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Laureana E. Cortez
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According to Bureau of Real Estate Forum in May 5, 2017, licensing population was 413,341 in March 2017. The graph shows that numbers have been gradually increasing the last 12 months. Between July 2016 and March 2017, there were 38,493 exams administered and 17,123 people received their license, total 55,408 licensees (broker and salesperson) renewed their license.
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Assessment Cover Sheet Assessment Week One Details Term and Year Term 1 2018 Assessment Type Portfolio of activities Due Date Class Room Student Name: Student ID No: Date: Qualification : FNS50215 Diploma of Accounting Unit Code: FNSACC502 Unit Title: Prepare income tax returns for individuals Assessor’s Name Ada DU Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Name: Name: Ada DU Signature: Signature: Date: Date: Student was absent from the feedback session. Assessment/evidence gathering conditions Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded. Principles of Assessment Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles: Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual. Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their practical application, (3) assessment to be based on evidence that demonstrates tat a leaner could demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Reliability – evidence presented for assessment is consistently interpreted and assessment resu.
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According to Bureau of Real Estate Forum in May 5, 2017, licensing population was 413,341 in March 2017. The graph shows that numbers have been gradually increasing the last 12 months. Between July 2016 and March 2017, there were 38,493 exams administered and 17,123 people received their license, total 55,408 licensees (broker and salesperson) renewed their license.
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Assessment Cover Sheet Assessment Week One Details Term and Year Term 1 2018 Assessment Type Portfolio of activities Due Date Class Room Student Name: Student ID No: Date: Qualification : FNS50215 Diploma of Accounting Unit Code: FNSACC502 Unit Title: Prepare income tax returns for individuals Assessor’s Name Ada DU Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Name: Name: Ada DU Signature: Signature: Date: Date: Student was absent from the feedback session. Assessment/evidence gathering conditions Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded. Principles of Assessment Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles: Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual. Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their practical application, (3) assessment to be based on evidence that demonstrates tat a leaner could demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Reliability – evidence presented for assessment is consistently interpreted and assessment resu.
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