\nTable of Contents
\nStudent Instruction Guide
\nEach student must read and adhere to each instruction listed below. If you are unsure of any of the items listed, contact your trainer, assessor or student services for assistance. <\/p>\n
The following assessment instructions must be adhered to;<\/p>\n
?\tThe student must complete the Learner Declaration in this Learner Workbook. This section requires each student to acknowledge that the work submitted is their own and has not been copied. Failure to do so will result in the Learner Workbook being returned for completion thus delaying the assessment. <\/p>\n
?\tMake sure you have read the Learner Guide and accessed all supporting resources (available through the online learning system) prior to commencing and completing any of the questions and activities in this Learner Workbook. <\/p>\n
?\tIf you are unsure of the requirements of a question, activity or project ? please contact your trainer for clarification. Reasonable adjustment options are available however this must be arranged with the Training Department prior to assessment.<\/p>\n
?\tYou must ensure that you have attempted and completed all assessment tasks; written questions, case studies, activities and projects in the Learner Workbook prior to submitting this for marking. <\/p>\n
?\tUse the Student Checklist to ensure you have completed all relevant sections and attached the required evidence files. <\/p>\n
?\tIf a Third Party Report is being submitted, you must also submit a certified copy of the third party?s TAE40110 qualification which must be witnessed by a Justice of the Peace (JP). <\/p>\n
?\tYou must email your completed assessment to the Training Department. Assessment submissions will only be accepted by email to ?\tmytraining@firstchoicetraining.com.au unless other arrangements are made with the Training Department.<\/p>\n
?\tYou must follow your training plan which contains important information about your expected start and completion dates for each unit of competency. <\/p>\n
?\tAll of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment.<\/p>\n
Student Instruction Guide continued
\nThe following assessment instructions must be adhered to; <\/p>\n
?\tWritten responses
\nWritten questions require in-depth responses and one line answers may not be sufficient to be deemed satisfactory. There is no specific word count required for any assessment and the size of the answer boxes in the Learner Workbook are not indicative of the required length of your answers. <\/p>\n
A general rule of thumb is to use as many words as you need in order to demonstrate your full understanding of the knowledge and\/or skill component. This may differ greatly between candidates in line with varying individual language and literacy skills.<\/p>\n
?\tWhen conducting online research
\nYou must always provide the website link\/s when sourcing information from online sources such as academic journals, industry websites and resource centers. <\/p>\n
?\tReferencing
\nEnsure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook. <\/p>\n
?\tFile naming protocol
\nPrior to submission, your Learner Workbook must comply with the file name protocol below.
\n?\tThe file name must follow this format: your full name_unit code_Workbook <\/p>\n
Use the ?save as? function to save your workbook and replace ?name? and ?date? with your first and last name and the date of submission in the file name. <\/p>\n
?\tYou must not delete or alter any sections or wording in the learner workbook.<\/p>\n
\nStudent Instruction Guide continued
\nUnderstanding the assessment grading system
\nAssessments for qualifications are competency based, which means students are assessed against the unit of competency (unit) requirements. Assessment results are recorded as follows:
\n?\tSatisfactory (S) result: the student?s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register www.training.gov.au).
\n?\tNot Yet Satisfactory (NYS) result: the student?s submitted work does not demonstrate their understanding of all competency standards in the unit. If a student receives a ?not yet satisfactory? outcome, he or she will receive written feedback from a trainer\/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit their assessment for marking. <\/p>\n
Once a student receives a satisfactory result for all required assessment tasks a competent (C) outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards in each unit before receiving a competent outcome. <\/p>\n
Important note: Each student has three (3) attempts to achieve a competent outcome. If the student is deemed Not Yet Competent (NYC) on the third attempt, the student may need to re-enrol into the unit as per First Choice Training?s Assessment Policy. <\/p>\n
In keeping with a paperless system, the Learner Workbook is assessed with comments and this document will be returned to you as a PDF document. For each re-submission, you will need to update your existing Learner Workbook by deleting the incorrect answers and replacing them with your new responses. Remember to update the Learner Details and Declarations section with the new submission date each time.<\/p>\n
Learner Details and Declarations
\nLearner Details
\nFull Name:\t
\nAddress:\t
\nEmail:\t<\/p>\n
Important information
\nThis workbook forms part of your overall assessment for. Please complete the following assessment activities and submit to your trainer and assessor for marking.
