The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
Assessment Cover Sheet
ASSESSMENT TASKS 1 & 2
ICTPRG524 – Develop High-Level Object-Oriented
Class Specifications
ICT50115 Diploma of Information Technology
Student Name:(Please write in block letters)
Student ID Number:(Please write in block letters)
CBC0000
Assessors Name:
Assessment Due:
Week
Submission Date:
Assessment Tasks
(Cross out rows not required)
Satisfactory
Not Yet Satisfactory
Did Not Submit
Task 1
□
□
□
Task 2
□
□
□
Feedback to Students:
□ COMPETENT □ NOT YET COMPETENT □ DID NOT SUBMIT
Assessor’s signature
Student’s signature
Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance.
· For group assessments, all students are to contribute to the assessment tasks. You must work in groups when the assessment is required and when that is the case you will be allocated in to groups by your trainer in the class; hence your active presence is necessary
· Role play/presentation if part of the assessment must be done by all students. Photos or video may be taken as part of the evidence.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time. Assessment tasks submitted late may not be accepted by your trainer/assessor, leaving the learner with a Did Not Submit (DNS) result.
Writing your responses
When answering questions, ensure that your answers are detailed enough so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, please make sure that your project has the following complete information:
A Title Page, Table of Contents, Page Numbers, Reference List, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Cambridge College International.
You understand that any materials and information provided to your trainer including your assessment decision/result will be kept confidential (Privacy Act)
Marking of Assessments
On submission .
1. Student and trainer detailsStudent details Ful.docxdurantheseldine
1.
Student and trainer details
Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2.
Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:
CPCCCA3017
Name:
Install exterior cladding
Releases:
1.0
Release date:
27/Nov/2020
3.
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☐ Online submission via Learning Management System (LMS)
☐ Any other method _________________________________________________
(Please describe here)
4.
Student declaration
· I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
· I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
· I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;
· For the purposes of assessment, I give the trainer/assessor permission to:
· Reproduce this assessment and provide a copy to another member of staff; and
· Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
5.
Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number
Assessment method/ Type of evidence/ Task name
Sufficient evidence recorded/Outcome
Assessment task 1
Knowledge Test (KT)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2
Skills Test (ST)
S / NS (First Attempt)
S / NS (Second Attempt)
Outcome
C ☒ NYC ☐
Date assessed:
Trainer signature:
6.
Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
· You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
· Your work has been reviewed and assessed by your trainer/assessor.
· You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
· You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
· Result of Assessment (satisfactory or unsatisfactory)
· Student name, signature and date
· .
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
The document contains an assessment task that requires the student to analyze three datasets related to a coffee business called Zeemh to provide recommendations on strategic changes in response to COVID-19. The student must attend a briefing session, access and evaluate data sources, analyze the data using selected methods, confirm the accuracy of results, develop a report, and store materials according to policies. The student will be evaluated on their ability to complete the required tasks.
www.alphainstitute.edu.au
www.alphainstitute.edu.au
Student Assessment Tasks
BSBFIM501 Manage budgets and financial plans
Table of Contents
Table of Contents 2
Assessment Information 3
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Budget planning project 14
Assessment Task 2 Instructions 15
Assessment Task 2 Checklist 18
Assessment Task 3 Cover Sheet 19
Assessment Task 3: Monitor and control finances project 20
Assessment Task 3 Instructions 21
Assessment Task 3 Checklist 22
Assessment Task 4 Cover Sheet 23
Assessment Task 4: Profit and loss review project 24
Assessment Task 4 Instructions 25
Assessment Task 4 Checklist 26
Assessment Task 5 Cover Sheet 27
Assessment Task 5: Debtor management project 28
Assessment Task 5 Instructions 29
Assessment Task 5 Checklist 31
Assessment Information
The assessment tasks for BSBFIM501 Manage budgets and financial plans are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, the student must complete all of the assessment tasks satisfactorily.
Assessment Plan
Assessment Task
Overview
1. Written questions
Students must correctly answer all questions.
2. Budget planning project
Students must complete a budget template and participate in a meeting to discuss the budget. They must then present the budget to their team.
3. Monitor and control finances project
Students must review budget figures as part of a monitoring process and report on these.
4. Profit and loss analysis project
Students must review financial performance from a profit and loss account
5. Debtor Management project
Students must review and evaluate financial management processes
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your Alpha Institute (Australia’s) assessment appeals process.
Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
Naming electronic documents
Students are directed to name documents logically.
