RECENT ASSIGNMENT

inspire education
TAEASS301B
Contribute to assessment
TAEASS401B
Plan assessment activities and processes
TAEASS402B
Assess competence
TAEASS403B
Participate in assessment validation
from TAE40110
Certificate IV in Training and Assessment
This assessment booklet belongs to:

Date

Copyright
This document was developed by Blackwater Projects learning and development consultancy and is used by Inspire Education under license.
© 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.
Version control & document history
Date Summary of modifications made Version
21 July 2010 Version 1 final produced following assessment validation. v1.0
09 Sept 2010 Adapted for Inspire Education’s Distance Course v1.1
03 Dec 2010 Modification to Assessment Projects for Blended Course v 2.0
25 May 2011 Modification of Projects 8 and 9 v 2.1
06 Sep 2011 Updating Instructions
Re-formatting v 3.0
23 Nov 2011 Remerge of blended and distance workbooks. Modifications of Projects 6 and 7
Re-formatting v 4.0
12 March 2013 Modification to Project 8 regarding slight wording changes. V4.1
28 May 2013 Unit Code Update – A to B V 4.2
19 September 2013
Projects 10 and 11 modified to cover the communication of the Validation Meeting with relevant parties. V4.3
7 November 2013
Link to Submitting Your Assessment added at the end of the document V4.4
13 February 2014 Minor wording changes to the evidence to submit V4.5
15 September 2014 Linked and added Project 11 on the Contents page V4.6
Contents
PRESENTATION 4
CHEATING AND PLAGIARISM 5
SUBMITTING YOUR ASSESSMENT 8
MISPLACED OR LOST ASSESSMENTS 11
UNITS OF COMPETENCY BEING ASSESSED 14
INTRODUCTION TO THE ASSESSMENT TASKS 15
Written Assessment - Assessment
Project 7 – Plan and conduct assessment 1
Project 8– Plan and conduct assessment 2
Project 9 – Plan and conduct a RPL assessment
Project 10 – Participate in assessment validation 1
Project 11 - Participate in assessment validation 2
Summarising: What to Do: A Checklist
Feedback

PRESENTATION
Things to Consider:
1. Only submit your workbook once all activities are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.
2. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.
3. Use the checklist at the end of your Learning Guide to self-direct your performance, both during and following the assessment.
4. Your final assessment result will either be competent or not yet competent.
If uploading your assessments please ensure that:
1. All assessment tasks have been completed
2. You have proof read your assessment
Please look for instructions on how to upload your assessment to the Student Portal which can be found later in this document under the heading “Submitting Your Assessment.”
Answering the Questions:
1. You will need to click in the grey area of the box to begin typing your answer.

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

CHEATING AND PLAGIARISM
Inspire Education has no tolerance for plagiarism or cheating. We will strictly enforce the penalties outlined below for any student who is found to have engaged in cheating or plagiarism during any of their submitted assessment documents.
What is Cheating?
Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
• Submitting someone else’s work as your own. Whether you have that persons consent or not.
• Submitting another author’s work as your own, without proper acknowledgement of the author.
• To allow someone else to submit your own work as theirs.
• To use any part of someone else’s work without the proper acknowledgement
There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

What are the Penalties for Plagiarism or Cheating?
If a trainer suspects that you are cheating they will investigate further to establish evidence to support their suspicion. If evidence to support the suspicion is established your trainer will then report their concerns to Inspire Educations Training Manager. From there the following process will be followed:
1. The Training Manager will contact you in writing outlining their concerns with your submitted work.
2. You will then have an opportunity to respond to any allegations of cheating or plagiarism.
3. If the Training Managers investigation confirms that you have engaged in cheating or plagiarism you will be advised of one of the following consequences:
a) If it is determined that your offence committed is minor or unintentional, you will be asked to resubmit your work and be given a formal warning in writing by Inspire Education’s Training Manager.
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:
• Always reference other people’s work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
• Always Reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
• You must not copy someone else's work and present it as your own.
• You must not falsify assessment evidence.

SUBMITTING YOUR ASSESSMENT
Uploading
Once you are satisfied with your assessment and are ready to upload your work to the Student Portal, please ensure that you:
1. Have completed ALL required work in your Assessment Workbook
2. Log in to the Student Portal via https://inspireeducation.jobready.com.au
NEXT
3. On the left hand side bar, hover over “My Documents” and select “Submit an Assignment”

This will display the following screen.