\nNo submitted work will be assessed unless the appropriate declaration has been signed (below) and submitted. <\/p>\n
Learner Declaration
\nI declare that no part of this assessment has been copied from another person?s work with the exception of where I have referenced external sources. I declare that no part of this assessment has been written for me by another person. I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature.<\/p>\n
Student full name: \t
\nStudent signature:\t
\nDate submitted:\t<\/p>\n
\fStudent checklist
\nPrior to submitting your learner workbook, you must use the learner checklist to ensure all sections and evidence files have been completed in this learner workbook.<\/p>\n
learner workbook
\nDocument item \tHave you completed this item? (insert a cross against each item)
\n \tYes\tNo
\nLearner details and declaration has been signed \t\t
\nAll assessment tasks have been completed in full \t\t
\nSeparate documents are named according to the file naming protocol \t\t
\nProject 1
\nDocument item \tHave you completed this item? (insert a cross against each item)
\n \tYes\tNo
\n2 x assessment plans \t\t
\n2 x assessment mapping \t\t
\n2 x assessment tool review \t\t
\nAt least 4 x assessment tools (plus any additional ? if applicable) \t\t
\nAt least 4 x assessor guides (plus any additional ? if applicable)\t\t
\nAll amended assessment tools \t\t
\nProject 2
\nDocument item \tHave you completed this item? (insert a cross against each item)
\n \tYes\tNo
\n1 x assessment plan \t\t
\n1 x assessment mapping \t\t
\n1 x assessment tool review \t\t
\n1 x RPL assessment tool\t\t
\nThe amended RPL assessment tool \t\t<\/p>\n
\nAssessment Record
\nSTUDENT NAME:\t<\/p>\n
1st Submission\tFeedback
\nReasonable adjustments made: \t Yes No\t
\nOutcome: \t Satisfactory
\n Not yet satisfactory \t <\/p>\n
Assessor Signature:\t\tDate:\t<\/p>\n
2nd Submission\tFeedback
\nReasonable adjustments made: \t Yes No\t
\nOutcome: \t Satisfactory
\n Not yet satisfactory \t <\/p>\n
Assessor Signature:\t\tDate:\t<\/p>\n
3rd Submission\tFeedback
\nReasonable adjustments made: \t Yes No\t
\nOutcome: \t Satisfactory
\n Not yet satisfactory \t <\/p>\n
Assessor Signature:\t\tDate:\t<\/p>\n
FINAL RESULT<\/p>\n
COMPETENT (C) \t\t\t\t NOT YET COMPETENT (NYC)<\/p>\n
Assessor Signature:\t\tDate:\t<\/p>\n
\nAssessment One ? Written Questions
\nFor each question, you must record your written response in the space provided.<\/p>\n
Q1. According to the assessors? Code of Practice, what must an assessor provide to the student prior to the assessment activity?<\/p>\n
\nQ2. If a student is unable to proceed with an assessment activity due to a safety concern created by a hazard in the immediate environment, what options can the assessor provide to the student?<\/p>\n
\nQ3. Explain what is meant by the following terms:
\nQ3a. Work-focused assessment<\/p>\n
\nQ3b. Criterion-referenced assessment<\/p>\n
\nQ3c. Standards-based assessment<\/p>\n
\nQ3d. Evidence-based assessment<\/p>\n
\nQ3e. Dimensions of competency<\/p>\n
\nQ4. What is the main purpose of conducting an RPL or RCC assessment?<\/p>\n
\nQ5. You are required to contextualise the following performance criterion for assessment in a workplace. In the space provided, interpret the performance criterion as it may be applied in the student?s context and identify suitable assessment methods that may be used to gather evidence for competency. <\/p>\n
In this case, the workplace is Ocean World Theme Park and the student works in an information booth providing customer service. Ensure you use appropriate action words for a Certificate III level student. The performance criterion below has been derived from unit BSBCUS301 – Deliver and monitor a service to customers. <\/p>\n
Performance Criterion\tInterpretation for student\tAssessment methods
\n1.1 Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations.\t\t<\/p>\n
Q6. List the four (4) principles of assessment and briefly explain how each may be addressed when planning an assessment.
\n1\t
\n2\t
\n3\t
\n4\t<\/p>\n
Q7. List and define the three (3) types of evidence. Give examples of different contexts where each may be used.
