Bsbwor203 work effectively with others answers

Workplace Assessment

National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: email: mobile: qualification: TAE40116 Certificate IV in Training and Assessment unit codes & titles: Workplace Assessment TAEASS401 Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Student Declaration I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Date: Learning Resources, Assessment Materials and Tools This Kit includes required tasks for assessment of the following units: National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

CHECKLIST FOR PREPARING TASKS

DAY 1

Program commencement - no specific requirements. Time for review and planning for managing time.

DAY 2

Plan, design and develop assessment tools

Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.

You need to develop for Tool 1:

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments - observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

DAY 3 -

Reviewing Assessment tool

You need to bring a hard copy of the following documents that you have developed.

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments - observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.

DAY 4

Conduct assessment

Training & Assessment (not RPL)

You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.

Four copies of your assessment tool:

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

Also bring 4 copies of:

· Assessment brief checklist (Template M)

· Assessment feedback for (Template N)

· Assessment feedback for candidate (Template O)

DAY 5

Participate in validation

Please bring one copy of the documents you developed for task 3.1. Items listed below:

· Competency Map (Template B)

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

· Marking Guide (Template K)

· One copy of Template P: Assessment tool validation record

National Unit Details

Unit Codes

TAEASS401

Unit Titles

Plan assessment activities and processes

TAEASS502

Design and develop assessment tools

TAEASS402

Assess competence

TAEASS403

Participate in assessment validation

Assessment Information

Qualifications

TAE40116 Certificate IV in Training and Assessment

Type

Task 1: Knowledge questions - Written responses

Task 2: Plan assessment activities and processes (RPL)

Task 3: Design, develop and trial assessment tools

Task 4: Plan assessment activities and processes (training & assessment pathway)

Task 5: Assess competence

Task 6: Participate in assessment validation

Due Date

6 weeks from last day of workshop

General Information

Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

Unit requirements and Assessment conditions

Application

TAEASS401 Plan assessment activities and processes
This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

TAEASS502 Design and develop assessment tools
This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.

TAEASS402 Assess competence
This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.

It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.

TAEASS403 Participate in assessment validation
This unit describes the skills and knowledge required to participate in an assessment validation process.

It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

Assessment support

Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

TASK 1

Knowledge Questions

Task 1:

Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

1.1

Best practice

a. Explain what CBA is and describe how it works.

b. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.

c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.

d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBA

e. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBA

To the candidate: replace this text with your response

1.2

Principles of Assessment

a. Name and define each of the four (4) Principles of Assessment.

b. Describe how assessors apply the Principles of Assessment when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation.

To the candidate: replace this text with your response

1.3

Rules of Evidence

a. Name and define each of the four (4) Rules of Evidence.

b. Describe how assessors use the Rules of Evidence when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation

To the candidate: replace this text with your response

1.4

Dimensions of Competence

a. Name and define each of the four (4) Dimensions of Competence.

b. Describe how assessors use the Dimensions of Competence when:

· planning assessment

· assessing competence

· participating in assessment validation.

To the candidate: replace this text with your response

1.5

Recognition of prior learning (RPL) assessment

a. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.

b. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.

c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.

d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.

To the candidate: replace this text with your response

1.6

Inclusive assessment practice

a. Define reasonable adjustment.

b. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.

c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:

· Name each source of specialist support you find

· Describe the type of support available from each source

· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.

d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.

To the candidate: replace this text with your response

1.8

Safety

a. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures.

d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

1.7

Training packages and their use

a. Name the four (4) endorsed components of a training package and summarise the information found in each component.

b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.

c. Briefly explain guidelines for contextualising units of competency.

d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.

e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.

To the candidate: replace this text with your response

1.8

Assessment instruments

Explain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.

To the candidate: replace this text with your response

1.9

Safety

Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.

To do this, answer the questions below about

a. Briefly describe workplace/s or environment/s where you assess (or intend to assess).

Answer remaining parts of this question based on the environment/s described in part A above:

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures

d. Must personal protective equipment (PPE) be worn?

● if so, list the PPE required and briefly explain why it is needed.

● if not, briefly justify why PPE is not required.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

To the candidate: replace this text with your response

1.10

Evaluation

Describe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.

To the candidate: replace this text with your response

1.11

Management systems

Explain the information management system you have in your organisation and how assessment records are stored and maintained.

To the candidate: replace this text with your response

1.12

Assessment validation

a. Define ‘assessment validation’.

b. Explain the benefits of assessment validation

c. Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.

d. Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.

e. Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.