Each should include:
Course identification code
Assessment Task number
Document title (if appropriate)
Student name
Date it was created
For example, BSBFI ...
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
Assessment Cover Sheet
ASSESSMENT TASKS 1 & 2
ICTPRG524 – Develop High-Level Object-Oriented
Class Specifications
ICT50115 Diploma of Information Technology
Student Name:(Please write in block letters)
Student ID Number:(Please write in block letters)
CBC0000
Assessors Name:
Assessment Due:
Week
Submission Date:
Assessment Tasks
(Cross out rows not required)
Satisfactory
Not Yet Satisfactory
Did Not Submit
Task 1
□
□
□
Task 2
□
□
□
Feedback to Students:
□ COMPETENT □ NOT YET COMPETENT □ DID NOT SUBMIT
Assessor’s signature
Student’s signature
Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance.
· For group assessments, all students are to contribute to the assessment tasks. You must work in groups when the assessment is required and when that is the case you will be allocated in to groups by your trainer in the class; hence your active presence is necessary
· Role play/presentation if part of the assessment must be done by all students. Photos or video may be taken as part of the evidence.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time. Assessment tasks submitted late may not be accepted by your trainer/assessor, leaving the learner with a Did Not Submit (DNS) result.
Writing your responses
When answering questions, ensure that your answers are detailed enough so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, please make sure that your project has the following complete information:
A Title Page, Table of Contents, Page Numbers, Reference List, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Cambridge College International.
You understand that any materials and information provided to your trainer including your assessment decision/result will be kept confidential (Privacy Act)
Marking of Assessments
On submission .
1. Student and trainer detailsStudent details Ful.docxdurantheseldine
1.
Student and trainer details
Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2.
Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:
CPCCCA3017
Name:
Install exterior cladding
Releases:
1.0
Release date:
27/Nov/2020
3.
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☐ Online submission via Learning Management System (LMS)
☐ Any other method _________________________________________________
(Please describe here)
4.
Student declaration
· I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
· I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
· I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;
· For the purposes of assessment, I give the trainer/assessor permission to:
· Reproduce this assessment and provide a copy to another member of staff; and
· Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
5.
Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number
Assessment method/ Type of evidence/ Task name
Sufficient evidence recorded/Outcome
Assessment task 1
Knowledge Test (KT)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2
Skills Test (ST)
S / NS (First Attempt)
S / NS (Second Attempt)
Outcome
C ☒ NYC ☐
Date assessed:
Trainer signature:
6.
Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
· You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
· Your work has been reviewed and assessed by your trainer/assessor.
· You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
· You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
· Result of Assessment (satisfactory or unsatisfactory)
· Student name, signature and date
· .
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
The document contains an assessment task that requires the student to analyze three datasets related to a coffee business called Zeemh to provide recommendations on strategic changes in response to COVID-19. The student must attend a briefing session, access and evaluate data sources, analyze the data using selected methods, confirm the accuracy of results, develop a report, and store materials according to policies. The student will be evaluated on their ability to complete the required tasks.
www.alphainstitute.edu.au
www.alphainstitute.edu.au
Student Assessment Tasks
BSBFIM501 Manage budgets and financial plans
Table of Contents
Table of Contents 2
Assessment Information 3
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Budget planning project 14
Assessment Task 2 Instructions 15
Assessment Task 2 Checklist 18
Assessment Task 3 Cover Sheet 19
Assessment Task 3: Monitor and control finances project 20
Assessment Task 3 Instructions 21
Assessment Task 3 Checklist 22
Assessment Task 4 Cover Sheet 23
Assessment Task 4: Profit and loss review project 24
Assessment Task 4 Instructions 25
Assessment Task 4 Checklist 26
Assessment Task 5 Cover Sheet 27
Assessment Task 5: Debtor management project 28
Assessment Task 5 Instructions 29
Assessment Task 5 Checklist 31
Assessment Information
The assessment tasks for BSBFIM501 Manage budgets and financial plans are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, the student must complete all of the assessment tasks satisfactorily.
Assessment Plan
Assessment Task
Overview
1. Written questions
Students must correctly answer all questions.
2. Budget planning project
Students must complete a budget template and participate in a meeting to discuss the budget. They must then present the budget to their team.
3. Monitor and control finances project
Students must review budget figures as part of a monitoring process and report on these.
4. Profit and loss analysis project
Students must review financial performance from a profit and loss account
5. Debtor Management project
Students must review and evaluate financial management processes
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your Alpha Institute (Australia’s) assessment appeals process.
Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
Naming electronic documents
Students are directed to name documents logically.
Each should include:
Course identification code
Assessment Task number
Document title (if appropriate)
Student name
Date it was created
For example, BSBFI ...
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers 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 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
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 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 the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of 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.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the 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’ section.
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.
Checklist
Commen.
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
· You must evaluate the chosen paper against at least 4 other peer-reviewed sources.
· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
· You should, therefore, choose articles related to current epidemiologic trends for infectious diseases and/or the impact of the diseases and of the control measures on global populations. Special attention should be devoted to understanding the role of infectious agents as causes of morbidity and mortality in the context of economically developing nations.
Be sure to include the following elements:
· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
Assessment tool coordinate merchandise presentation - india sample [web]Krunal Kenia
- Conduct regular stocktakes to ensure advertised stock is available
- Communicate with relevant departments to confirm stock levels before advertising
2. How would you construct a display to achieve visual impact?
This document provides assessment instructions and tasks for BSBPMG521 Manage project integration. It includes 3 assessment tasks:
1. Written questions - Students must correctly answer all written questions.
2. Project establishment - Students must participate in a meeting to develop a project scope and management plan based on scenario information.
3. Project execution, control and finalization - Students must manage the project for developing a website, including developing a brief, status reports, and finalizing and reviewing the project.
The document provides guidance on submitting work, assessment criteria, resources, and re-submission opportunities if work is deemed not satisfactory. It also provides question formats and definitions to assist with answering questions.
This document provides instructions for UMUC HRMD610 Week 11 Assignment 3. It outlines general instructions for submitting the assignment, including posting responses individually by the due date to avoid penalties, working alone without using previous work, and using APA style formatting. It provides three questions to answer within 3 double-spaced pages on how HR functions relate to turnover, increasing diversity through staffing changes, and planning for organizational changes impacting employee numbers.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
The document discusses assessment and evaluation in education. It provides definitions and describes the purposes and types of evaluation. Formative evaluation involves continuous assessment of learners to provide feedback and identify areas for improvement. Summative evaluation occurs at the end of a course to determine grades. Evaluation assesses knowledge, skills, and attitudes using various tools like essays, multiple choice questions, oral exams, and skills assessments. Developing a comprehensive evaluation plan involves defining objectives, outcomes, assessment tools, marking schemes, and providing feedback to learners.
1. The document provides information about an evaluation of a learning and development activity, including covering sheets, questions, and answers about evaluation.
2. It discusses evaluation methods like questionnaires, tests, and checklists to evaluate at different levels including reactions, learning, and transfer.
3. The summary identifies areas for improvement based on evaluations and proposes an action plan to discuss with stakeholders.
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
More Related Content
Similar to Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers 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 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
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 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 the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of 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.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the 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’ section.
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.
Checklist
Commen.
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
· You must evaluate the chosen paper against at least 4 other peer-reviewed sources.
· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
· You should, therefore, choose articles related to current epidemiologic trends for infectious diseases and/or the impact of the diseases and of the control measures on global populations. Special attention should be devoted to understanding the role of infectious agents as causes of morbidity and mortality in the context of economically developing nations.
Be sure to include the following elements:
· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
Assessment tool coordinate merchandise presentation - india sample [web]Krunal Kenia
- Conduct regular stocktakes to ensure advertised stock is available
- Communicate with relevant departments to confirm stock levels before advertising
2. How would you construct a display to achieve visual impact?
This document provides assessment instructions and tasks for BSBPMG521 Manage project integration. It includes 3 assessment tasks:
1. Written questions - Students must correctly answer all written questions.
2. Project establishment - Students must participate in a meeting to develop a project scope and management plan based on scenario information.
3. Project execution, control and finalization - Students must manage the project for developing a website, including developing a brief, status reports, and finalizing and reviewing the project.
The document provides guidance on submitting work, assessment criteria, resources, and re-submission opportunities if work is deemed not satisfactory. It also provides question formats and definitions to assist with answering questions.
This document provides instructions for UMUC HRMD610 Week 11 Assignment 3. It outlines general instructions for submitting the assignment, including posting responses individually by the due date to avoid penalties, working alone without using previous work, and using APA style formatting. It provides three questions to answer within 3 double-spaced pages on how HR functions relate to turnover, increasing diversity through staffing changes, and planning for organizational changes impacting employee numbers.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
The document discusses assessment and evaluation in education. It provides definitions and describes the purposes and types of evaluation. Formative evaluation involves continuous assessment of learners to provide feedback and identify areas for improvement. Summative evaluation occurs at the end of a course to determine grades. Evaluation assesses knowledge, skills, and attitudes using various tools like essays, multiple choice questions, oral exams, and skills assessments. Developing a comprehensive evaluation plan involves defining objectives, outcomes, assessment tools, marking schemes, and providing feedback to learners.
