TAEASS401B AssessTask.7(a) AssessmentPlan
Short Description
TAE Cert IV...
Description
In submitting this assignment for assessment, the student acknowledges that:
References are included, where applicable
A backup copy of the assignment has been retained by the student
The Chisholm Institute policy on plagiarism has not been breached (that is, the contents of the assignment are all the work of the student, including in-class small group work and work in the student’s practice environment).
Department Use Only:
ASSESSMENT TASK DECISION Comments:
Outcome:
oMR Meets Requirements oFER Further Evidence Required – resubmit by date:
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Entering a grade and saving associated evidence in Chisholm Institute’s files provides verification by the assessor.
Assessor Name: _____________________________________ Date:
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Finished product inspection checklist (assessment instrument to be completed by the TAE40110 assessor)
Entering a grade and saving associated evidence in Chisholm Institute’s files provides verification by the assessor.
TAEASS401B Plan assessment activities and processes Unit and Element
Task 7(a): Assessment Plan Assessment task description and assessment criteria The assessment plan includes:
TAEASS401B. 01, 02.
Assessment plan parameters – training specifications - purpose of the assessment - training specifications, including a unit of competency - contextualisation of the competency standard - assessment guidelines from the training package
TAEASS401B. 01, 02.
Assessment plan parameters – other considerations - description of the target group of candidates - guidance on reasonable adjustments to assessment for
Meets Requirements Yes
No
TAEASS401B Plan assessment activities and processes Unit and Element
Task 7(a): Assessment Plan Assessment task description and assessment criteria candidates with particular needs - relationship to Vocational Education and Training policies and frameworks - assessment environment and OHS risk control plan for the assessment environment
TAEASS401B. 01, 02, 03.
Assessment plan design
TAEASS401B. 01, 02, 03.
Review of the assessment plan - approval by appropriate personnel.
- assessment plan and mapping matrix (assessment tasks and assessment methods mapped to elements, critical aspects of evidence, required skills and required knowledge from the unit of competency) - resources
Meets Requirements Yes
No
7(a)
Assessment Task Instructions: Assessment Plan Scenario Providing nationally recognised training for a Company
Background Information The management of the Company has engaged your Registered Training Organisation to provide Nationally Recognised Training for members of their staff. All of the workers can speak and are literate in English. Some of the workers in the Administration section speak English as a second language. Some of the workers in the Warehouse section have learning difficulties and are poor readers; some speak English as a second language (they are recent migrants) and some have physical disabilities (use wheelchairs). The Company has accepted your recommendation that a unit of competency, BSBITU201A Produce simple word processed documents, will be appropriate to meet their needs. You have delivered group-based learning in this unit to the workers from the Warehouse section. They have been practising their skills and knowledge in the workplace and are ready to be assessed. The workers in the Administration section have extensive experience in producing word processed documents and will undertake Recognition of Prior Learning. Information related to this Assessment Task As representatives of the Registered Training Organisation, you need to design an assessment plan that will meet the needs of the client (the Company) and of the workers in the Administration and Warehouse sections. The assessment plan must cover the entire unit of competency.
All areas in the template must be completed.
To be submitted in electronic format.
Assessment Plan
An Assessment Plan is an overall planning document that may include:
Advice on requirements for each section is written in italic script throughout the template.
Occupational Health and Safety Risk Control Plan relates to keeping the candidate, assessor and other workers safe during an assessment, rather than the usual OHS Risk Controls for the work activity.
‘Explanation of the Assessment plan and mapping matrix’ gives advice on the way the Assessment tasks are mapped to the Assessment methods and the requirements of the unit of competency on the following page.
Use information from the Training needs analysis for the Company in Assessment Task 3(a) to assist you with the ‘Assessment Guidelines of the Training Package’.