To the candidate: replace this text with your response

TASK 2

Plan RPL Assessment

(using case study 1 - BSBWOR203)

Task 2:

Plan assessment activities and processes for Recognition of Prior Learning (RPL)

For this task you will use the case study attached to:

· Develop a competency based assessment plan for RPL

· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

· Evaluate your development processes.

Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

Case Study 1

( Plan and RPL assessment for: BSBWOR203 Work effectively with others and develop one assessment instrument— a portfolio checklist for RPL. )

Instructions

Read the case study on the next page and complete the steps below.

Step 1 - Determine the assessment approach and context

Step 2 - Contextualise the unit of competency and its assessment requirements

Step 3 - Prepare a Competency Map

Step 4 - Prepare the RPL assessment plan for BSBWOR203

Step 5 - Develop an RPL portfolio checklist to support your RPL plan

Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 - Review and reflect—complete the brief questionnaire

Step 8 - Finalise the RPL assessment plan and instrument (checklist)

Case Study 1

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

Step 1 - Determine the assessment approach and context

Step 2 - Contextualise the unit of competency and its assessment requirements

Step 3 - Prepare a Competency Map

Step 4 - Prepare the RPL assessment plan for BSBWOR203

Step 5 - Develop an RPL portfolio checklist to support your RPL plan

Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 - Review and reflect—complete the brief questionnaire

Step 8 - Finalise the RPL assessment plan and instrument (checklist)

Step 1 - Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

2. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

BSBWOR203 Work effectively with others

3. Who else might to be involved in—or informed of—the assessment?

4. What safety issues must be considered?

5. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures will you use to inform and guide development of the assessment plan and tool?

Step 2 - Contextualise the unit of competency and its assessment requirements

Contextualise BSBWOR203 Work effectively with others for the target candidate. Refer to participant manual for example.

Elements and performance criteria

Contextualisation/Unpack

1

Develop effective workplace relationships

1.1

Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

Eg Responsibilities & duties – relates to person’s position description

1.2

Take time and resource constraints into account in fulfilling work requirements of self and others

1.3

Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

2

Contribute to workgroup activities

2.1

Provide support to team members to ensure workgroup goals are met

2.2

Contribute constructively to workgroup goals and tasks according to organisational requirements

2.3

Share information relevant to work with workgroup to ensure designated goals are met

2.4

Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

3

Deal effectively with issues, problems and conflict

3.1

Respect differences in personal values and beliefs and their importance in the development of relationships

3.2

Identify any linguistic and cultural differences in communication styles and respond appropriately

3.3

Identify issues, problems and conflict encountered in the workplace

3.4

Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Foundation Skills

Contextualisation

Reading

•Identifies and interprets information to determine task requirements

Writing

•Completes required documentation using organisational formats

•Composes simple documents for others to read

Oral communication

•Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

Numeracy

•Interprets information related to timeframes and resource quantities

Navigate the world of work

•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures

Interact with others

•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications

Get the work done

•Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

Performance evidence

●

identify own responsibilities in relation to the team and the organisation's requirements

●

work effectively in a workgroup including:

· supporting team members

· using culturally appropriate communication skills

· acting on constructive feedback

· cooperating and contributing to team goals

· identifying improvement opportunities

●

identify problems and conflicts and address them appropriately.

Knowledge evidence

●

outline the organisational standards, policies and procedures that relate to own work role

●

outline team responsibilities and duties and their relationship to individual responsibilities and duties.

●

summarise conflict resolution techniques.

Conditions for assessment

Contextualisation

●

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

· office equipment and resources

· workplace documentation

· case studies and, where possible, real situations

· interaction with others.

Step 3 - Complete a competency map (matrix)

Develop a competency map by completing the template below. Refer to participant manual for example.

Unit Covered

BSBWOR203 Work effectively with others

Version number

v1

Date

List evidence or assessment activities here

Task 1: Portfolio of evidence

Task 2: 3rd Party Report

Task 3: Interview

Position description

Task 2 - 3rd party

Task 3 - interview

1.1

1.2

1.3

1.4

1.5

1.6

2

3

Task 1 – Portfolio of evidence

Elements and performance criteria

1

Develop effective workplace relationships

1.1

Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

1.2

Take time and resource constraints into account in fulfilling work requirements of self and others

1.3

Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

2

Contribute to workgroup activities

2.1

Provide support to team members to ensure workgroup goals are met

2.2

Contribute constructively to workgroup goals and tasks according to organisational requirements

2.3

Share information relevant to work with workgroup to ensure designated goals are met

2.4

Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

3

Deal effectively with issues, problems and conflict

3.1

Respect differences in personal values and beliefs and their importance in the development of relationships

3.2

Identify any linguistic and cultural differences in communication styles and respond appropriately

3.3

Identify issues, problems and conflict encountered in the workplace

3.4

Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Foundation Skills

Reading

•Identifies and interprets information to determine task requirements

Writing

•Completes required documentation using organisational formats

•Composes simple documents for others to read

Oral communication

•Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

Numeracy

•Interprets information related to timeframes and resource quantities

Navigate the world of work

•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures

Interact with others

•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications

Get the work done

•Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

Performance evidence

●

identify own responsibilities in relation to the team and the organisation's requirements

●

work effectively in a workgroup including:

•supporting team members

•using culturally appropriate communication skills

•acting on constructive feedback

•cooperating and contributing to team goals

•identifying improvement opportunities

●

identify problems and conflicts and address them appropriately.