1. The document provides information about an evaluation of a learning and development activity, including covering sheets, questions, and answers about evaluation.
2. It discusses evaluation methods like questionnaires, tests, and checklists to evaluate at different levels including reactions, learning, and transfer.
3. The summary identifies areas for improvement based on evaluations and proposes an action plan to discuss with stakeholders.
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Similar to Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx (20)
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
- The document provides instructions for Assessment 3, which requires students to write a letter to the editor of an academic or professional journal advocating for a health policy developed in Assessment 2.
- The letter must evaluate current quality of care/outcomes for the issue/population, analyze how this necessitates policy development, justify how the proposed policy will improve care/outcomes, and advocate for similar policies in other settings.
- Students must choose an appropriate nursing journal, follow its submission guidelines, and integrate sources using APA style to support their letter.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docxgalerussel59292
This document contains the script for a nurse-patient interaction as part of a health assessment. The nurse, Sarah, conducts an assessment of a patient, David Flores, who has come in for a checkup due to joint pain. Sarah takes David's medical history and vital signs, discusses his general health, diet, social activities and sun protection habits. She notes he is overweight and advises changes to his diet and alcohol intake. Sarah also schedules a skin check and refers David to resources on heart health. They discuss his joint pain symptoms to help determine the cause.
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
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Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
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www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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tigerprints.clemson.edu
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www.livestrong.com
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Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
This document provides guidelines for Assessment 2 which requires students to critically analyze one or two key issues, concepts, or themes from the module materials. Students must apply the concept to a factual television format example, such as a news broadcast, documentary, or reality show. The essay should principally focus on one concept and one television example. Higher grades will be given to those who can apply analytical frameworks from one area to a different example. The essay must be 2500 words with proper citations and referencing of academic sources to support the critical analysis.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx
1. Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy
Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against
which I will be assessed.
o I have been given fair notice of the date, time and venue for
the assessment.
o I am aware of the resources I need and how the assessment
will be conducted.
o I have had the appeals process and confidentiality explained
to me.
o I agree that I am ready to be assessed and that all written
work is my own.
o This assessment is my:
2. o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION
3. RECEIPT:
It is student’s responsibility to keep the assessment submission
receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
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.
4. Student should be provided with an appropriate time frame in
which to resubmit their work, according to the RTO’s re-
assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of
academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the
allegation. Assessors should refer to their RTO’s policy and
procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and
assessed (including resubmissions), print out a copy of this
unit’s Final
Results Record, included as the last page of this document.
Record the result for each task and the final result for the unit
as C
(Competent) or NYC (Not Yet Competent). There is also space
to give the student some written feedback for the overall unit.
Sign and date the middle section and give the sheet to the
student. After discussing their results with them, the student
must fill out
and sign the final section of the Record, where they
acknowledge the result that you have given them.
5. When the student has filled out the final section of the Final
Results Record, make a copy for them and retain the original
with the
student’s records.
Resources required for this Assessment
• All documents must be created using Microsoft Office suites
i.e., MS Word, Excel, PowerPoint
• Upon completion, submit the assessment printed copy to your
trainer along with assessment coversheet.
• Refer the notes on eLearning to answer the tasks
• Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
• This assessment is to be completed according to the
instructions given by your assessor.
• Students are allowed to take this assessment home.
• Feedback on each task will be provided to enable you to
determine how your work could be improved. You will be
provided with
feedback on your work within 2 weeks of the assessment due
date.
• Should you not answer the questions correctly, you will be
given feedback on the results and your gaps in knowledge. You
6. will be
given another opportunity to demonstrate your knowledge and
skills to be deemed competent for this unit of competency.
• If you are not sure about any aspect of this assessment, please
ask for clarification from your assessor.
• Please refer to the College re-assessment and re-enrolment
policy for more information.
• Please provide required references of the sources, if you use
any information from any sources (such as: learner book, power
point and online resources) to answer the assessment questions
and make the required changes to justify that it is your own
work.