4. IMPORTANT
• Please ensure that you select the course unit that your assignment belongs to from the drop down menu.
(An example of the drop down unit list is shown below)

• Please type in the full name of your assessment in the “Name” field which includes the unit number and which subject this assessment relates to.
– You can copy and paste the name of the original document you downloaded to do the assessment if this is applicable.
eg. “Assessment Cluster (TAEASS)”
5. Click on ‘Browse’ - This will take you to your folder directory. Locate the Completed Assessment file that you wish to upload.
Once you have found your document file, select it,
and click on “Open”

The “File” field will populate with the location and name of the document you have selected to upload. If several documents need to be submitted to complete the unit or subject you will need to submit them at the same time by using the + button to add each extra document. Please be aware that there is a limit to the number of submissions for each unit/subject that will be accepted so it is important that you have all required files ready and upload them in the one submission.
6. Read the Candidate Declaration under the terms and conditions. If you understand and agree to the terms and conditions tick the check box ‘I agree to the terms stated above’
7. Click on ‘Upload’
8. The following should appear at the top of your screen:
Assignment was successfully submitted.
9. 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
An alternative to submitting you assessment through the portal is to post it to us.
Once you are satisfied with your assessment and are ready to submit your work, please ensure that:
• All assessment tasks have been completed
• You have proof read your assessment
• You have read and completed the entire Cover Sheet (on the following page)
• Assessment submissions are no larger than A4 in size
• Assessment has NOT been presented in a folder or binder
• Assessment is NOT stapled. (Please use paperclips or plastic sleeves)
• If writing on this workbook use BLACK pen only
Mail to:
Assessments
Inspire Education
GPO Box 1180
Brisbane
QLD, 4001
MISPLACED OR LOST ASSESSMENTS
No responsibility can be taken by us for lost or missing assessment submissions. Please take copies prior to posting in your work should you wish to keep a copy for your own records as your assignments will not be returned once marked.
MISPLACED OR LOST ASSESSMENTS
No responsibility can be taken by us for lost or missing assessment submissions. Please take copies prior to posting in your work should you wish to keep a copy for your own records as your assignments will not be returned once marked.


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

Units of Competency Being Assessed
This assessment addresses the following units of competency from TAE40110 Certificate IV in Training and Assessment:
TAEASS301B Contribute to assessment
1. Clarify role and responsibilities in the assessment process
2. Confirm organisational arrangements for evidence gathering
3. Collect evidence in accordance with assessment plan
4. Record and report findings.
TAEASS401B Plan assessment activities and processes
1. Determine assessment approach
2. Prepare the assessment plan
3. Develop assessment instruments.
TAEASS402B Assess competence
1. Prepare for assessment
2. Gather quality evidence
3. Support the candidate
4. Make the assessment decision
5. Record and report the assessment decision
6. Review the assessment process.
TAEASS403B Participate in assessment validation
1. Prepare for validation
2. Contribute to validation process
3. Contribute to validation outcomes.

Introduction to the Assessment Tasks
Overview
The assessment tasks you are asked to complete are divided into three broad categories:
Competency matrix
Competency standards
Task TAEASS301B TAEASS401B TAEASS402B TAEASS403B
Written Assessment ? ? ? ?
Project 7 - Plan and conduct assessment 1 ? ? ?
Project 8 - Plan and conduct assessment 2 ? ? ?
Project 9 - Plan and conduct an RPL assessment ? ? ?
Project 10 - Participate in assessment validation 1 ?
Project 11 - Participate in assessment validation 2 ?
Written Assessment - Assessment
Instructions
1. You are provided with a set of questions.
2. You are required to research your answer to these questions and provide a response.
3. Where practical, you should use a word processer to complete your responses by clicking in the grey field.
Requirements for satisfactory completion
For a ‘satisfactory’ result in this task, all questions must be answered to a ‘satisfactory’ standard. At Certificate IV level this means that:
• you answer using complete sentences, making direct reference to the question
• you specifically address all parts of the question
• your answers include a mix of theory backed up with specific workplace examples (real or hypothetical) where appropriate.
• you use your own words—when occasionally quoting directly from another source of information, acknowledge that source

Questions relevant to all TAE40110 assessment field units
1. In the vocational education and training (VET) sector, assessments are competency-based. In your own words, describe how competency-based assessment (CBA) works. In your answer, include:
a. a basic explanation of CBA, including (but not limited to):
• the fact that CBA is criteria-referenced and how this compares with a norm-referenced assessment
• the importance of a client-focussed approach in a competency-based assessment
b. candidate rights and responsibilities in CBA
c. assessor responsibilities in CBA, including responsibility to ensure healthy and safe assessment.
Answer 1:
a)
b)
c)
2. Name, define, and give your own example of each of the four (4) Principles of Assessment.
Guidance: Sample answer
* The Principles of Assessment state that assessments must be:
(Name first principle here). This principle means that (define the principle here). For example, a RTO could (give one example here of what a RTO or an assessor could do to ensure that assessments reflect this principle).”
Answer 2:
a.
b.
c.
d.
3. Name, define, and give your own example of each of the four (4) Dimensions of Competence.
Answer 3:
a.
b.
c.
d.
4. Name, define, and give your own example of each of the four (4) Rules of Evidence.
Guidance: Sample answer
”The Rules of Evidence state that to be of an acceptable quality, evidence must be:
(name first rule of evidence here). This means that evidence must be (explain what this rule means in ‘plain English’). An example is (give an example of evidence that reflects this rule).”
Answer 4:
a.
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.