Knowledge evidence

●

outline the organisational standards, policies and procedures that relate to own work role

●

outline team responsibilities and duties and their relationship to individual responsibilities and duties.

●

summarise conflict resolution techniques.

Assessment conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

· office equipment and resources

· workplace documentation

· case studies and, where possible, real situations

· interaction with others.

Step 4 - Document the RPL assessment plan

Document your plan by completing the template below. Refer to participant manual for example.

General information

RTO

Date prepared

Competency standards

BSBWOR203 Work effectively with others

Assessment pathway

☐

Training & Assessment

Program name

Recognition of Prior Learning (RPL)

Candidate/s

Assessor/s

Assessment activities

Method/task

Evidence

When/where completed

Instruments

1

Portfolio of evidence

1.1 Position description

1.2 etc

You have 4 weeks from application to submit your portfolio evidence

etc

Portfolio of evidence checklist

2

3

Resources needed for the assessment

Venue or equipment requirements

Documentation needed to assess competence (assessment tool documentation needed)

Safety and other logistics

Safety

People to be informed of the assessment

Provision for:

● Assessment support

● Reasonable adjustments

Recording and reporting:

● How will results be recorded?

● To whom will results be reported?

Other logistics

Step 5 - Develop an assessment instrument

Develop the portfolio checklist that you will use to review RPL candidate portfolios. To do this, complete the template below. Refer to participant manual for example.

Task 1 – Portfolio of evidence

Information and instructions

General information about this assessment activity

Candidate

Assessor

Competency standard/s

BSBWOR203 Work effectively with others

Instructions

Candidate instructions

Requirements for satisfactory completion

Assessor instructions

Assessment checklist

Evidence

S

NYS

Assessor comments

1.1

Position description

☐

☐

1.2

☐

☐

1.3

☐

☐

1.4

☐

☐

1.5

☐

☐

1.6

☐

☐

Result for this assessment activity

Result

☐

Satisfactory

☐

Not Yet Satisfactory

Assessor comments

Assessor signature

Date signed

Step 6 - Check the RPL instrument

Instructions

Ask another program participant to review your assessment instrument—the RPL portfolio checklist—and identify improvements. Ask the person who reviews your instrument to:

· Complete the Review Checklist below

· List recommended improvements on the next page

· Sign where indicated.

Name of reviewer

Assessment Instrument: Review Checklist
Yes

No

General content and formatting

1. Do the instructions include clear and complete information for candidates?

☐

☐

2. Do the instructions include clear and complete information for assessors?

☐

☐

3. Is there enough space to document quality of evidence and make comments?

☐

☐

4. Is there space to note results for the assessment task or activity (S or NYS?)

☐

☐

5. Is version control noted?

☐

☐

Wording

6. Is the instrument valid?

● Does the instrument cover the intended parts of the unit (and its assessment requirements)? To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.

● Is it free of unnecessary assessment requirements?

☐

☐

7. Is the instrument reliable? Are instructions and assessment criteria clear, complete and in plain English?

☐

☐

8. Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?

☐

☐

9. Is the instrument fair? Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?

☐

☐

Typos

10. Is the instrument free from typos and grammatical errors?

☐

☐

General feedback and recommendations for improvement

Reviewer’s signature

Date signed

Step 7 - Review and reflect

1. Reflect on this activity.

2. In the space below, summarise what you have learned about planning RPL assessment activities and processes, and developing assessment instruments:

Step 8 - Finalise the RPL plan & instrument

Instructions

Use the feedback providedto improve and finalise your RPL assessment plan and instrument.

TASK 3

Plan Assessment

&

Develop Assessment Tools

Task 3

Design and develop assessment tools

For this taskyou are required to:

· Develop three (3) Assessment Plansfor three (3)entire units of competency.

· Design and develop assessment tools for each of the three (3) plans

· Trial and review each of the three (3) assessment tools.

Note:

· One of the tools must be an RPL assessment.

· Instruments must reflect different assessment methods

· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

The following pages provide the instructions for each of the three assessment plans/tools.