BSBLED802 Assessment Instruction
Re-submission opportunities
Please read the following instructions carefully
• Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily
7. addressed the requirements of each part of this task.
• If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along
with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt/ s will be
arranged at a later time and date.
• Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
• Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
• Please see Student Assessment, Reassessment and Repeating
Unit of Competency Guidelines v1.1 for more detail.
BSBLED802 Student Assessment Task 1
Version 1.0
TASK SUMMARY:
8. You are to answer all the questions in this task.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
• Access to textbooks and other learning materials.
• Access to a computer and the Internet (if you prefer to type
your answers).
WHEN AND WHERE DO I DO THIS TASK?
This task may be done in your own time as homework or you
may be given time to do this task in class (if
applicable). Your assessor will advise.
WHAT DO I NEED TO SUBMIT?
Your answers to all the questions.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will
need to do one of the following:
• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.
Instructions to students:
▪ This is an open book test – you can use your learning
materials as reference.
▪ You need to answer all 12 questions correctly.
9. ▪ You must answer the questions by writing in the space
provided.
▪ If you need more space, you can use extra paper. Make sure
you write on each extra piece of paper
your name and the question number/s you are answering.
▪ You may prefer to use your computer to type your answers.
Your assessor will let you know if you can
email your answers as a Word file, or if you must print and
submit hard copies.
Assessment Task 1: Written questions
BSBLED802 Student Assessment Task 1
Version 1.0
QUESTION 1
Establish the relationship between authority, responsibility and
accountability within the parameters
of an organisation. Answer in 150-180 words.
QUESTION 2
a) Explain the consultation processes required to support the
policy and procedure development.
10. Answer in 150-180 words.
b) List any five (5) communication methods to encourage
organisational input into policies and
procedures development processes.
QUESTION 3
Explain in 50-80 words each, the four (4) approaches to
research and design strategies.
QUESTION 4
What are the steps involved in contemporary style of design and
development of organisational learning
strategy? Answer in 200-250 words.
QUESTION 5
Explain the continuous improvement processes associated with
organisational learning strategy. Answer in
150-180 words.
QUESTION 6
Explain the implementation process of strategic plans and
identify its effect on an organisation. Answer in
300-350 words.
QUESTION 7
a) List any five (5) assessment methods, which can be used by
organisations to evaluate strategies.
b) List the three (3) assessment tools, which can be used by
organisations to evaluate strategies.
11. QUESTION 8
Explain the “Organisational learning theory”. Answer in 200-
250 words.
QUESTION 9
List any seven (7) inclusions in any compliant learning
resources and systems in organisational learning
strategy development context. Answer in 200-250 words.
BSBLED802 Student Assessment Task 1
Version 1.0
QUESTION 10
List any eight (8) technology and system requirements to
support organisational learning strategy.
12. QUESTION 11
a) Mobile apps and tablet computing have been identified as
emerging technologies in workplace learning.
Discuss how technology has affected contemporary
organisational learning strategy design and
development.
b) List eight (8) assessment methods that can be supported
through technology (known as e-assessment)
and considered in an organisational learning strategy.
QUESTION 12
List any eight (8) legislations, codes of practice and national
standards which are applicable to any job role.
BSBLED802 Student Assessment Task 2
Version 1.0
TASK SUMMARY:
You are to answer all the questions in this task.
13. WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
• Access to textbooks and other learning materials.
• Access to a computer and the Internet (if you prefer to type
your answers).
WHEN AND WHERE DO I DO THIS TASK?
This task may be done in your own time as homework or you
may be given time to do this task in class (if
applicable). Your assessor will advise.
WHAT DO I NEED TO SUBMIT?
Your answers to all the questions.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will
need to do one of the following:
• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.
Instructions to students:
▪ This is an open book test – you can use your learning
materials as reference.
▪ You need to answer all 7 questions correctly.
▪ You must answer the questions by writing in the space
14. provided.
▪ If you need more space, you can use extra paper. Make sure
you write on each extra piece of paper
your name and the question number/s you are answering.
▪ You may prefer to use your computer to type your answers.
Your assessor will let you know if you can
email your answers as a Word file, or if you must print and
submit hard copies.
ASSESSMENT TASK 2: Practical Assessment Task- Lead and
develop learning strategy
BSBLED802 Student Assessment Task 2
Version 1.0
Part A – Lead learning strategy formation
In this part of the project, you are required to examine and
review present approaches for learning and training
deployed by the company, detailed in the given case study
(Annexure-1).