Use information from the Learning Program for warehouse workers of the Company in Assessment Task 4(a) to assist you with the ‘Training specifications’, ‘Target group of candidates’, and ‘Relationship to Vocational Education and Training policies and frameworks’’.
what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Purpose of the assessment Purpose of the Assessment (This may include determining training needs of learners, including language, literacy and numeracy levels before training; monitoring the progress of learners during training; awarding a qualification or statement of attainment for a unit of competency; meeting licensing, legislative or regulatory requirements; providing recognition of prior learning.)
To achieve competence in a unit of competency within a qualification (BSB20115 Certificate II in Business).
Training specifications
Use information from the Learning Program for warehouse workers of the Company in Assessment Task 4(a) to assist you with the ‘Training specifications’.
Unit or Module Code
Unit or Module Title
BSBITU201
Produce simple word processed documents.
Critical aspects for assessment and evidence required to demonstrate competency in this unit (or specific evidence requirements) (Check the evidence guide in the unit of competency.)
Performance Evidence Evidence of the ability to:
produce documents following correct ergonomic, conservation requirements and organisational policies and procedures
adhere to organisational style manual when formatting documents
refer to help function and user documentation to rectify document problems
use system features
Follow designated timelines when preparing documents.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge Evidence To complete the unit requirements safely and effectively, the individual must:
identify basic formatting styles and their effect on formatting, readability and appearance of documents
describe purpose, use and function of word processing software
outline organisational requirements for ergonomics, work periods and breaks, and conservation techniques
Describe what is contained in an organisational style guide.
Contextualisation of the Competency Standard to meet client needs Contextualisation means linking the requirements of the unit of competency to the work environment of the client – it can involve replacing wording in the unit with those from the work environment of the client. (in general, may not change the number and content of elements and performance criteria. May add specific industry terminology to the performance criteria, add to or amend the range statement, and add detail to the evidence
guide. None of these changes may distort or limit the competency standard and must be according to rules on contextualisation in the Training Package.) Section of the Unit of competency (performance criteria, range statement or evidence guide)
Details of requirements (current wording in the section of the unit of competency)
Contextualisation details (changes to be made to the wording, such as specifically identifying tools and equipment; organisational policies, procedures and forms; organisational terminology; and people)
Performance criteria
1.3 Identify organisational and task requirements for document layout and design 2.1 Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements 3.1 Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements 3.2 Ensure document is prepared within designated timelines and organisational requirements 3.3 Name and store document in accordance with organisational requirements and exit application without information loss/damage
“Organisational requirements” replaced with Company Procedures Manual
Assessment Guidelines of the Training Package
Use information from the Training needs analysis for the Company in Assessment Task 3(a) to assist you with the ‘Assessment Guidelines of the Training Package’.
Training Package Assessment Guidelines: assessment system overview Assessment must be carried out in accordance with the:
Assessment must be carried out in accordance with the: • benchmarks for assessment • specific industry requirements • principles of assessment • rules of evidence • assessment requirements set out in the AQTF
Benchmarks for assessment
Pathways
The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).
The competencies in this Training Package may be attained in a number of ways including through: • formal or informal education and training • experiences in the workplace • general life experience, and/or • any combination of the above.
Training Package Assessment Guidelines: specific requirements (This may include requirements that are specific to the industry or training package and about reasonable adjustments for candidates with special needs.) Requirements that are specific to the industry or training package (if applicable)
(may be advice on qualification or licence requirements for assessors and/or the conduct of assessment, such as advice on simulated workplaces)
Requirements for Assessors This section outlines the requirements and responsibilities of assessors assessing qualifications and units of competency in BSB, including:
vocational competency requirements responsibilities in making assessment judgements the need to maintain currency in assessment practice.
Competency requirements of assessors The benchmarks for demonstration of this vocational competence are the relevant units of competency in BSB Business Services Training Package or equivalent competence. Persons who conduct assessments against individual units of competency from BSB Business Services Training Package must hold formal recognition of competence in each unit in which they wish to conduct assessment or be able to demonstrate equivalent competence. Responsibilities of assessors Assessors have significant responsibilities. Their judgement certifies that candidates have demonstrated competency to the standard required in the workplace.