3.1 Assessment Plan and Tool 1

This tool will be used in the program to conduct group assessment on Day 4.This is not an RPL assessment.

You will need to choose from the units of competency listed below to plan, design and develop your assessment documentation. BSBITU101 Operate a personal computer

· BSBITU102 Develop keyboarding skills

Your assessment methods should at least include demonstration and written questions.

This documentation must be fully completed ready for review on day 3

Instructions for this task are below.

Assessment plan and tool 1

1

Background information:

a. Name the unit of competency your assessment plan/tool covers

b. Describe the target candidate/s

c. Explain the purpose of this assessment

d. Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response

2

Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.

To the candidate: replace this text with your response

3

a. Documented Assessment plan (Template A)

b. Competency map (matrix) (Template B)

To the candidate: replace this text with your response

4

First draft of Assessment tool documents—to include:

a. Assessment cover sheet (Template C)

b. Instructions for candidates (Template D)

c. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

d. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

e. Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response

5

Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response

6

Final version of assessment tool documents, including competency map.

To the candidate: replace this text with your response

3.2 Assessment Plan and Tool 2

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is not an RPL assessment.

· Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.

· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

Instructions for this task are below.

Assessment plan and tool 2

1

Background information:

a. Name the unit of competency your assessment plan/tool covers

b. Describe the target candidate/s

c. Explain the purpose of this assessment

d. Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response

2

Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.

To the candidate: replace this text with your response

3

c. Documented Assessment plan (Template A)

d. Competency map (matrix) (Template B)

To the candidate: replace this text with your response

4

First draft of Assessment tool documents—to include:

f. Assessment cover sheet (Template C)

g. Instructions for candidates (Template D)

h. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

i. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

j. Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response

5

Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response

6

Final version of assessment tool documents, including competency map.

To the candidate: replace this text with your response

3.3 Recognition of Prior Learning Assessment Plan and Tool 3

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is a RPL assessment.

· Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.

· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

Instructions for this task are below.

Assessment plan and tool 3 (RPL)

1

Background information:

a. Name the unit of competency your RPL assessment plan/tool covers

b. Describe the target candidate/s

c. Explain the purpose of this RPL assessment

d. Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response

2

Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.

To the candidate: replace this text with your response

3

e. Documented RPL Assessment plan (Template A)

f. Competency map (matrix) (Template B)

To the candidate: replace this text with your response

4

First draft ofRPL Assessment tool documents—to include:

k. Assessment cover sheet (Template C)

l. Instructions for candidates (Template D)

m. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

n. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

o. Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response

5

Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response

6

Final version of assessment tool documents, including competency map.

To the candidate: replace this text with your response

3.4 Reflection Questions

a. Select 1 of the assessment tools you developed for this task and answer the questions below:

· Name the assessment tool you select

· Justify your choice of assessment methods and instruments used in this tool. To do this, explain how they:

· are suitable for the target candidate/s and their context

· are contextualised in a way that complies with the guidelines for contextualisation

· meet the principles of assessment

· support collection of evidence that meets the rules of evidence.

To the candidate: replace this text with your response

b. Explain how your assessment tool covers each of the dimensions of competence:

· Task skills

· Task management skills

· Contingency management skills

· Job/role environment skills.

To the candidate: replace this text with your response

c. Explain how your assessment tool promotes a healthy and safe assessment.

To the candidate: replace this text with your response

d. Could this tool be suitable for candidates seeking recognition of current competence (RCC)?

· If so, explain why

· If not, explain how you would adapt the tool to suit RCC candidates.

To the candidate: replace this text with your response

e. Explain why you chose to review/trial the draft tool as you did.

To the candidate: replace this text with your response

f. Briefly describe one other evaluation method you could have used to review/trial the tool.

To the candidate: replace this text with your response

g. Describe how your assessment tool meets requirements of assessment system policies and procedures. To do this:

· Describe formatting requirements, if any—e.g. did you follow a style guide when formatting the tool?

· Describe the version control system that will be used to:

· track ongoing improvements made to the assessment tool and

· confirm the latest version in use

· Describe the system you followed to ensure that your assessment tool documentation:

· was saved, filed and stored safely and securely

· is accessible only by people authorised to do so.

· Briefly describe a systematic process that will (or could) be used to continuously review, evaluate and improve the assessment tool.

To the candidate: replace this text with your response

TASK 4

Plan Assessment

(using case study 2 – BSBCMM401)

Task 4:

Plan assessment activities and processes for training and assessment pathway

For this task you will use the case study attached to:

· Develop a competency-based assessment plan

· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

· Evaluate your development processes.

Case study 2

( Plan a training and assessment-pathway assessment for: BSBCMM401 Make a presentation and develop one observation instrument )

Instructions

Read the case study on the next page and complete the steps below.