Instructions to students:
1. This is an oral assessment task and consists of a role play.
15. 2. You must follow the given case study and the additional
scenario given in the task to complete the Part A
of this task.
3. Your trainer/assessor and/or classmates will play the roles of
relevant stakeholders to complete the task.
4. You must note down the points discussed and prepare the
minutes of meeting (M.O.M).
5. You must participate and lead the meeting professionally,
using the appropriate communication styles.
Steps to complete Part A of the Practical Assessment Task:
Scenario: For the given case study of Marks and Spencer,
assume that the company has now decided to
focus on digital marketing and want to target huge market in
South Asian countries. You have been appointed
as the new Manager to lead the learning strategy
implementation for the new direction/ focus area.
You have reviewed the company’s present learning and training
practices and want to understand its
competitiveness and success in meeting the organisational
strategic requirements for digital marketing.
Therefore, you have called a meeting with the company’s
Marketing Director, Mr. Steve Nelson and the
General Manager of the Human Resource Department, Mr.
James Patrick.
16. Your trainer/assessor will play the role of Mr. Steve Nelson and
one of your classmates will play the role of
Mr. James Patrick. In case of unavailability of additional
student, trainer/assessor will play both the roles of
company’s Marketing director and the General Manager of the
Human Resource Department.
TSK2.1. During your meeting with the company’s Marketing
Director and the General Manager of the Human
Resource Department,
Discuss on the present learning and workplace training
approaches and gather the information about their
success in achieving the organisation’s strategic requirements.
TSK2.2. Discuss and review at least three (3) options that the
company could examine relating to deploying
quality policies and processes in organisational learning,
including OHS, ethical standards, legislative
requirements, including NVR, and corporate governance
Provide:
• A copy of the Minutes of Meeting (M.O.M)
• Evidence of meeting including:
17. BSBLED802 Student Assessment Task 2
Version 1.0
o Name and position of personnel attended the meeting
o Date of the meeting
o Points discussed in the meeting
o Signature of the stakeholders
BSBLED802 Student Assessment Task 2
Version 1.0
Part B – Analyse and plan requirements for organisational
learning strategy
This part is in continuation to the Part A of this task. You are
required to evaluate and plan requirements for
the organisational learning strategy, as per the given case study
(Annexure-1) and the scenario provided
above.
Instructions to students:
18. 1. You must analyse and plan requirements for the
organisational learning strategy in the given context
only.
2. You must prepare an informal report to cover the given
criteria
3. Word-limit for the report is 400-600 words.
Steps to complete Part B of the Practical Assessment Task:
TSK2.3.
a) Identify and evaluate the technological and system
requirements for the organisational learning
strategy as per the given case study (Annexure-1) and the
scenario.
b) Identify and document the human resources requirement that
would be required by the
organisation
c) Analyse and align organisational learning strategy with
human resources and learning
requirements and plans. You may find the table below of
assistance with this task
Requirement Analysis of tasks to be performed Human
Resources
Requirements
19. BSBLED802 Student Assessment Task 2
Version 1.0
Part C – Design and develop organisational learning strategy
This part is in continuation to the Part A and Part B of this task.
You are required to design and develop
organisational learning strategy for the company detailed in the
given case study (Annexure-1) and the
scenario provided above.
Instructions to students:
1. You must design and develop the organisational learning
strategy in the given context only.
2. You must prepare a report in a suitable format to cover all
the given criteria in appropriate details.
3. Word-limit for the report is 600-800 words.
Steps to complete Part C of the Practical Assessment Task:
TSK2.4. Design an organisational learning strategy to include
20. the following:
a) Instructor, learner and organisational strategic requirements
b) Relevant units of competency, modules from accredited
courses or non-accredited training
specifications
c) Flexibility to permit and promote responsiveness of the
organisation to changed
circumstances and priorities
d) Support for the organisational strategic requirements
e) Processes and procedures to provide guidance for allocating
and managing resources and
staff
f) Assessment and recognition policies*
g) Procurement and supply policies*
*ensure policies are appropriate to organisational strategic
requirements and structure is compliant
with organisation’s format, including consultation processes
BSBLED802 Student Assessment Task 2
Version 1.0
Strategy could be similar to example below
21. The current picture
Existing Resources
Learner needs
Learning styles of target group
Other people and operational factors
The Learning Strategy
Scope statement
Learning Objectives
Will the learning be:
• Accredited
• Non-accredited
• Qualification from Training Package
• Unit/s from Accredited Course
Learner profiles
Existing Learning Resources
Options for content
Time
Cost
Logical considerations:
Does the planned training:
22. • reflect the learner’s needs?