Advice on reasonable adjustments for candidates with special needs
It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability. Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. 1. Lifts 2. Wheel chair access training facilities
Target group of candidates
Use information from the Learning Program for warehouse workers of the Company in Assessment Task 4(a) to assist you with the ‘Target group of candidates’, but make sure you provide ‘Guidance on reasonable adjustments to assessments for candidates with particular needs’ rather than general support strategies.
Description of Target Group of Candidates for Assessment (General description of the candidates for assessment that are expected to be in the group. This may involve their age range, gender, educational background, previous experience of the subject.)
Existing workers with no formal education in business studies All workers have basic computer skills
Specific Requirements of Candidates (Particular needs of some or all of the target group of candidates for assessment. This may involve language, literacy or numeracy needs; cultural diversity; physical, psychological and intellectual disabilities and impairments.)
Many years since involved in formal education Poor literacy English as a second language Physical disabilities (use wheelchairs)
Guidance on reasonable adjustments that may be made to assessments for candidates with particular needs (such as: modified equipment, increased time allocation, oral/written questions, provide breaks in assessment, allow support if required)
Allow 50% more time to complete assessment task. Oral questions may be given as a written test. Ergonomic workstation for wheelchair users.
Relationship to Vocational Education and Training policies and frameworks
Use information from the Learning Program for warehouse workers of the Company in Assessment Task 4(a) to assist you with the ‘Relationship to Vocational Education and Training policies and frameworks’.
Vocational education and training (VET) policies VET Quality Framework: Standards for NVR Registered Training Organisations 2011 (website: www.asqa.gov.au) List the Essential Standards for Continuing Registration (Part 3).
VET Quality Framework 2011 Standards for NVR Registered Training Organisations in the VET Quality Framework Standards Standard 1: The applicant has strategies in place to provide quality training and assessment across all of its operations 1.1 The applicant has a defined continuous improvement strategy that allows for the collection and analysis of data. The strategy includes implementation of continuous improvement activities for training and assessment. 1.2 Strategies for training and assessment meet the requirements of the relevant Training Package or accredited course and have been developed in consultation with industry. 1.3 Staff, facilities, equipment, and training and assessment materials to be used by the applicant are consistent with the requirements of the Training Package or accredited course and the applicant’s own training and assessment strategies. 1.4 The applicant has a defined strategy, procedures and measures to ensure training and assessment services are conducted by trainers and assessors who: (a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and (b) have the relevant vocational competencies at least to the level being delivered or assessed, and (c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken and (d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. 1.5 The applicant has a defined strategy and procedures in place to ensure that assessment, including Recognition of Prior Learning (RPL): (a) will meet the requirements of the relevant Training Package or accredited course (b) will be conducted in accordance with the principles of
assessment and the rules of evidence (c) will meet workplace and, where relevant, regulatory requirements. (d) is systematically validated. Standard 2: The applicant has strategies in place to adhere to the principles of access and equity and to maximise outcomes for its clients. 2.1 The applicant has a strategy in place detailing how it will establish and meet the needs of clients. 2.2 The applicant has a strategy in place for the implementation of continuous improvement of client services informed by the analysis of relevant data. 2.3 The applicant has in place a process and mechanism to provide all clients information about the training, assessment and support services to be provided, and about their rights and obligations, prior to enrolment or entering into an agreement. 2.4 Where identified in the learning and assessment strategy, the applicant has engaged or has a defined strategy in place to engage with employers or other parties who contribute to each learner’s training and assessment on the development, delivery and monitoring of training and assessment. 2.5 The applicant has a defined process and mechanism in place to ensure learners receive training, assessment and support services that meet their individual needs. AQTF Essential Conditions and Standards for Initial Registration | 6 2.6 The applicant has a defined process and mechanism in place to ensure learners have timely access to current and accurate records of their participation. 2.7 The applicant has a defined complaints and appeals process that will ensure learners’ complaints and appeals are addressed effectively and efficiently. Standard 3: The applicant has in place management systems that will be responsive to the needs of clients, staff and stakeholders, and the environment in which the RTO will operate. 3.1 The applicant has a strategy in place detailing how the management of its operations will ensure clients receive the services detailed in their agreement with the applicant. 3.2 The applicant has a defined strategy for the implementation of a systematic continuous improvement approach to the management of operations. 3.3 Where applicable, the applicant has a defined process and mechanism to monitor training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the AQTF Essential Conditions and Standards for Initial Registration. 3.4 The applicant has a defined strategy and process to manage records to ensure their accuracy and integrity.