Step 1 - Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 - Develop the assessment plan for BSBCMM401

Step 5 - Develop an observation checklist to support your assessment plan

Step 6 - Ask another participant to review your observation checklist and identify improvements.

Step 7 - Review and reflect—complete the brief questionnaire

Step 8 - Finalise the assessment plan and instrument (checklist)

Case study 2

About you and your RTO

You are a trainer and assessor for ABC Training House, a RTO. ABC Training House’s clients are members of the public who:

-may or may not be engaged in paid work, (although most clients are working either full or part time

-have diverse industry expertise and experience

Scenario

ABC Training House has just written a two (2)-day version of its popular Presentations with Panache program. In the past this program has run over three (3) days, and ABC Training House’s in-house designers have just modified it to run over two (2) days.

More information about the program is on the next page.

ABC Training House’s Compliance Manager, Cameron Compliance, engages you to plan the assessment for this program.

Cameron is flexible about when and where learners will be asked to complete assessment activities. Options include:

-during training

-after training (e.g. in the workplace)

-or both

Cameron tells you that there is no assessment strategy as yet, so you are free to plan the assessment in a way that you think will work best for ABC Training House’s clients.

Your assessment plan must cover aspects of BSBCMM401 Make a presentation—the unit and its assessment requirements.

Your brief

Using the templates provided, complete the following:

Step 1 - Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 - Develop the assessment plan for BSBCMM401

Step 5 - Develop an observation checklist to support your assessment plan

Step 6 - Ask another participant to review your observation checklist and identify improvements.

Step 7 - Review and reflect—complete the brief questionnaire

Step 8 - Finalise the assessment plan and instrument (checklist)

More information about the learning program

Delivery mode

Face to face

Program duration (total)

2 days, 9:00am – 5:00pm

Assessment

During training

To be confirmed

In workplace

To be confirmed

Number of learners

To be confirmed: will depend on assessment arrangements

Target learner group (profile)

● Members of the public: various skills, knowledge and industries

● Some will complete this program as a stand-alone program; others have enrolled in BSB40215 Certificate IV in Business

Special needs

Some learners may need foundation skill support—e.g.

● Oral communication skills—speaking skills needed to present information clearly and with impact

● Writing skills needed to produce presentation plans and aids

All learners to complete an oral communication and writing assessment before finalising enrolment.

Training topics

(Activities and assessment tasks not included)

● Welcome and introduction

● Characteristics of effective presentations

● How to plan a presentation:

– Step 1 – Decide objective

– Step 2 – Consider the audience

– Step 3 – Develop content

– Step 4 – Organise resources

– Step 5 – Prepare for delivery

● How to deliver a presentation:

– Principles of communication

– Managing nerves

– Handling questions

● How to gather and respond to feedback on a presentation

Other information about this program

Up to 2.5 hours are available during training time for summative assessment activities. When planning your assessment, you may decide whether or not to incorporate one or more assessment task/s into the training time.

Step 1 - Determine assessment approach

Instructions

Questions for consideration

1. Who are the target candidates? (provide details of job role, industry etc)

2. What is the purpose of the assessment in this case:

· Why might program participants want to attain a statement of attainment for BSBCMM401?

· Will all participants want to attain a statement of attainment, or just some?

3. What are the assessment benchmarks (we know this):

BSBCMM401 Make a presentation

5. Who else might to be involved in—or informed of—the assessment?

7. What safety issues must be considered?

8. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures, will you use to inform and guide development of the assessment plan and tool?

Step 2 - Contextualise the unit

Contextualise the unit and its assessment requirements for your target candidate/s.

Elements and performance criteria

Contextualisation/Unpack

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

Foundation Skills

Reading

•Reviews and analyses documents to identify information relevant to a specific presentation

Writing

•Develops material to convey ideas and information to target audience in an engaging way

Oral communication

•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

•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

•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

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.

Conditions for assessment

●

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

•equipment, materials and business software packages for making a presentation

•business technology

•interaction with others.

Step 3 - Complete a competency map (matrix)

Units Covered

BSBCMM401 Make a presentation

Version

Version number

v1, draft 1

Date

List methods of assessment here

Task 1:

Task 2:

Task 3:

Task 4:

1

2

3

4

Elements and 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

Foundation Skills

Reading

•Reviews and analyses documents to identify information relevant to a specific presentation

Writing

•Develops material to convey ideas and information to target audience in an engaging way

Oral communication

•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

•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

•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

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.

Conditions for assessment

●

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

• equipment, materials and business software packages for making a presentation

• business technology

• interaction with others.

Step 4 - Document the assessment plan

Document your plan by completing the template below.