6. One of your responsibilities as an assessor is to ensure that candidates are fully ‘briefed’ (informed) of the assessment details. List the information that should be covered in the ‘assessment brief’ and provide an example of what you would brief a candidate.
Guidance: Sample answer
”When being briefed, assessors must confirm the candidates’ understanding of: (list of items to include in the brief should follow).
Answer 6:

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
8. In your own words, explain what ‘assessment validation’ means.
Answer 8:

9. Identify three things that are analysed and reviewed during assessment validation and describe how the Principles of Assessment and/or Rules of Evidence are applied during the validation.
What is validated How the Principles of Assessment and/or Rules of Evidence are applied
a.(i)
(ii)
b.(i)
(ii)
c.(i)
(ii)
End of Written Assessment - Assessment

Project 7 –
Plan and conduct assessment 1
Project Overview

Additional Information
• your assessment plan must fully address the requirements of a unit of competency from a nationally recognised training package. This means that each assessment must incorporate at least 2 methods of assessment (e.g. observation, questioning, third party report, etc).
• you must develop at least one assessment instrument used to conduct your assessment1. All assessment instruments that you develop must include clear instructions for use.
• you are to conduct the assessment using the assessment instrument you have developed ensuring that you brief the candidate(s), make judgement on the candidate(s) performance and provide feedback to the candidate(s).
Clarifying terms: Assessment tools vs assessment instruments:
• An assessment ‘tool’ is a complete set of documentation needed to assess at least one unit of competency (a tool generally includes more than one document). Each assessment tool must include 2 – 3 instruments that each support different methods of assessment (e.g. observation checklist, questioning or project etc) and the procedures used to gather and interpret evidence of competence.
• An assessment ‘instrument’ is part of an assessment tool—the specific questions or activity used to assess competence by the assessment method selected. An assessment instrument should be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by the assessors.
To conduct the assessment, you will need to develop an assessment instrument. (e.g. you develop a written assessment, have your candidate(s) complete the assessment, make judgement and provide feedback; or you developed an observation checklist, use that checklist while observing the candidate’s performance and provide feedback).
For more information refer to your participant manual or see your trainer.

You may choose from the following options (you only need to compete one):
Option 1
Use the scenario and unit of competency provided to plan and conduct the assessment.
Option 2
Use your own scenario (that may be related to your delivery projects) to plan and conduct the assessment.
Steps to take (for both options)
Guidance:
When preparing for assessment of unit(s) of competency, it is generally easier to consider a particular assessment purpose and pathway and use a generic category of candidates to conduct the initial planning and then to contextualise that for the particular assessment situation. As such, the ‘assessment plan’ may be spread over a number of documents rather than being a single document. The steps outlined below follow that concept. You may complete the planning of assessment as outlined below, or in any other order your scenario lends itself to, as long as you submit the evidence as outlined in the ‘Evidence to submit’ section.
1. Prepare and document the assessment plan
a. Determine the assessment requirement
• What unit(s) of competency are being assessed
b. Unpack the unit of competency
• Research and identify the Training Package unit(s) of competency to be addressed
• Determine appropriate assessment methods to assess the unit(s)
c. Develop the assessment instrument
• Develop assessment instrument(s) (at least one) using the templates provided (on the student portal or USB stick)or create your own.
• Prepare an evidence matrix to ensure that assessment requirements of the unit(s)of competency are addressed by your assessment instrument(s).
d. Determine the context and assessment approach:
• Confirm the purpose for the assessment and the assessment pathway (training and assessment or RPL)
• Identify the target candidates
• Determine the context of the assessment
• Identify other information relevant to the assessment
e. Prepare the brief for the candidate / contextualise assessment instruments
2. Conduct the assessment.
• Brief the candidate
• Administer the assessment process
• Make a judgement on the candidate’s performance
• Provide feedback to the candidate
• Obtain written feedback from the candidate about the assessment process
3. Conduct a self-evaluation of your planning, organisation and conduct of assessment.
• Write a report providing details of your self-evaluation (guidance for your report is provided in the ‘Evidence to Submit’ section)

Option 1 – Scenario provided
Use the following scenario to plan, organise and conduct the assessment.
You are one of the Business Trainer and Assessors for BusiTrain, a registered RTO providing training in a range of business qualifications.
Cheryl Smith is a trainee undertaking BSB20207 Certificate II in Customer Contact. 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 BSBCMM201A Communicate in the workplace. She has contacted you to arrange for her assessment in this unit.
Cheryl does not have any special needs that will affect her participation in the assessment. Ken is happy for you to conduct assessments at Get Ready Business Services.
Option 2 – Plan, organise and conduct an assessment related to training you have conducted.
Using one of the deliveries (group or individual) you have conducted, plan, organise and conduct the assessment related to that delivery. The delivery must have been based on component(s) of a unit of competency.

