BSBCRT401/.DS_Store __MACOSX/BSBCRT401/._.DS_Store BSBCRT401/BSBCRT401 SAG v1.0.docx Student Assessment Guide BSBCRT401 Articulate, Present and Debate Ideas Student Assessment Guide – BSBCRT401 Version 1 – July 2017 Intellectual Property Statement VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector. By purchasing the ‘BSBCRT401 Articulate, Present and Debate Ideas’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components: · Assessor Guide · Student Assessment Guide · Student Assessment Workbook · any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.). VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968. This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not: a) reproduce this Product or produce other assessment resources based on this Product b) share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access c) use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.) d) resell this Product to any party of individual e) use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience: “The assessment activities and information in this guide are derived from the BSBCRT401 Articulate, Present and Debate Ideas assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.” Breaches of this copyright will result in VET Fair claiming for loss of sales. Table of Contents Assessment Information 1 Assessment Event 1 – Knowledge Questions 2 Question 1 2 Question 2 2 Question 3 2 Question 4 2 Question 5 3 Assessment Event 2: Go Green Simulation 3 Task 1: Analyse ideas for communication to others 3 1.1 List and describe the key facts about the Go Green initiative 3 1.2 Identify positions with the Go Green initiative 3 1.3 Identify ways of communicating Go Green ideas for different purposes and people 3 1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3 1.5 List and describe the skills and attributes required to communicate ideas 4 1.6 Plan the use of digital tools to store and present information 4 Task 2:.

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BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 –
July 2017
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational
products and services for the vocational education and training
(VET) sector.
By purchasing the ‘BSBCRT401 Articulate, Present and Debate
Ideas’ assessment resources (“Product”), you are entitled to use
it for educational purposes only, but the intellectual property
remains with VET Fair. This Product includes the following
components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the
Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the
provisions of the Copyright Act 1968.

2. This purchase grants you a non-exclusive, perpetual, non-
sublicensable, and non-shareable right to use and contextualise
this Product. You have the right to distribute unlimited copies
of this Product to your students or internal staff, limited to only
for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources
based on this Product
b) share this Product with any other external person or entity
other than your students and internal staff through physical or
electronic including online access
c) use this Product for any other purposes than education (e.g.
assessing student competency, conducting validation and
moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in
each copy of a modified, adapted, customised or contextualised
version of this Product that is distributed electronically or in a
physical format to your target learner audience:
“The assessment activities and information in this guide are
derived from the BSBCRT401 Articulate, Present and Debate
Ideas assessment resources provided by VET Fair. VET Fair
owns all copyright to this information and the intellectual
property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for
loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3

3. 1.1 List and describe the key facts about the Go Green initiative
3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for
different purposes and people 3
1.4 List and describe techniques to engage and fascinate others
with Go Green ideas 3
1.5 List and describe the skills and attributes required to
communicate ideas 4
1.6 Plan the use of digital tools to store and present information
4
Task 2: Provoke response and reaction 4
2.1 Use different techniques to engage and fascinate 4
2.2 Creates innovating approaches to different communication
challenges 4
2.3 Takes risks in communicating ideas 4
Task 3: Debate ideas to achieve commitment to the Go Green
initiative 4
3.1 Articulates substantiated positions on ideas 4
3.2 Is open to critical analysis 4
3.3 Argues substantiated position 4
3.4 Participate in conversations to generate new ideas 5
Appendix A: Go Green Simulation 5
Go Green Simulation Background 5
Simulation Phases 5
Your Role in the Simulation 5
Phase 1: 5
Phase 2: 5
Phase 3: 6
Assessment Conditions for the Observation 7
Appendix B: Observation Check Sheet 8
Assessment Information
Welcome to your Student Assessment Guide for BSBCRT401
Articulate, Present and Debate Ideas. This Guide provides you
with information on the assessment particularly what you have

4. to do and to what level of performance.
This assessment has the following two events:
Assessment Event 1 – Knowledge Questions
There are five questions that will provide us with evidence of
your general knowledge of key principles and techniques
associated with planning and articulating ideas.
This assessment is completed in your own time and by a
submission date provided by your Assessor. You may use
support material in the development of your responses, but you
must indicate the source. In addition, you must not ‘cut and
paste’ content from your source, rather, use your words, unless
it is a direct quote.
Assessment Event 2 – Simulation: Go Green
You will complete a number of tasks that will provide us with
evidence of your skills with planning then debating ideas to
influence commitment to the Go Green initiative. These tasks
will be based on your role of Project Officer in a simulation
with your RTO.
Remember, you do not type your responses in this Student
Assessment Guide, but use the Student Assessment Workbook,
which is a separate document. This document is simply a guide
to explain what you are required to do, and by doing so, this
will assist you to perform at your best.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below for an
example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number