General information

RTO

ABC Training House

Date prepared

Competency standards

BSBCMM401 Make a presentation

Assessment pathway

Training & Assessment

Program name

Presenting with Panache

☐

Recognition of Prior Learning (RPL)

Candidate/s

Assessor/s

Assessment activities

Method/task

Evidence

When/where completed

Instruments

1

2

3

4

Resources needed for the assessment

Venue or equipment requirements

Documentation needed to assess competence (assessment tool documentation needed)

Safety and other logistics

Safety

People to be informed of the assessment

Provision for:

● Assessment support

● Reasonable adjustments

Recording and reporting:

● How will results be recorded?

● To whom will results be reported?

Other logistics

Step 5 - Develop an assessment instrument

Develop an observation checklist that will be part of the assessment tool for BSBCMM401 Make a presentation.

To do this, complete the template below, or type an observation checklist using a format of your choice that includes the equivalent of all information shown in the template below.

Information and instructions

General information about this activity

Candidate name

Assessor name

Competency standard

BSBCMM401 Make a presentation

Observation date

Information and instructions

Candidate instructions

Requirements for satisfactory completion

Assessor instructions

Observation criteria

Did the candidate:

Yes

No

1

☐

☐

2

☐

☐

3

☐

☐

4

☐

☐

5

☐

☐

6

☐

☐

7

☐

☐

8

☐

☐

9

☐

☐

10

☐

☐

Result for this assessment activity

Result

☐

Satisfactory

☐

Not Yet Satisfactory

Assessor comments

We would normally add more space here

Assessor signature

Date signed

Step 6 - Check the instrument

Instructions

Ask another program participant to review your assessment instrument—Observation checklist —and identify improvements. Ask the person who reviews your instrument to:

· Complete the Review Checklist below

· List recommended improvements on the next page

· Sign where indicated.

Name of reviewer

Assessment Instrument: Review Checklist
Yes

No

General content and formatting

1. Do the instructions include clear and complete information for candidates?

☐

☐

2. Do the instructions include clear and complete information for assessors?

☐

☐

3. Is there enough space to document quality of evidence and make comments?

☐

☐

4. Is there space to note results for the assessment task or activity (S or NYS?)

☐

☐

5. Is version control noted?

☐

☐

Wording

6. Is the instrument valid?

● Does the instrument cover the intended parts of the unit (and its assessment requirements)? To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.

● Is it free of unnecessary assessment requirements?

☐

☐

7. Is the instrument reliable? Are instructions and assessment criteria clear, complete and in plain English?

☐

☐

8. Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?

☐

☐

9. Is the instrument fair? Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?

☐

☐

Typos

10. Is the instrument free from typos and grammatical errors?

☐

☐

General feedback and recommendations for improvement

Reviewer’s signature

Date signed

Step 7 - Review and reflect

1. Reflect on this activity.

2. In the space below, summarise what you have learned about planning assessment activities and processes, and developing assessment instruments:

Step 8 - Finalise the plan & instrument

Instructions

Use the feedback provided to improve and finalise your assessment plan and instrument.

TASK 5

Conduct Assessment

Task 5:

Assess competence on 5 occasions

For this task you are required to conduct assessment whilst meeting the following criteria.

· Each assessment must cover an entire unit of competency and its assessment requirements.

· At least one assessment must be recognition of prior learning (RPL – candidate 1).

· You must assess a different candidate on each occasion (Candidate 2-5).

· You must make a reasonable adjustment in the assessment of at least one candidate.

Please note: You must conduct each assessment under supervision of a qualified assessor. This will be done during day 4.

Candidate 1

Candidate 2

Candidate 3

Candidate 4

Candidate 5

Using case study 3 – conduct an RPL assessment with Kelly.

Please note: the tool has been provided for you

Using one of the tools you developed for task 3 (not RPL) of the assessment kit – conduct a group assessment for 4 candidates.

You must make a reasonable adjustment in the assessment of at least one candidate.

5.1 Assessment for candidate 1

Task

Plan and conduct assessment

Plan and conduct an RPL assessment using case study 3. You are required to prepare and conduct assessment for unit BSBCMM401 Make a presentation.

You will need to read the case study, review the candidate’s work, prepare and conduct a verbal assessment and make judgement of competency.

You will work in pairs in which you will be observed whilst:

· You play the role of ‘assessor’

· A fellow student will play the role of ‘candidate’ (Kelly)

· Your TAE trainer will assess you using the observer checklists.

You will then swap roles.

Case study 3

( Assess competence through RPL of a candidate—'Kelly Kandidate’—in the unit: BSBCMM401 Make a presentation )

Requirements for satisfactory completion

You must complete all parts of this task to a satisfactory standard.