Step 1.
Prepare and document the assessment plan
a. Determine the general assessment requirement
• Confirm the purpose for assessment and the assessment pathway
Guidance:
In this case, the purpose of assessment may include: determining competence on completion of learning (summative assessment), establishing progression towards achievement of competence (formative assessment, licensing or regulatory requirements.
The assessment pathway in this case is a learning and assessment pathway.
• Identify the unit(s) of competency to be assessed
• Identify the target candidates
Guidance:
Consider who the candidates would be (at this stage consider general candidates that may need to be assessed in the unit(s) of competency identified and under the identified assessment purpose and pathway).
Record any notes here or insert directly into the relevant documentation.

b. Unpack the unit(s) of competency
• Analyse the unit(s) of competency 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 ‘Performance Criteria’ column of the Evidence Matrix by inserting the elements, performance criteria, required skills, required knowledge and critical aspects of assessment from the unit(s) of competency.
Guidance:
By downloading the word version of the unit(s) of competency, you can cut and paste this information. Note: If you are using Option 1 as your scenario, this step has been completed for you, however, you may still want to refer to the unit of competency so that you consider the ‘Range Statement’. If using Option 2, a blank template follows.
• Use the ‘Proposed assessment methods’ column of the Evidence Matrix to indicate the methods of assessment that may be used for each performance criteria, required skills, required knowledge and critical aspects of assessment
Guidance:
At this stage, you are considering assessment methods in relation to the unit(s) of competency for general use with a range of candidates. You can have more than one assessment method per component as these will be summarised once you have considered all components individually.
• Consider all of the assessment methods you have identified and determine which are the most suitable to base the assessment events on. Make a note of these in the table provided (these will be used when developing your assessment plan and assessment instrument(s).
Guidance:
When considering all of your assessment methods, if you have noted one assessment method against only one or two of the components of the unit(s) of competency, then consider if they could be assessed by one of the other methods you have identified instead so that you are reducing the number of assessment methods you would use overall for assessing the unit(s) of competency. Overall, you should identify at least two assessment methods to be used to assess the whole unit(s) of competency.
Note:
You will return to complete the Evidence Matrix once you have developed your assessment instruments to ensure that you have covered all components required.

EVIDENCE MATRIX – Option 1
Guidance:
Use this template if completing Option 1 for this project. Use the key at the bottom of the table to abbreviate your assessment methods. The number of assessment instruments does not need to be ‘5’ – delete or add columns as required.
Unit - BSBCMM201A Communicate in the workplace
Performance Criteria Proposed assessment methods Assessment instrument 1

Assessment instrument 2

Assessment instrument 3

Assessment instrument 4

Assessment instrument 5

Element 1 – Gather, convey and receive information and ideas
1.1 Collect information to achieve work responsibilities from appropriate sources
1.2 Use method/s and/or equipment to communicate appropriate ideas and information to the audience
1.3 Use effective listening and speaking skills in verbal communication
1.4 Seek input from internal and external sources to develop and refine new ideas and approaches
1.5 Respond to instructions or enquiries promptly and in accordance with organisational requirements
Element 2 – Complete workplace documentation and correspondence
2.1 Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by recipient
2.2 Draft and present correspondence within designated time lines
2.3 Ensure presentation of written information meets organisational standards of style, format and accuracy
2.4 Complete workplace forms and documentation in a clear, concise and easy to read format
Element 3 – Communicate in a way that responds positively to individual differences
3.1 Value all individuals and treat them with respect, courtesy and sensitivity
3.2 Take into consideration cultural differences in all verbal and non-verbal communication
3.3 Use communication to develop and maintain positive relationships, mutual trust and confidence
3.4 Make efforts to use basic strategies to overcome language barriers
3.5 Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols
REQUIRED KNOWLEDGE
K1 key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as:
• anti-discrimination legislation
• ethical principles
• codes of practice
• privacy laws
• occupational health and safety (OHS)
K2 organisational policies, plans and procedures, especially style guide
K3 spelling, grammar and punctuation
REQUIRED SKILLS
S1 communication skills to request advice, to receive feedback and to work with a team
S2 culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities
S3 literacy skills to identify work requirements, and to understand and process basic workplace documentation
S4 organisational skills to plan work priorities and arrangements
S5 technology skills to select and use technology appropriate to communication tasks
CRITICAL ASPECTS OF ASSESSMENT
C1 using communication methods appropriate to the audience
C2 producing clear, concise and correct written communication
C3 providing prompt responses to requests for information
C4 knowledge of relevant legislation
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 -
Performance Criteria Proposed assessment methods Assessment instrument 1