5. of tasks that must be carried out. These are; listing the
outcomes that you want to achieve, followed by the
identification of the needs of your audience. When you have
completed these two tasks, you then check on the room you will
be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in this Student
Assessment Workbook
· ensure that your responses meet the requirements
· ensure that these responses are relevant, accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor electronically (note, your Assessor may allow you to
submit Assessment Event 1 and receive feedback before starting
Assessment Event 2)
· submit your Student Assessment Workbook within the
timeframes given by your Assessor
· ensure your work is your own and in your words
· where you use an external source for information, you must
provide citation.
Please be aware that your Assessor is here to provide you with
the necessary support throughout the assessment process. If you
have questions, then contact them for guidance.
Assessment Event 1 – Knowledge Questions
These questions are theoretical and provide evidence of your
understanding of communication skills particularly using
creative techniques to engage.
Each question includes the requirements which indicate what
you have to do and the depth of your response to achieve a
satisfactory result. Question 1
In the table below, explain different ways in which individual
receive and respond to ideas and information and the factors
that influence their response.
R 1. identify methods that individuals receive and respond to
ideas and information:
a. list and explain three methods
b. word count is approximately 25 words for each explanation

6. R 2. list four factors for each method.
Methods
Explanation
Factors influencing their response
Question 2
Identify the enabling skills and attributes of people needed to
effectively discuss ideas.
R 1. list five attributes required to discuss ideas
R 2. list five skills required to discuss ideas.Question 3
Describe the nature and role of risk taking in the presentation
and debate of ideas.
R 1. explain the concept of risk taking in approximately 20
words
R 2. explain two roles that risk taking can play
R 3. word count is approximately 150 in total.Question 4
Explain the role and techniques with storytelling in
communicating ideas.
R 1. explain two roles of storytelling
R 2. list four techniques of storytelling
R 3. word count is approximately 75 words in total.Question 5
Describe common techniques to tailor comments to particular
audiences.
R 1. describe five techniques
R 2. word count is approximately 75 words in total.Assessment
Event 2: Go Green Simulation
In this assessment, you will undertake a number of tasks
associated with the preparation and then implementation of a
persuasive discussion to a set of stakeholders on the merits and

7. challenges of the RTO becoming more environmentally
sustainable.
In this simulation you will perform the following actions:
· analyse ideas to communicate to stakeholders
· deliver ideas to provoke a response
· debate ideas.
Please ensure that you familiarise yourself with this set of
requirements that underpin this simulation. This includes
understanding the background of the simulation and the criteria
you will be assessed on. These are located in the Appendix of
this document.Task 1: Analyse ideas for communication to
others
In this task, you will plan how you will have stakeholders
embrace the implementation of the Go Green initiative.
1.1 List and describe the key facts about the Go Green initiative
R 1. research and list five facts about sustainability in the RTO
R 2. word count is approximately 50 words per fact.
1.2 Identify positions with the Go Green initiative
R 1. describe three potential positions of end users
R 2. describe three positions you have with the project
R 3. word count is approximately 100 words per description.
1.3 Identify ways of communicating Go Green ideas for
different purposes and people
R 1. identify and describe four communication methods:
· with each method describe the purpose
· with each method describe the requirements to meet the needs
of various end users to the project
R 2. word count is approximately 75 words for each method.
1.4 List and describe techniques to engage and fascinate others
with Go Green ideas
R 1. describe at least two examples of engaging others
R 2. word count is approximately 200 words for each example.

8. 1.5 List and describe the skills and attributes required to
communicate ideas
R 1. identify and explain four attributes and five skills required
to discuss ideas
R 2. word count is approximately 5 words for each attribute and
skill.
1.6 Plan the use of digital tools to store and present information
R 1. use a minimum of one digital resource in the preparation
and presenting of ideas
R 2. word count is not critical.Task 2: Provoke response and
reaction
In this task, you will implement your plan in an effort to get a
response and reaction from end-users of the Go Green initiative.
2.1 Use different techniques to engage and fascinate
R 1. uses a communication technique to get attention to the
project
R 2. word count is not critical but this task will have a duration
of ten minutes.
2.2 Creates innovating approaches to different communication
challenges
R 1. uses a communication technique to get attention to the
project
R 2. word count is not critical but this task will have a duration
of ten minutes.
2.3 Takes risks in communicating ideas
R 1. uses a communication technique that has a level of risk to
the individual (both student and stakeholder)
R 2. word count is not critical but this task will be part of either
2.1 or 2.2 and have a duration of ten minutes.

