||||||||||||||
Assessment Activity |
Yes |
No |
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 3rd 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. |
|
|||||||||||||||||||
1st validation written report |
Write
a report to your supervisor summarising the findings of the validation
meeting. Guidance: |
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 |
|
|
|
||
2. Assessment
tool validation checklist
|
|
|
3. Written
Report |
|
|
End of Project 10 – Participate in assessment validation 1 |
||
|
|
||
Project overview |
|||
|
|
||
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
Communication of Validation
Meeting with relevant parties
2. Participate in the validation meeting (To
include Validation Mapping Matrix and validation checklist)
3. Report your findings
|
|||
Instructions
2nd 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:
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 (2nd
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) |
1st
attempt |
2nd
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) |
1st
attempt |
2nd
attempt |
|||
|
|
|
|||
|
|
|
|||
Trainer guide: |
|||||
Appendix 2 (2nd
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. |
|
|
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 (2nd validation) – Assessment Tool Validation Checklist
|
|||||||||||||||
|
|||||||||||||||
Unit Code and Name:
BSBADM101
Use business equipment and resources |
|||||||||||||||
Assessment Activity |
Yes |
No |
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 3rd 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…? |
|
|
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Additional comments
and action required: Guidance:
Record any additional comments you have here. |
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Changes made to assessment items: Guidance:
Insert the date of when changes are expected to be made. |
|
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|
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). |
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Validating peers: Guidance:
provide the details of the validation team members. |
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Release Date:
Guidance:
Insert the date of when the final release of the document is expected. |
2nd validation written report |
Write
a report to your supervisor summarising the findings of the validation
meeting. Guidance: |
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 |
|
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|
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2. Assessment
tool validation checklist
|
|
|
3. Written
Report |
|
|
End of Project 11 – Participate in assessment validation 2 |
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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. |
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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? |
|
||||
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 |
Published: 3 years ago
Published By: CPA Guru
UON > Test prep > Workplace Assessment page(s)
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Category: | Test prep |
Published By: | CPA Guru |
Published On: | 3 years ago |
Number of pages: | 12 |
Language: | English |
You may use credit points to purchase the paper. Register below to earn 25 credits. Register Here >>
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