Assessment instrument 2

Assessment instrument 3

Assessment instrument 4

Assessment instrument 5

Element 1 –
1.1
1.2
1.3
1.4
1.5
Element 2 –
2.1
2.2
2.3
2.4
2.5
Element 3 –
3.1
3.2
3.3
3.4
3.5
Element 4 –
4.1
4.2
4.3
4.4
4.5
REQUIRED KNOWLEDGE
K1
K2
K3
K4
K5
REQUIRED SKILLS
S1
S2
S3
S4
S5
CRITICAL ASPECTS OF ASSESSMENT
C1
C2
C3
C4
C5
Assessment Method Key
Q – Questioning (written or oral) Obs – Observation P – Project TP – Third Party Report PF - Portfolio
Identify assessment methods and procedure
From the assessment methods you have identified above, determine which ones are suitable to use. Determine the assessment procedures that will support the methods you have decided on. The assessment procedures detailed here will be used when developing the assessment plan for individual candidates.
Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.
c. Develop assessment instruments
Determine the assessment instruments that will be required to support the assessment methods and procedures you have identified above. Insert the name of each instrument in the top row of the Evidence Matrix (under Assessment instrument 1, Assessment instrument 2 etc).
Choose one of the instruments that you will be able to use to conduct one assessment event and develop that assessment instrument.
You can use pre-existing templates (templates available on the student portal or USB stick) or develop your own.

d. Determine the context and assessment approach
• Confirm the purpose for assessment and the assessment pathway
Guidance:
Confirm this if not completed in Step 1 a.
• Determine the context of assessment
Guidance:
The context of assessment is the environment in which assessment will be conducted (real or simulated), opportunities for collecting evidence, how the competency standard relates to evidence and work activities.
• Identify the candidate(s)
Guidance:
Consider who the candidate(s) are: their characteristics, best methods of assessment to suit their needs, any special needs/support required
• Identify any other information relevant to the assessment
Guidance:
Consider other information such as: OHS, resources required, documentation required, personnel involved, recording and reporting mechanisms, review mechanisms.
Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

e. Prepare the brief for the candidate / contextualise assessment instruments
• Complete the following briefing documentation for each candidate that you will use to brief the candidate(s)
Guidance:
Include in the documentation any special needs/reasonable adjustment that needs to be taken into consideration
• Contextualise the assessment instruments
Guidance:
From the specific target candidate(s) identified, make any adjustments to the assessment instruments that are required to contextualise them for this specific candidate(s). Also adjust for any reasonable adjustment being made.
Notes on adjustments to assessment instruments.

Assessment Plan/Candidate Brief
Candidate’s Name
Phone No.
Special Needs
Assessor’s Name
Phone No.
Employer Contact Details
Phone No.
Assessment purpose
Assessment pathway Training and Assessment 0 Recognition of prior learning 0
Assessments required Observation 0 Written assessment 0 Oral questioning 0 Project 0Portfolio 0 Other
Location of Assessment
Workplace 0
Simulated
environment 0
Assessment Date
Time
Reasonable adjustment
Specialist support
Comments/ specific instructions
Candidate declaration:
I have been briefed on:
0 The assessment process and my responsibilities during the assessment
0 The appeals process
0 Confidentiality and security of information
I am ready to undertake assessment.
Candidate’s signature Date:
Assessor’s signature Date:
Step 2. Conduct the assessment
If you are using Option 1 for this project, have someone role play Cheryl Smith. Have them complete the assessment as you would have Cheryl complete it.
If you are using Option 2 have your candidate complete the assessment.
Remember that it is your ability to conduct the assessment and provide feedback that is being assessed, so the ‘candidate’ does not necessarily have to achieve a competent result.
• Brief the candidate(s)
Guidance:
Ensure you brief your candidate(s)on the assessment process, their responsibilities, the appeals process and the confidentiality and security of information . Have the candidate(s) sign the candidate’s declaration on the Assessment Plan/Candidate Brief.
• Administer the assessment
Guidance:
Conduct the assessment in accordance with the assessment process you have briefed the candidate and following your organisations policies and procedures.
• Make a judgement on the candidate’s performance
Guidance:
Judge the candidate’s performance against the benchmarks and record the results on the assessment record component of the assessment instrument.
• Provide feedback to the candidate
Guidance:
Record your feedback to the candidate on the assessment instrument and provide any verbal feedback as appropriate.
• Obtain written feedback from the candidate about the assessment process
Guidance:
Use the feedback form that follows or ask the candidate to send you an email or letter.
Record any notes here or insert directly into the relevant documentation.