9. Task 3: Debate ideas to achieve commitment to the Go Green
initiative
In this task, you will continue with the engagement of
stakeholders to get a level of commitment to the project.
3.1 Articulates substantiated positions on ideas
R 1. describes key facts about the Go Green initiative
R 2. articulates position on the Go Green initiative
R 3. word count is not critical but this task will have a duration
of five minutes.
3.2 Is open to critical analysis
R 1. listens to the view of others
R 2. does not take a defensive response but is open to the ideas
being generated
R 3. treats these ideas as opportunities to develop new
understandings
R 4. word count is not critical but this task will have a duration
of ten minutes.
3.3 Argues substantiated position
R 1. includes where appropriate the view of others and adjust
substantiated position
R 2. with views that are inappropriate, explains the limitations
of their ideas
R 3. uses other communication approaches to influence
substantiated position
R 4. word count is not critical but this task will have a duration
of ten minutes.
3.4 Participate in conversations to generate new ideas
R 1. identifies areas mutual acceptance
R 2. identifies areas of disagreement
R 3. invites collaboration on strategies to refine ideas
R 4. reflects on this refinement and where possible embraces

10. new ideas
R 5. word count is not critical but this task will have a duration
of ten minutes.
Appendix A: Go Green SimulationGo Green Simulation
Background
Your Registered Training Organisation (RTO) where you are
enrolled will have a number of operational procedures for
managing the college. In recent times, the RTO has been
moving to a more sustainable model where it would like to take
a number of steps to improve its carbon foot print. The Manager
has branded this initiative as ‘Go Green’ and intends for the
organisation to become a responsible corporate citizen in terms
of protecting the environment.
Management is aware that one of the challenges to this
implementation will be overcoming the resistance of students
and staff to taking on this change initiative. In this simulation,
the Manager has requested that the Project Officer (you the
student) develop an approach to engage stakeholders to commit
to the Go Green Project. The manager is well aware that this
will require crafting and implementing dialogue that will
generate collaboration to the project.Simulation Phases
This simulation is divided into the following phases:
Phase 1:
analyse ideas to communicate to stakeholders
Phase 2:
deliver ideas to provoke a response
Phase 3:
debate ideas.Your Role in the Simulation
You will be the Project Officer of Go Green in the simulation.
Your roles and responsibilities in the simulation are as follows:

11. Phase 1:
Phase 1 occurs from Task 1.1 to Task 1.4. In Phase 1 your main
duties in the organisation are as follows:
· Identifies the themes in the communication of the ideas
· Identifies methods of communication
· Identifies the skills and attributes required to participate in the
discussion of the ideas.
· Identifies the technologies required to communicate the ideas
Phase 2:
Phase 2 occurs in Tasks 2.1 through to Task 2.3.
This simulation will have a duration of 60 minutes where you
will interact with a minimum of two stakeholders who will be
role played by the RTO staff, to gain attention and provoke a
response to the Go Green initiative. Note that your Assessor
will not play a role in this observation activity as they will be
observing your interaction with the stakeholders and
documenting evidence in the Observation Check Sheet(s)
provided in Appendix B.
In Phase 2 your main duties in the organisation are as follows:
· Interact with stakeholders to trigger a reaction to the Go Green
initiative
Phase 3:
Phase 3 occurs from Task 3.1 through to Task 3.4. In Phase 3
your main duties in the organisation are as follows:
· generate dialogue on go green initiative
· seek refinement to the initiative.
Assessment Conditions for the Observation
The information in this section outlines the assessment
conditions for the Observation which occurs in phases 2 and 3
and involves your interaction with two stakeholders.
Before the Observation:
· you must ensure that you have read and understood any
documents required to undertake the Observation
· you must ensure that you have read and understood all