\n1\t
\n2\t
\n3\t
\nQ8. Of the three types of evidence, what type\/s of evidence are most commonly used for RPL? Why?<\/p>\n
\nQ9. How do the four (4) rules of evidence guide the way evidence is collected? Ensure you identify each of the four rules in your answer.
\n1\t
\n2\t
\n3\t
\n4\t<\/p>\n
Q10. Use the table below and list three (3) different assessment methods; for each method list two assessment tools that could be used; For each assessment tool explain when it would be the most appropriate to use.
\nAssessment method\tAssessment Tool\tAppropriate context to use the tool<\/p>\n
\nQ11. When conducting an assessment tool review:
\n?\tWhy should you record the outcomes of an assessment tool trial? <\/p>\n
\n?\tExplain the importance of keeping this record<\/p>\n
\n?\tDetail the version control procedures that must be followed<\/p>\n
\nQ12. Go to www.training.gov.au and access a Training Package (e.g. BSB10115 Certificate I in Business) of your choice:
\n?\tSelect two units of competency that would be suitable for integration and explain why it would be appropriate to integrate your selected units<\/p>\n
\n?\tDescribe the contextualisation guidelines and provide an example of how you may apply these guidelines<\/p>\n
\nQ13. When conducting assessment in a workplace:
\n?\tHow do you ensure that students meet the requirements of the standard\/unit being assessed as well as the standard expected by the workplace?<\/p>\n
\n?\tList and explain the policies and procedures you must follow to ensure the safety of all people involved.<\/p>\n
\n?\tHow do you ensure access to appropriate resources?<\/p>\n
\n?\tName three (3) types of personal protective equipment (PPE) that may need to be used. Research the internet to find out the procedures involved.
\n1\t
\n2\t
\n3\t<\/p>\n
Q14. List the four (4) dimensions of competency and provide an example for each dimension.
\n1\t
\n2\t
\n3\t
\n4\t<\/p>\n
Assessment Two ? Case Study
\nCASE SCENARIO 1
\nJill has recently developed an assessment tool to assess school based students in the unit BSBFLM309C Support continuous improvement systems and processes. <\/p>\n
Your organisation has recently signed up 10 frontline managers who work for a well known car manufacturer. One of the units to be delivered and assessed is BSBFLM309 Support continuous improvement systems and processes.<\/p>\n
Element 2 of this unit is provided below:
\nElement\tPerformance Criteria
\n2. Monitor and report on specified outcomes \t2.1 Utilise the organisation?s systems and technology to monitor team progress and to identify ways in which planning and operations could be improved<\/p>\n
2.2 Apply continuous improvement techniques and processes to improve customer service<\/p>\n
The assessment tool Jill developed for element 2 of this unit is below:
\nTask 1
\nApproach an organisation you are familiar with or one you would like to work for. Interview a manager\/supervisor of the organisation to gain information about their continuous improvement processes. Answer the following questions:
\nQuestion 1. What system\/s is used to monitor team progress?
\nQuestion 2. What reports or information does the system provide to enable effective monitoring?
\nQuestion 3. How could planning or operations be improved using the available system\/s?<\/p>\n
Task 2
\nPrepare a short report detailing how the organisation studied in Task 1 could improve an aspect of its customer service. Your report should be approximately 700 words and should be formatted to demonstrate a continuous improvement approach such as the one below:
\n?\tBackground information (overview of company, current system\/s used and type of information collected)
\n?\tOverview of the issue (describe a customer service issue and its root causes)
\n?\tSolution (describe a possible solution)
\n?\tMonitoring method (mechanisms to check whether the solution is achieving the desired results)<\/p>\n
\nAssessment Task 1
\nYour supervisor has asked you to analyse the assessment tool developed by Jill and contextualise the assessment tool so that it can be issued to the group of frontline managers. This will involve changing the wording of each task and creating three (3) additional assessment questions. <\/p>\n
The purpose of this task is for you to demonstrate that you can customise an existing assessment tool to suit a new group of learners. <\/p>\n
Note: your modified assessment tool must address Element 2 of the unit BSBFLM309. <\/p>\n
Provide the customised assessment tool below. <\/p>\n
\nAssessment Three ? Practical Assessment
\nPROJECT 1
\nAssessment Instructions
\nYou must select two (2) units of competency at different AQF levels. One unit must be at a Certificate I level and the other must be at a Certificate II level.<\/p>\n
Your assessment plans may reflect or draw from the training and assessment strategies you created in TAEDES401A and TAEDES402A.<\/p>\n
Please be mindful that there is very limited information available on the www.training.gov.au website for accredited courses. If you select an accredited course you must submit the course outline with your assessment. We highly recommend selecting units of competency for this activity.