Step 3. Written Report
a. Describe in detail the steps you took to plan the assessment
Guidance:
Information provided in your report must include (but isn’t limited to):
• how you determined the assessment approach including why it was the best approach for the candidate(s)
• what reasonable adjustment you needed to apply to the assessment (if none was applied, explain how reasonable adjustment could be applied)

b. Explain the review/trial process for the assessment instrument you developed
Guidance:
Information provided in your report must include (but isn’t limited to):
• who was involved in the trial
• the results of the trial
• what changes you made to the assessment instruments as a result of the trial

c. Describe in detail the processes used to conduct the assessment
Guidance:
Information provided in your report must include (but isn’t limited to):
• how, when and where you briefed the candidate
• how you gathered the evidence
• how you made your judgement of the evidence
• how you provided feedback to the candidate and their reaction to the feedback
• how you recorded the results and who you reported the results to

d. Provide details of the self-evaluation of your planning, organising and conduct of the assessment
Guidance:
This section must include:
• at least two (2) things that you did well and at least two (2) things that you could improve on when planning and organising the assessment
• at least two (2) things that you did well and at least two (2) things that you could improve on when conducting the assessment
• an action plan of how you will plan, organise and conduct future assessments to improve on your planning, organising and conduct of assessment (include at least three things you will focus on).


Evidence to submit
The following evidence is required for this project:
Check box once complete ?
1. Assessment plan
Submit a copy of the completed assessment plan.
0
2. Assessment instrument
Submit the template of the instrument that you have developed
0
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 if you have completed Option 2. 0
4. Completed assessment paperwork
Conduct the assessment and submit completed assessment paperwork as proof of having done this.
0
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.
0
6. Written report
Provide a written report on your review of the processes you followed to plan, organise and conduct the assessment
0
End of Project 7 – Plan and conduct assessment 1

Project 8–
Plan and conduct assessment 2
Project Overview

Additional Information
• your assessment plan must fully address the requirements of a unit of competency from a nationally recognised training package and it must be a different unit of competency from the one used in Project 7. This means that each assessment must incorporate at least 2 methods of assessment (e.g. observation, questioning, third party report, etc).
• you must source or develop the assessment instruments used to conduct your assessment1. All assessment instruments that you develop must include clear instructions for use. If you source assessment instruments, you must still map them to ensure they cover the entire unit of competency.
• you are to conduct the assessments events required ensuring that you brief the candidate(s), make judgement on the candidate(s) performance and provide feedback to the candidate(s).
Clarifying terms: Assessment tools vs assessment instruments:
• An assessment ‘tool’ is a complete set of documentation needed to assess at least one unit of competency (a tool generally includes more than one document). Each assessment tool must include 2 – 3 instruments that each support different methods of assessment (e.g. observation checklist, questioning or project etc) and the procedures used to gather and interpret evidence of competence.
• An assessment ‘instrument’ is part of an assessment tool—the specific questions or activity used to assess competence by the assessment method selected. An assessment instrument should be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by the assessors.
To conduct the assessment, you will need to source or develop the assessment instruments for the assessment methods you have identified.
For more information refer to your participant manual or see your trainer.
Steps to take
Guidance:
When preparing for assessment of unit(s) of competency, it is generally easier to consider a particular assessment purpose and pathway and use a generic category of candidates to conduct the initial planning and then to contextualise that for the particular assessment situation. As such, the ‘assessment plan’ may be spread over a number of documents rather than being a single document. The steps outlined below follow that concept. You may complete the planning of assessment as outlined below, or in any other order your scenario lends itself to, as long as you submit the evidence as outlined in the ‘Evidence to submit’ section.
1. Prepare and document the assessment plan
a. Determine the assessment requirement
• What unit(s) of competency are being assessed
b. Unpack the unit of competency
• Research and identify the Training Package unit(s) of competency to be addressed
• Determine appropriate assessment methods to assess the unit(s)
c. Source or develop the assessment instruments
• Source or develop assessment instrument(s) that will address the entire unit of competency.
• Prepare an evidence matrix to ensure that assessment requirements of the unit(s)of competency are addressed by your assessment instrument(s).
d. Determine the context and assessment approach:
• Confirm the purpose for the assessment and the assessment pathway (training and assessment or RPL)
• Identify the target candidates
• Determine the context of the assessment
• Identify other information relevant to the assessment
e. Prepare the brief for the candidate / contextualise assessment instruments
2. Conduct the assessments.
• Brief the candidate
• Administer the assessment process
• Make a judgement on the candidate’s performance
• Record the results (you will need a record sheet for your candidates to record their overall result in addition to the results for each assessment instrument)
• Provide feedback to the candidate
• Obtain written feedback from the candidate about the assessment process
3. Conduct a self-evaluation of your planning, organisation and conduct of assessment.
• Write a report providing details of your self-evaluation (guidance for your report is provided in the ‘Evidence to Submit’ section)