12. performance requirements listed under each task
· you must ensure that you have read the requirements listed in
the Observation Check Sheet as your performance will be
judged based on these criteria (see Appendix B)
· your Assessor will inform you of the date of your Observation.
During the Observation:
· you will be interacting with the Administration Officer and a
Trainer
· it has a total duration of 60 minutes
· other students will not be observers during the session as this
will give them an unfair advantage
· these stakeholders will be role played by staff from the RTO
or other externals
· your Assessor will brief them on your topic so that they can
carry out their actions in an appropriate manner
· you cannot refer to the Observation Check Sheet while
undertaking the Observation
· your Assessor will:
· observe you individually based on the criteria in the
Observation Check Sheet
· document their observations in detail on the Observation
Check Sheet
· provide extensive written feedback
· ensure that the session will be free from distractions
· you must comply with WHS requirements
· you must demonstrate all the criteria in the Observation Check
Sheet to achieve a satisfactory result for the Observation.
If you are not successful, after the observation, the Assessor
will:
· provide written feedback on the Observation Check Sheet
explaining their justification in detail
· communicate this feedback to you
· arrange another suitable time to observe your second attempt.
Appendix B: Observation Check Sheet
We have provided the Observation Check Sheet(s) for you to
prepare for your assessment with the Assessor. Remember, you

13. will not be able to use this Check Sheet(s) during this session.
However, we recommend you use this as a planning tool so that
you are fully prepared for the observation.
Note that you must demonstrate all the criteria listed in the
following Observation Check Sheet(s) to be deemed
satisfactory.
Performance requirements:
· welcomes participants:
· friendly
· introduces each other
· is positive
Provoke response and reaction:
· commences with a dynamic opening:
· delivery is energising
· content is concise
· content is relevant to the pitch
· content and delivery is novel
· delivery gains attention
· and it generates interest
· it produces a response
· uses an additional communication technique to address
communication challenges such as:
· stakeholder(s) are not engaging with content
· to provoke further reaction
· this technique:
· is energising
· is concise
· is relevant to the pitch
· is novel
· gains attention
· generates interest
· produces a response
· these techniques have a level of risk such as:
· acknowledges own limits
· gives personal information

14. · shows vulnerabilities
· asks for help in a controlled manner
· challenges current norms, such as position will be different to
what is accepted by the group
· Uses an alternative style to what is preferred such as use of
humour
Debate ideas:
· information is presented covering topics such as:
· what has been achieved
· what areas need addressing
· the impact of these issues on the organisation
· the benefits of sustainability
· this information is accurate and grounded on research
· this information is logical and rational in thought
· uses technology to support the message:
· uses a resource aid
· resource aid supports understanding
· is used in a professional manner
· seeks input on their views:
· encourages a response
· uses open questions to explore issues
· listens and does not interrupt
· validates contribution
· clarifies this feedback to confirm understanding
· takes notes to ensure points are not lost
· includes where appropriate, the views of others by adjusting
one’s substantiated position(s)
· where views are considered as inappropriate, explains the
limitation of their ideas
· uses other methods to influence substantiated positions
· reflects on areas of mutual agreement
· reflects on areas of disagreement
· invites further collaboration to attempt to refine ideas that are
acceptable to both parties
· commits to new ideas

15. Appropriate Communication Skills:
· body language skills:
· maintains eye contact
· uses appropriate facial expressions
· posture is appropriate
· gestures fit message
· verbal skills:
· vocal pitch is appropriate
· tone is pleasant
· pace is at the right speed to achieve clarity
· volume is appropriate for participants
· sensitive to the cultural diversity of the participants:
· language avoids jargon
· language is easy to understand
· level of formality shows respect
· content is non-sensitive
· watches for non-verbal signs of both participants
· seeks input if withdrawn through direct open questioning
· appropriate use of emotions:
· processes emotions of self and participants and stayed calm
· feeds back to the group, emerging issues
· these interpretations are accurate and appropriate
Trust:
· session is presented in an interesting way:
· generates enthusiasm
· material is comprehensive
· the student is credible:
· knowledgeable
· honest
· sincere
· motivating
· confident
· the student is professional:
· concise
· organised
· uses resources where appropriate

16. · does not read from notes
· does not lose focus
Student Assessment Guide – BSBCRT401
Version 1 – July 2017
__MACOSX/BSBCRT401/._BSBCRT401 SAG v1.0.docx
BSBCRT401/BSBCRT401 SAW v1.0.docx
Student Assessment Workbook
BSBCRT401
Articulate, Present and Debate Ideas
Student Full Name:
Student ID:
Date Submitted:
Assessment – BSBCRT401 Version 1 – July
2017Assessment Information
Welcome to your Student Assessment Workbook for
BSBCRT401 Articulate, Present and Debate Ideas.
This Workbook is where you will write all your responses for
the knowledge questions and simulation tasks. Please refer to
the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 1 – Knowledge Questions
There are five questions that will provide us with evidence of
your general knowledge of key principles and techniques
associated with planning and articulating ideas.