Registered Training Organisation policies and procedures List RTO policies and procedures that are relevant to this learning program (these may be from the ‘Registered Training Organisation Policies and Procedures Manual’ for the simulated workplace).
Access and Equity Occupational Health and Safety Privacy Policy Training and Assessment Strategy Policy Assessment Validation Policy Complaints and Appeals Risk Management Policy
Assessment environment Assessment Environment (workplace, simulated workplace, off-the-job such as a classroom)
Workplace of the company
Occupational Health and Safety Risk Control Plan relates to keeping the candidate, assessor and other workers safe during an assessment, rather than the usual OHS Risk Controls for the work activity.
Occupational Health and Safety Outline any OH&S requirements that need to be considered in the assessment of this unit Hazard
Risk Assessment
Control Measure
Person responsible
Timeframe to complete
Organisational Health and Safety (physical)
High
Explanation of safety and evacuation procedures
Safety Officer of the workplace
Before assessmen t
Workplace bullying / Stress (psychological)
Medium
Setting ground rules /boundaries working as a group
Safety Officer of the workplace
Before assessmen t
Physical – broken equipment, electric cords, personal accessories of learners (physical)
Low
OHS – check equipment before use, reporting hazards to trainer, learners responsible for personal accessories safety
Safety Officer of the workplace
Before assessmen t
Assessor unfamiliar with environment (health and evacuation)
High
Induction - facilities - evacuation procedure
Safety Officer of the workplace
Before assessment
Other workers in the office area (emotional and confined space)
Low
Relocate other workers to other areas
Workplace supervisor
Start of assessment
Small space for assessor and candidate (confined space)
Medium
Well-designed rooms with proper chairs, computers and regular breaks
Workplace officer/ supervisor
Start and during the assessmen t
Explanation of the Assessment plan and mapping matrix
‘Explanation of the Assessment plan and mapping matrix’ gives advice on the way the Assessment tasks are referenced or ‘mapped’ to the Assessment methods and requirements of the unit of competency.
Assessment Plan and Mapping Matrix
Task Numbe r
Description of Assessment Task
1
Assessment activity for the candidate to demonstrate competence in skills and/or knowledge (such as a practical task as carried out in the workplace and/or areas of knowledge)
Method of Assessment (observation, inspection of finished products, questions, and so on)
Method used to assess the Task (such as observation of procedures followed in a demonstration, inspection of finished products, oral or written questions on required knowledge)
Unit of competency (code) and Element/s of competency assessed
in the assessment task Direct quote from the unit of competency: Unit code; Element number and name (found near the beginning of the unit)
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
Direct quote from the unit of competency: Critical aspects for assessment and evidence (found in the Evidence Guide of the unit)
Direct quote from the unit of competency: Required Skills (usually found after the Elements in the unit)
Direct quote from the unit of competency: Required Knowledge (usually found after the Elements in the unit)
Assessment plan and mapping matrix Assessment Plan and Mapping Matrix
Assessment tasks in the ‘Assessment plan’ are designed by the assessor for the candidate to undertake to show competence. The Critical aspects for assessment and evidence in the Evidence Guide are the foundation for creating the assessment tasks, as well as any other requirements of the unit of competency.