Who will assess you

Your TAE trainer—a qualified assessor—will supervise you throughout all stages of this task. The TAE trainer /assessor will decide the result for this task (Competent or NYC) after the conclusion of training.

Read the background information starting on the next page.

Prepare for assessment

1. Review the evidence provided for Kelly and prepare to conduct an RPL assessment.

· Document your feedback using the assessment instruments provided.

· Use the rules of evidence to judge the evidence provided so far.

· Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.

2. Conduct a verbal assessment withKelly, make a decision of competence and share that decision

Meet with Kelly to complete the RPL assessment:

· Brief Kelly on the assessment process and requirements

· Conduct verbal assessment—document your feedback using the assessment instrument provided

· Conduct a final review of all evidence and make a decision of competence

· Provide assessment results and feedback to Kelly.

3. Review and reflect on this activity

· Write a personal reflection on what you learned from having completed this task.

Case Study 3

Instructions

Read the information below to familiarise yourself with the purpose and context of Kelly’s RPL assessment.

Background

You are a trainer and assessor for your local RTO, ABC Training House.

Kelly has enrolled in BSB40215 Certificate IV in Business. Kelly has chosen the option to undertake RPL assessment for BSBCMM401 Make a presentation.

Kelly’s evidence:

First, Kelly will email you completed work of having planned and delivered a presentation. Kelly will be asked to submit:

1. The presentation outline or equivalent that Kelly had prepared

2. PowerPoint or other visual aid to support the presentation

3. A video of Kelly delivering the presentation planned.

You will review items 1-3 above, then contact Kelly to organise a face to face meeting to conduct a verbal assessment.

4. At the meeting you will ask Kelly verbal questions as provided, plus additional questions you may have after viewing Kelly’s presentation.You should be able to confirm Kelly’s result for the unit by the end of the interview.

Prepare for assessment

Review the evidence provided for Kellyand prepare to conduct an RPL assessment.

· Document your feedback using the assessment instruments provided.

· Use the rules of evidence to judge the evidence provided so far.

· Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.

Kelly has now emailed to you work completed. Work submitted includes:

1. Presentation plan

2. PowerPoint for the presentation

3. Video of Kelly delivering the presentation.

Instructions

Look at the evidence Kelly has submitted.

Document feedback using the assessment instruments provided. You’ll complete this activity in three parts:

a. Read the presentation plan and PowerPoint that Kelly has submitted (these start on the next page). Document feedback by completing Assessment instrument A: document review checklist(find this checklist on the page following Kelly’s presentation plan and PowerPoint).

b. View the video—follow instructions provided for Part B of this activity.

c. Use the rules of evidence to judge the quality of evidence submitted so far—follow instructions provided.

a. Read the presentation plan and PowerPoint for Kelly

Presentation plan

What is the objective of your presentation?

By the end of my presentation I hope that audience members will adopt a dog from an animal rescue or equivalent association

Who is your audience?

Anyone who wants a pet

What visual aids will you use?

PowerPoint – see below

How will you manage questions?

I prefer to take questions at the end of the presentation

Presentation outline

1. Why so many dogs need a home

2. Why dogs make great pets

3. How to adopt a dog

4. Conclusion

PowerPoint

Assessment instrument A: document review checklist

Information and instructions

General information about this assessment activity

Candidate

Kelly Kandidate

Assessor

Task title

Plan, deliver and review one presentation

Competency standard/s

BSBCMM401 Make a presentation

Instructions

Candidate instructions

Compile the evidence listed below and mail or email to the RTO.

Requirements for satisfactory completion

The evidence must meet all assessment criteria listed below S = Satisfactory; NYS = Not Yet Satisfactory

Assessor instructions

Document the quality of the evidence by completing the checklist below.

Assessor to complete these columns

Quality of evidence

Evidence

Required quality

S

NYS

1

Presentation plan

1a. Presentation objective is clear and measurable

☐

☐

1b. Audience description is provided

☐

☐

1c. Presentation content supports the objective

☐

☐

1d. Presentation content is appropriate for the target audience

☐

☐

2

Visual aid

2a. Type of visual aid selected is appropriate for this presentation

☐

☐

2b. Content is easy to read and interpret

☐

☐

2c. Design and content of the visual aid supports the objective

☐

☐

Result for this assessment activity

Result

☐

Satisfactory

☐

Not Yet Satisfactory

Assessor comments

Assessor signature

Date signed

b. View the video and judge the quality of performance observed

Instructions

1. View the video of Kelly delivering the presentation. Download the video from: https://youtu.be/wb5LSZ3NdRQ (accessed 01.05.2017).