17. This assessment is completed in your own time and by a
submission date provided by your Assessor. You may use
support material in the development of your responses, but you
must indicate the source. In addition, you must not ‘cut and
paste’ content from your source, rather, use your words, unless
it is a direct quote.
Assessment Event 2 – Simulation: Go Green
You will complete a number of tasks that will provide us with
evidence of your skills with planning then debating ideas to
influence commitment to the Go Green initiative. These tasks
will be based on your role of Project Officer in a simulation
with your RTO.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below an example
of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a presentation, there are a number
of tasks that must be carried out. These are listing the outcomes
that you want to achieve, followed by the identification of the
needs of your audience. When you have completed these two
tasks you then check on the room that you will be conducting
the presentation in.
To Achieve Competence
To be deemed competent for this unit, you will need to meet the
following requirements:
· complete all of the questions and tasks listed in this Student
Assessment Workbook

18. · ensure that your responses meet the performance requirements
· ensure that these responses are relevant, accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor electronically (note, your Assessor may allow you to
submit Assessment Event 1 and receive feedback before starting
Assessment Event 2)
· submit your Student Assessment Workbook within the
timeframes given by your Assessor
· ensure your work is your own and in your words
· where you use an external source for information, you must
provide citation.Pre-assessment Checklist
Your assessor will go through the assessment for this unit,
BSBCRT401 Articulate, Present and Debate Ideas. It is
important that you understand this assessment before taking on
the questions and tasks. To confirm that you have been given
this overview, we ask you to complete the following Pre-
Assessment Checklist.
You are required to carefully read each checklist item provided
below and tick either ‘Y’ to confirm your understanding or ‘N’
if you disagree. In case you disagree with an item, please
provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-
Assessment Checklist. This acknowledges that your
Trainer/Assessor has discussed all of the information with you
prior to undertaking this assessment.
Pre – assessment Checklist
Comments
Y
N
I, the student, understand the purpose of the assessment.
Y
N
I understand when and where the assessment will occur, who
will assess and in what format the assessment will be submitted.

19. Y
N
I understand the methods of assessment.
Y
N
I understand what resources are required to complete this
assessment.
Y
N
I understand the performance level required for each assessment
event.
Y
N
I understand that it must be my own work. I have been
explained and understand the serious consequences in case this
work is found plagiarised.
Y
N
I understand the process if I am deemed not yet competent.
Y
N
I understand the feedback process and the appeals process.
Y
N
The assessor has discussed with me if I have any special needs
and if so what arrangements have been made.
Student Full Name

20. Student ID
Student Signature
Date
Assessment Event 1 – Knowledge Questions
These questions are theoretical and provide evidence of your
understanding of communication skills particularly using
creative techniques to engage. Question 1
In the table below, explain different ways in which individual
receive and respond to ideas and information and the factors
that influence their response.
Write your response into the table:
Methods
Explanation
Factors influencing their response
Question 2
Identify the enabling skills and attributes of people needed to
effectively discuss ideas.
Write your response here:
Question 3
Describe the nature and role of risk taking in the presentation
and debate of ideas.
Write your response here:
Question 4
Explain the role and techniques with storytelling in

21. communicating ideas.
Write your response here:
Question 5
Describe common techniques to tailor comments to particular
audiences.
Write your response here:Assessment Event 2 – Go Green
Simulation
In this assessment, you will undertake a number of tasks
associated with the preparation and then implementation of a
persuasive discussion to a set of stakeholders on the merits and
challenges of the RTO becoming more environmentally
sustainable.
In this simulation you will perform the following actions:
· analyse ideas to communicate to stakeholders
· deliver ideas to provoke a response
· debate ideas.
Task 1: Analyse ideas for communication to others
In this task, you will plan how you will have stakeholders
embrace the implementation of the Go Green initiative.
1.1 List and describe the key facts about the Go Green initiative
Write your response here:
1.2 Identify positions with the Go Green initiative
Write your response here:
1.3 Identify ways of communicating Go Green ideas for
different purposes and people
Write your response into the table:
Communication options
Purpose (outcomes)
People (suited to which position)

22. 1.4 List and describe techniques to engage and fascinate others
with Go Green ideas
Write your response here:
1.5 List and describe the skills and attributes required to
communicate ideas
Write your response here:
1.6 Plan the use of digital tools to store and present information
Write your response here:
Task 2: Provoke response and reaction
In this task you will implement your plan in an effort to get a
response and reaction from end-users of the Go Green initiative.
2.1 Use different techniques to engage and fascinate
Write your response here:
2.2 Creates innovating approaches to different communication
challenges