\nPlease go to the www.training.gov.au website and search for your courses. <\/p>\n
PART 1 ? 4 must be completed for each unit of competency. <\/p>\n
Please choose your units carefully as you will be asked to conduct an assessment on your learners in TAEASS402B Assess competence.<\/p>\n
PART 1
\nFor each unit of competency you are required to complete Appendix 1 – Assessment Plan.<\/p>\n
PART 2
\nCreate at least two (2) assessment tools for each unit of competency selected in PART 1. Each assessment tool must address the following:
\n?\tAddress all unit requirements (i.e. Elements, Performance Criteria, Required skills, Required knowledge and Evidence requirements) for each of the selected units
\n?\tDemonstrate the use of a variety of assessment tools (i.e., written questions, case studies, role plays, labelling activities, research projects , observation etc.) for each unit
\n?\tEnsure that the principles of assessment and the rules of evidence are met
\n?\tProvide adequate instructions to the candidate
\n?\tIndicate any flexible arrangements that can be offered
\n?\tBe contextualised to the target group and\/or assessment environment<\/p>\n
PART 3
\nCreate an Assessor Guide (also commonly known as a marking guide) for each assessment tool that was developed in PART 1. Each assessor guide must address the following:
\n?\tAdequate instructions provided to the assessor to ensure a consistent and fair assessment process
\n?\tAppropriate benchmark responses for each assessment item to ensure consistent and fair assessment decisions are able to be made<\/p>\n
Once you have created the assessor guide, you must complete APPENDIX 2: Assessment Mapping for each unit of competency. <\/p>\n
PART 4
\nTrial each assessment tool that you have created with two (2) participants. You must use Appendix 3 – Assessment Tool Review to document the trial. <\/p>\n
It is a mandatory requirement that you provide a final copy of the assessment tools as a result of any amendments made after the trial.<\/p>\n
PROJECT 2
\nAssessment Instructions
\nYou must select a unit of competency to be assessed via a Recognition of Prior Learning (RPL) pathway. The selected unit must be from a different AQF level than the units selected in Project 1 (e.g. certificate III or certificate IV level).<\/p>\n
Please be mindful that there is very limited information available on the www.training.gov.au website for accredited courses. If you select an accredited course you must submit the course outline with your assessment. We highly recommend selecting units of competency for this activity.<\/p>\n
Please go to the www.training.gov.au website and search for your courses. <\/p>\n
Please choose your units carefully as you will be asked to conduct a RPL assessment on your learners in TAEASS402B Assess competence.<\/p>\n
PART 1
\nFor your chosen unit of competency you are required to complete Appendix 1 – Assessment Plan.<\/p>\n
PART 2
\nCreate a RPL assessment tool for the unit of competency selected in PART 1. The assessment tool must address the following:
\n?\tAddress all unit requirements (i.e. Elements, Performance Criteria, Required skills, Required knowledge and Evidence requirements) for your selected unit
\n?\tDemonstrate the use of a variety of assessment tools (i.e., written questions, case studies, role plays, labelling activities, research projects , observation etc.) for each unit
\n?\tEnsure that the principles of assessment and the rules of evidence are met
\n?\tProvide adequate instructions to the candidate
\n?\tIndicate any flexible arrangements that can be offered
\n?\tBe contextualised to the target group and\/or assessment environment<\/p>\n
Once you have created the RPL assessment tool, you must complete APPENDIX 2: Assessment Mapping for your unit of competency. <\/p>\n
\nPART 3
\nTrial the RPL assessment tool that you have created with two (2) participants. You must use Appendix 3 – Assessment Tool Review to document the trial. <\/p>\n
It is a mandatory requirement that you provide a final copy of the assessment tool as a result of any amendments made after the trial.<\/p>\n
APPENDIX TEMPLATE LIST
\nAppendix 1 – Assessment Plan
\nAppendix 2 – Assessment Mapping
\n Appendix 3 – Assessment Tool Review <\/p>\n
You must download the Appendix Templates document from the online learning system. <\/p>\n","protected":false},"excerpt":{"rendered":"
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