• Meet the agreed outcomes?
• Fit with the scope statement?
• Practical to delivery
Assessment Tool design
Assessment Instruments
Mapping document complete
Marking guide containing benchmarks complete
Learning Pathway
Goals for learning
Sequence job tasks and activities to be included in
the learning
Training methods
BSBLED802 Student Assessment Task 3
Version 1.0
TASK SUMMARY:
23. This is the third and final assessment task for this unit on
leading learning strategy formation and you are
required to provide professional leadership in implementing the
organisational learning strategy and then
reviewing and improving the organisational learning strategy
formation for the given case study (Annexure-
1) and the additional scenarios given in the task.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
▪ Computer and Microsoft Office
▪ Access to the Internet for research
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems
information
▪ Case study (Annexure-1)
▪ Information on current training and assessment requirements
WHEN AND WHERE DO I DO THIS TASK?
▪ This task may be done in an actual workplace or a close
simulation of the workplace environment
▪ You will be provided with the due date for this assessment so
that you can write it in the Assessment
Booklet.
WHAT DO I NEED TO SUBMIT?
▪ Part A: Copy of the email to stakeholders and report on
24. implementing organisational learning strategy
▪ Part B: Report on review of organisational learning strategy
▪ Part C: Presentation handouts on improving organisational
learning strategy formation
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will
need to do one of the following:
• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.
Instructions to students:
▪ This is an open book test – you can use your learning
materials as reference.
▪ You need to answer all 7 questions correctly.
▪ You must answer the questions by writing in the space
provided.
▪ If you need more space, you can use extra paper. Make sure
you write on each extra piece of paper
your name and the question number/s you are answering.
▪ You may prefer to use your computer to type your answers.
Your assessor will let you know if you can
email your answers as a Word file, or if you must print and
submit hard copies.
ASSESSMENT TASK 3: Practical Assessment Task-
25. Implement, review and improve organisational
learning strategy formation
BSBLED802 Student Assessment Task 3
Version 1.0
This assessment has been developed to assist you in
understanding the process of implementing the
organisational learning strategy, review the organisational
learning and development and then plan for
improving organisational learning strategy.
This assessment is to be completed in following three (3) parts:
1. Part A: Implement learning strategy formation
2. Part B: Review organisational learning and development
3. Part C: Improve organisational learning strategy formation
Part A – Implement organisational learning strategy
In this part of the project, you are required to implement
organisational learning strategy, validate
assessment methods, review policies and procedures and
examine strategic outcomes attained through
organisational learning strategy.
Instructions to students:
26. 1. This is a written assessment task and consists of a series of
activities.
2. You must follow the given case study (Annexure-1),
additional scenario given in Assessment task 2
and the reports prepared by you to lead learning development of
organisational learning strategy.
3. Your trainer/assessor and/or classmates will play the roles of
relevant stakeholders to complete the
task.
4. You must follow the given word-limits to complete the
written tasks.
Steps to complete Part A of the Practical Assessment Task:
Scenario: For the given case study of Marks and Spencer,
assume that the company’s top management
has now approved the organisation’s learning strategy, prepared
by you for focussing on digital marketing
to target huge market in South Asian countries.
You must now take appropriate steps to implement the
organisational learning strategy. Complete the
following tasks to implement the organisational learning
strategy that you have developed:
TSK3.1. Introduce your organisational learning strategy meeting
27. the organisation’s requirement for
focus on digital marketing in South Asian market through an e-
mail to all the relevant
stakeholders. Your trainer/assessor and/or classmates will act as
the relevant stakeholders.
The word-limit for the e-mail is 70-100 words.
TSK3.2. Validate the assessment methods and assessment tools
and provide a copy of the results of
the validation. You must prepare a report of 200-300 words and
validate for compliance with
following points:
• Desired performance criteria,
• Required skills and knowledge criteria
TSK3.3. Identify and list any five(5) learning resources to
ensure compliance with international, national,
industry and workplace needs
Task brief
BSBLED802 Student Assessment Task 3
Version 1.0
TSK3.4. Review the organisation’s learning/ training policies
and procedures for continuing relevance,
operational effectiveness and to identify any gaps. Write an
informal report 200-300 words.