23. Write your response here:
2.3 Takes risks in communicating ideas
Write your response here:
Task 3: Debate ideas to achieve commitment to the Go Green
initiative
In this task you will continue with the engagement of
stakeholders to get a level of commitment to the project.
3.1 Articulates substantiated positions on ideas
Write your response here:
3.2 Is open to critical analysis
Write your response here:
3.3 Argues substantiated position
Write your response here:
3.4 Participate in conversations to generate new ideas
Write your response here:
For Assessor Use Only

24. Task Outcome Sheets
The Outcome Sheet below is the assessment questions and tasks
for each of the assessment events that the student is required to
complete. Assessors, tick ‘S’ if the student achieved a
satisfactory outcome for an assessment task and ‘NYS’ if the
student does not meet these requirements. Also, you are
required to write comments on the quality of this evidence
under the ‘Comments’ column. For your judgement on the
student’s overall performance, tick ‘Satisfactory’ if the student
achieves a satisfactory outcome for all of the tasks or ‘Not-Yet-
Satisfactory’.
Assessment Event 1
Assessment Event 1 Knowledge Questions
S
NYS
Comments
Question 1
Question 2
Question 3
Question 4

25. Question 5
The student’s performance for Assessment Event 1 is
Satisfactory
Not-Yet-Satisfactory
Assessor Signature:
Date:
Assessment Event 2 - Simulation
Assessment Event 2
S
NYS
Comments
Task 1:
Analyse ideas for communication to others
Sub Task 1.1
Sub Task 1.2
Sub Task 1.3
Sub Task 1.4

26. Sub Task 1.5
Sub Task 1.6
Task 2:
Provoke response and reaction
Sub Task 2.1
Sub Task 2.2
Sub Task 2.3
Task 3:
Debate ideas to achieve commitment to the Go Green initiative
Sub Task 3.1

27. Sub Task 3.2
Sub Task
3.3
Sub Task
3.4
The student’s overall performance is
Satisfactory
Not-Yet-Satisfactory
Assessor Signature:
Date:
Assessment Outcome Sheet
Student ID
Family Name
First Name
Course Code
Course Title
Unit Code
BSBCRT401
Unit Title

28. Articulate, Present and Debate Ideas
Assessment Outcome
Assessor, please tick and date the student’s final outcome of
this assessment:
Initial Submission
Date
Re-submission 1
Date
Re-submission 2
Date
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
Assessor’s Feedback
Assessor, please provide your comments on the student’s final
outcome of this assessment:
Assessor Full Name
Signature
Date
Receipt of Student’s Assessment
Assessor, you must provide the completed copy of this receipt
to the student as an evidence of submission of their assessment
to you.

29. Student ID
Family Name
First Name
Course Code
Course Title
Unit Code
BSBCRT401
Unit Title
Articulate, Present and Debate Ideas
Due Date
__/__/___
Date Received
__/__/___
Extension
Approved
Y N
Date Approved
__/__/___
Initial Submission
Re-submission 1
Re-submission 2
Assessor’s Signature
Student Feedback Form
Dear Student,
We are keen to improve our products and services, and
assessment tools are a key part of this. Therefore, we would
welcome your feedback on the assessment. If you could take a
few minutes to complete the form below, it would be greatly
appreciated. Please provide thoughtful responses as your

30. opinions are highly valued.
Yes
No
Questions
Y
N
Did the assessment cover the training you received for this unit?
Y
N
Were the tasks in Assessment Event 2 based on realistic
activities that you would expect to be doing in a workplace?
Y
N
Did you understand the assessment instructions?
Y
N
Were the tasks easy to understand?
Y
N
Did the Assessor set up and run the simulation professionally?
Y
N
Was the Assessor’s decision fair?
Y
N
Was the Assessor’s feedback specific?
Y
N
Was the Assessor’s feedback comprehensive?
Y
N
Was the Assessor’s feedback constructive?
Y
N
Was the Assessor’s feedback timely?
Y

31. N
Were you satisfied with your effort in this assessment?
What would you change about this assessment?
What could the Assessor have done differently to improve the
assessment process and/or assessment feedback?
Overall, what was the most significant challenge of this
assessment?
Overall, what did you like the most about this assessment?
Do you have any other comments?
Assessment – BSBCRT401 Version 1 – July 2017
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