Task Numbe r
Description of Assessment Task
1
Produce one simple, wordprocessed document, such as a letter, within designated time line.
Method of Assessment (observation, inspection of finished products, questions, and so on)
Observation of procedures followed in a demonstration (workplace).
Unit of competency (code) and Element/s of competency
assessed in the assessment task
BSBITU201 1. Prepare to produce documents 2. Produce documents 3. Finalise documents
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Produce three simple, wordprocessed documents
communication skills to clarify document requirements
editing and proofreading skills to check own work for accuracy
keyboarding
Required Knowledge (from the unit of competency) assessed in the assessment task
formatting styles and their effect on formatting, readability and appearance of documents
purpose, use and function of word processing software
Task Numbe r
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
skills to enter text and numerical data
literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondenc e
Required Knowledge (from the unit of competency) assessed in the assessment task
organisational requirements for ergonomics, work periods and breaks, and conservation techniques
organisational style guide.
Task Numbe r
2
3
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Use the online ‘Help’ function to solve a problem with formatting a document.
Observation of procedures followed in a demonstration (workplace).
BSBITU201
Produce two simple wordprocessed documents as directed by workplace supervisor.
Inspection of finished products.
BSBITU201
2. Produce documents
3. Finalise documents
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
Produce three simple, wordprocessed documents
Problemsolving skills to solve routine problems.
purpose, use and function of word processing software
knowledge of simple word processing functions, standard document layout and design principles
literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondenc e
formatting styles and their effect on formatting, readability and appearance of documents
purpose, use and function of word processing software
organisational requirements for ergonomics, work periods and breaks,
Problem-
Task Numbe r
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
solving skills to solve routine problems.
Required Knowledge (from the unit of competency) assessed in the assessment task
and conservation techniques
Organisational style guide.
Task Numbe r
Description of Assessment Task
4
Questions:
Method of Assessment (observation, inspection of finished products, questions, and so on)
formatting styles
word processing functions, standard document layout and design principles
Occupational Health and Safety
conservation techniques
using manuals and online help.
Multiple choice questions on required knowledge.
Unit of competency (code) and Element/s of competency
assessed in the assessment task
BSBITU201 1. Prepare to produce documents 2. Produce documents
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
knowledge of simple word processing functions, standard document layout and design principles
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
formatting styles and their effect on formatting, readability and appearance of documents
purpose, use and function of word processing software
organisational requirements for ergonomics, work periods and breaks, and conservation techniques
Organisational style guide.
literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondenc e Problemsolving skills to solve routine problems.
Recognition of Prior Learning (RPL) evidence Outline appropriate evidence for Recognition of Prior Learning (RPL) for this unit of competency:
Knowledge: - occupational health and safety and conservation techniques - simple word processing functions, standard document layout and design principles Work samples: - at least three word processed documents produced according to organisational requirements in the workplace. Third party report or reference: - Supervisor or manager to support that candidate has produced word processed documents according to organisational requirements within designated time lines and with appropriate occupational health and safety and conservation techniques for at least 1 month within the last 6 months.
Resources Resources (include Assessment Tool and other resources required) Name/Type
Work station with personal computer
Printer and paper
Organisational style guide
Assessment Tool
Administration arrangements Reporting arrangements of assessment outcome to stakeholders: (outcome reported to – such as: candidate, trainer, workplace supervisor, RTO administration staff)
Assessment Outcome reported to:
Candidate Workplace supervisor RTO administration staff Australian Apprenticeship Centre for administration workers
Approval of the assessment plan Approval of assessment plan
Approval of planning documents Description of planning documents:
Assessment plan
Approval of assessment by training personnel Name of assessor:
Authorising Officer Details (such as: RTO Manager. This may be your TAE40110 facilitator if you are using a simulated workplace.) Name of authorising officer:
Position:
Version Control: (ensures the current Assessment Plan is being used) Version
Date of Issue
File path (location of document)
Author
Review Date
TAE40110 facilitato
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