2. While viewing the video, document the quality of Kelly’s presentation delivery. To do this, complete the observation checklist that begins below:

Assessment instrument B: observation checklist

Information and instructions

General information about this activity

Candidate name

Kelly Kandidate

Assessor name

Competency standard

BSBCMM401 Make a presentation

Observation date

Instructions

Candidate instructions

Please mail or email to our RTO, a video of you delivering the presentation you planned for this task. Ensure that your delivery meets the criteria listed below.

Requirements for satisfactory completion

Result for criteria identified with an asterisk (*) must be ‘yes’

Result for all other criteria must be ‘yes’ or ‘N/A’

The assessor will use their discretion when assessing this activity.

Assessor instructions

View the video submitted and document the quality of the presentation by completing the checklist below.

Observation criteria

Did the candidate:

Yes

No

N/A

1

Establish a positive rapport with the audience

2

Explain and discuss the desired outcomes of the presentation or set the scene for the presentation in a way that supports the presentation outcomes*

3

Use presentation aids or materials to support target audience understanding

4

Use relevant stories, examples or data to back up key points made*

5

Monitor non-verbal and verbal audience communication to promote attainment of outcomes

☐

6

Provide opportunities for audience to seek clarification or ask questions*

7

Emphasise/summarise key concepts and ideas at strategic points*

8

Finish on a strong note that includes a clear ‘call to action’ where applicable*

Observation checklist, continued

Result for this assessment activity

Result

Satisfactory

Not Yet Satisfactory

Assessor comments

Assessor signature

Date signed

Instructions

Prepare to conduct the verbal assessment

1. Review the verbal questioning instrument.

2. Consider any additional questions you want to ask Kelly about the evidence presented to date. Add up to two (2) questions to the questionnaire below.

Once you have completed the verbal questioning instrument you will be ready to conduct your RPL interview with Kelly.

Assessment instrument C: verbal questions

Details of questioning

Candidate name

Kelly Kandidate

Assessor name

Competency standard

BSBCMM401 Make a presentation

Interview date

Instructions for use

Information and instructions for use

Assessor instructions

1. Complete this questionnaire: add additional questions you want to ask, having viewed the video of the candidate delivering the presentation and related documents. Make a note of desired responses.

2. Conduct the interviewask the candidate the questions listed below:

● Document the quality of each response by completing the checklist that accompanies each question

● Add comments as appropriate to create a detailed and accurate record of the candidate’s responses.

Requirements for satisfactory completion

The candidate must answer all questions to a satisfactory standard. Requirements for a satisfactory response to each question are listed with the question.

Note to the assessor: Use your discretion when judging the quality of each response. The candidate may offer a response that is not among the list of acceptable answers, but which is acceptable. In this case, assign a satisfactory result for the question.

Questions

1

a. Describe one (1) example of how you can obtain feedback on presentations you deliver

b. Describe how you could use this feedback to identify improvements.

Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)

Candidate must offer satisfactory responses for both parts A and B of this question. Examples of satisfactory responses are listed below.

A

Part A responses may include:

●

Verbal or written feedback from audience members—e.g. feedback form

☐

●

Written or verbal feedback from an observer—e.g. supervisor observes and gives feedback

☐

●

Data—e.g. degree to which the presentation objectives are achieved

☐

●

Other appropriate suggestion:

☐

B

Part B responses may include:

●

Self-reflection—verbal or written

☐

●

Other appropriate suggestion:

☐

Result for this question

☐

Satisfactory

☐

Not yet satisfactory

Assessor notes

2

Identify at least two (2) regulatory and/or organisational obligations and requirements relevant to presentations

Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)

The candidate must offer at least two (2) responses—2 regulatory, 2 organisational, or one of each are all satisfactory. Examples are listed below.

a

Regulatory—Anti-discrimination: mustn’t harass or discriminate against others

☐

b

Organisational—must use organisation’s branded PowerPoints

☐

c

Organisational—key message to consistently deliver

☐

d

Organisational—must meet required time frames

☐

e

Organisational—management must approve pres’n content and visual aids before delivery

☐

f

Other reasonable suggestion:

☐

Result for this question

☐

Satisfactory

☐

Not yet satisfactory

Assessor notes

3

Describe two (2) principles of effective communication that you do or could use when you deliver presentations

Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)

Candidate must describe at least two (2) principles. Examples are listed below:

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Revisit and re-cap key points at regular intervals throughout the session

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Multi-sensory presentation—tell them and show them using visual aids and gestures

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Get audience involved—ask questions; ask them to “think of a time” etc.

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Use Plain English—e.g. Active voice; one point per sentence

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Other:

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Result for this question

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Satisfactory

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Not yet satisfactory

Assessor notes