Step 1.
Prepare and document the assessment plan
a. Determine the general assessment requirement
• Confirm the purpose for assessment and the assessment pathway
Guidance:
In this case, the purpose of assessment should be determining competence on completion of learning (summative assessment).
The assessment pathway in this case is a learning and assessment pathway.
• Identify the unit(s) of competency to be assessed
• Identify the target candidates
Guidance:
Consider who the candidates would be (at this stage consider general candidates that may need to be assessed in the unit(s) of competency identified and under the identified assessment purpose and pathway).
Record any notes here or insert directly into the relevant documentation.

b. Unpack the unit(s) of competency
• Analyse the unit(s) of competency 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 ‘Performance Criteria’ column of the Evidence Matrix by inserting the elements, performance criteria, required skills, required knowledge and critical aspects of assessment from the unit(s) of competency.
Guidance:
By downloading the word version of the unit(s) of competency, you can cut and paste this information. A blank template follows.
• Use the ‘Proposed assessment methods’ column of the Evidence Matrix to indicate the methods of assessment that may be used for each performance criteria, required skills, required knowledge and critical aspects of assessment
Guidance:
At this stage, you are considering assessment methods in relation to the unit(s) of competency for general use with a range of candidates. You can have more than one assessment method per component as these will be summarised once you have considered all components individually.
• Consider all of the assessment methods you have identified and determine which are the most suitable to base the assessment events on. Make a note of these in the table provided (these will be used when developing your assessment plan and assessment instrument(s).
Guidance:
When considering all of your assessment methods, if you have noted one assessment method against only one or two of the components of the unit(s) of competency, then consider if they could be assessed by one of the other methods you have identified instead so that you are reducing the number of assessment methods you would use overall for assessing the unit(s) of competency. Overall, you should identify at least two assessment methods to be used to assess the whole unit(s) of competency.
Note:
You will return to complete the Evidence Matrix once you have developed your assessment instruments to ensure that you have covered all components required.

EVIDENCE MATRIX
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 -
Performance Criteria Proposed assessment methods Assessment instrument 1

Assessment instrument 2

Assessment instrument 3

Assessment instrument 4

Assessment instrument 5

Element 1 –
1.1
1.2
1.3
1.4
1.5
Element 2 –
2.1
2.2
2.3
2.4
2.5
Element 3 –
3.1
3.2
3.3
3.4
3.5
Element 4 –
4.1
4.2
4.3
4.4
4.5
REQUIRED KNOWLEDGE
K1
K2
K3
K4
K5
REQUIRED SKILLS
S1
S2
S3
S4
S5
CRITICAL ASPECTS OF ASSESSMENT
C1
C2
C3
C4
C5
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:
Confirm this if not completed in Step 1 a.
• Determine the context of assessment
Guidance:
The context of assessment is the environment in which assessment will be conducted (real or simulated), opportunities for collecting evidence, how the competency standard relates to evidence and work activities.
• Identify the candidate(s)
Guidance:
Consider who the candidate(s) are: their characteristics, best methods of assessment to suit their needs, any special needs/support required
• Identify any other information relevant to the assessment
Guidance:
Consider other information such as: OHS, resources required, documentation required, personnel involved, recording and reporting mechanisms, review mechanisms.
Record any notes here, or insert the information directly into the Assessment Plan/Candidate Brief or assessment instruments as appropriate.

e. Prepare the brief for the candidate / contextualise assessment instruments
• Complete the following briefing documentation for each candidate that you will use to brief the candidate(s)
Guidance:
Include in the documentation any special needs/reasonable adjustment that needs to be taken into consideration
• Contextualise the assessment instruments
Guidance:
From the specific target candidate(s) identified, make any adjustments to the assessment instruments that are required to contextualise them for this specific candidate(s). Also adjust for any reasonable adjustment being made.
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 0 Recognition of prior learning 0
Assessments required Observation 0 Written assessment 0 Oral questioning 0 Project 0Portfolio 0 Other
Location of Assessment
Workplace 0
Simulated
environment 0
Assessment Date
Time
Reasonable adjustment
Specialist support
Comments/ specific instructions
Candidate declaration:
I have been briefed on:
0 The assessment process and my responsibilities during the assessment
0 The appeals process
0 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:
Ensure you brief your candidate(s)on the assessment process, their responsibilities, the appeals process and the confidentiality and security of information . Have the candidate(s) sign the candidate’s declaration on the Assessment Plan/Candidate Brief.
• Administer the assessment
Guidance:
Conduct the assessment in accordance with the assessment process you have briefed the candidate and following your organisations policies and procedures.
• Make a judgement on the candidate’s performance
Guidance:
Judge the candidate’s performance against the benchmarks and record the results on the assessment record component of the assessment instrument.
• Provide feedback to the candidate
Guidance:
Record your feedback to the candidate on the assessment instrument and provide any verbal feedback as appropriate.
• Obtain written feedback from the candidate about the assessment process
Guidance:
Use the feedback form that follows or ask the candidate to send you an email or letter.
Record any notes here or insert directly into the relevant documentation.

Step 3. Written Report
a. Describe in detail the steps you took to plan the assessment
Guidance:
Information provided in your report must include (but isn’t limited to):
• how you determined the assessment approach including why it was the best approach for the candidate(s)
• what reasonable adjustment you needed to apply to the assessment (if none was applied, explain how reasonable adjustment could be applied)

b. Explain the review/trial process for the assessment instrument you developed
Guidance:
Information provided in your report must include (but isn’t limited to):
• who was involved in the trial
• the results of the trial
• what changes you made to the assessment instruments as a result of the trial

c. Describe in detail the processes used to conduct the assessment
Guidance:
Information provided in your report must include (but isn’t limited to):
• how, when and where you briefed the candidate
• how you gathered the evidence
• how you made your judgement of the evidence
• how you provided feedback to the candidate and their reaction to the feedback
• how you recorded the results and who you reported the results to

d. Provide details of the self-evaluation of your planning, organising and conduct of the assessment
Guidance:
This section must include:
• at least two (2) things that you did well and at least two (2) things that you could improve on when planning and organising the assessment
• at least two (2) things that you did well and at least two (2) things that you could improve on when conducting the assessment
• an action plan of how you will plan, organise and conduct future assessments to improve on your planning, organising and conduct of assessment (include at least three things you will focus on).


Evidence to submit
The following evidence is required for this project:
Check box once complete ?
1. Assessment plan
Submit a copy of the completed assessment plan.
0
2. Assessment instruments
Submit the templates of the instruments that you have sourced or developed
0
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 (as printed from TGA). 0
4. Completed assessment paperwork
Conduct the assessment and submit completed assessment paperwork as proof of having done this.
0
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.
0
6. Written report
Provide a written report on your review of the processes you followed to plan, organise and conduct the assessment
0
End of Project 8 – Plan and conduct assessment 2

Project 9 – Plan and conduct a RPL assessment
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 BSBCMM401A Make a presentation, from the BSB07 Business Services Training Package.
Roy has been working full time as a Sales Manager in a retail fashion store.
After some discussion you establish that:
• Roy has considerable experience in creating and delivering presentations through his current workplace
• he may be able to supply you with the evidence required to prove his competency in this unit
You decide to conduct an RPL assessment for Roy and will send him with the RPL application form.
Step 1. Written Report
Consider the unit of competency that Roy is applying for (attached in the following pages) and outline the guidance you would give Roy in terms of what he should supply as evidence and how he should present his portfolio. Also discuss what else you would brief Roy on.
Guidance:
Analyse the unit of competency and ‘visualise’ how a competent person would perform in the workplace. Consider what sorts of documents Roy may be able to provide that would provide evidence that he is competent in this unit. Also consider any other methods you would use to assess Roy’s competence. Bullet point format is acceptable.
Documents for Roy to submit:

Other forms of evidence to be gathered:

Brief to candidate to include:

BSBCMM401A 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
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities
facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement
literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
Required knowledge
data collection methods that will support review of presentations
industry, product/service
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as:
anti-discrimination legislation
ethical principles
codes of practice
privacy laws
environmental issues
occupational health and safety
principles of effective communication
range of presentation aids and materials available to support presentations.

Evidence Guide
EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit Evidence of the following is essential:
preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate's occupation or area of interest
knowledge of the principles of effective communication.
Context of and specific resources for assessment Assessment must ensure:
access to an actual workplace or simulated environment
access to office equipment, documentation and resources.
Method of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
demonstration of preparation, delivery and evaluation of a presentation
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
observation of presentations
review of selected presentation aids, materials and techniques
review of briefing provided for others involved in the presentation
evaluation of techniques implemented to review the effectiveness of the presentation.
Guidance information for assessment Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other general administration units.
Range Statement
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Presentation strategies may involve: case studies
demonstration
discussion
group and/or pair work
oral presentations
questioning
simulations and role-play
Presentation format and delivery methods may include: advertising copy
audio
direct marketing copy
individual presentation
public relations copy
scripts
storyboards
team presentation
verbal presentation
video
visuals
Characteristics may include: age
cultural and language background
educational background or general knowledge
gender
language, literacy and numeracy needs
physical ability
previous experience with the topic
Presentation aids and materials may include: computer simulations and presentations
diagrams, charts and posters
models
overhead projector
paper-based materials
video and audio recordings
whiteboard
Presentation techniques may include: animation
comparative advertising
live action
music
signature elements such as:
slogans
logotyp