Provide:
28. • A printed copy of the e-mail sent to the stakeholders
• Validation report
• List of learning resources
• Review of training policies and procedures
Part B – Review organisational learning and development
This part is in continuation to the Part A of this task and the
assessment task 2. You are required to
evaluate the outcomes of the organisational learning strategy,
develop procedures and incorporate national
policy and system changes into the organisational learning. You
must refer the given case study
(Annexure-1) and the scenario provided.
Instructions to students:
1. You must evaluate strategic outcomes and develop
procedures for the organisational learning strategy
in the given context only.
2. You must prepare a report to cover the given criteria
3. Word-limit for the report is 400-600 words.
Steps to complete Part B of the Practical Assessment Task:
Scenario: For the given case study, assume that the
organisation’s learning strategy has been
implemented as per the plan prepared by you for focussing on
digital marketing to target huge market in
29. South Asian countries.
The first review of the strategic outcomes has been carried out
after 3 months of implementation and the
major observations are as follows:
1. Staff development, where it takes place, has all too often
focused on process rather than concepts and
benefits of the learning outcomes approach.
2. Teaching staff are struggling to adjust to the new concepts
and paradigm shift. This is difficult for them
in terms of no longer being the “knowledge owner” but being
required to be a facilitator of learning and
analysis – acquisition of facts is palpably easy in the digital
age, what to do with those facts is the
difficult skill.
3. There is a need for developing the skills base of those who
are to undertake staff development; a
proper infrastructure is needed.
4. It uses the same methodology (adjusted culturally) for the
South Asian countries however when looking
across the results for countries, are to a very large extent
consistent.
30. You must now review organisational learning and development
outcomes and take appropriate steps to
modify learning strategies to support implementation of
improved learning policies and procedures.
Complete the following steps to complete this task:
BSBLED802 Student Assessment Task 3
Version 1.0
TSK3.5. Evaluate strategic outcomes attained through the
organisational learning strategy and update
policies and procedures accordingly. Provide evidence of the
evaluation process.
TSK3.6. Write down the procedure to improve liaising with
educators, learners and others to monitor
learning strategies and learning resources against organisational
learning targets.
TSK3.7. Explain the procedure to timely and periodically
monitor and incorporate the national policy and
system changes into organisational learning and development
strategies and practices.
TSK3.8. Make changes to the designed learning strategies and
required learning resources to support
implementation of improved learning policies and procedures.
31. This part is in continuation to the previous assessment tasks of
this unit. This is an oral assessment task
and requires you to evaluate organisational learning strategy
implementation, review performance of
people and resources and present plans to improve
organisational learning strategy formation.
Instructions to students:
1. This oral presentation is an individual work exercise
2. This will be a role-play presentation and your classmates/
trainer/ assessor will take on the role of top
management of your company.
3. This session is to be presented using MS Power Point slides
as a face to face/ virtual meeting
4. You must prepare 15-20 slides and must write only the
keywords/ points in the slides.
5. Time-limit for delivering the presentation is 25-30 minutes.
6. You will be video-graphed or photographed during the
presentation.
7. You must follow the given case study (Annexure-1),
additional scenarios given and the reports
prepared by you to complete previous tasks.
32. Steps to complete Oral Presentation Task:
Scenario: For the given case study, assume that the
organisation’s learning strategy has been
successfully implemented as per the plan prepared by you for
focussing on digital marketing to target huge
market in South Asian countries. The top management of your
company wants you to deliver a
presentation on future approach towards organisational learning
strategy formation.
You must prepare and deliver a PowerPoint presentation to your
top management covering the following
points/ criteria:
TSK3.9. Explain the steps to implement organisational learning
strategy.
TSK3.10. Explain the procedures followed in your organisation
(not necessarily related to the give
case study) to review performance of resources and staff
members supporting the organisational
learning strategy
Part C – Improve organisational learning strategy formation
33. BSBLED802 Student Assessment Task 3
Version 1.0
TSK3.11. Identify the lessons learnt and the corrective actions
for improving organisational learning
strategy formation
Provide:
• Speaker’s notes
• Presentation handout of slides
• Presentation feedback reports
BSBLED802 Assessment Task Checklist
Version 1.1
Assessment Task Checklist
Student’s name:
Did the student:
Completed
successfully
Comments
Yes No
35. Assessment Cover page Page 1 of 2
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBINN801 Lead innovative thinking
practice
Trainer’s Name: Assessment No: Task 1, Task 2,
Task 3, Task 4
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against
which I will be assessed.
o I have been given fair notice of the date, time and venue for
the assessment.
o I am aware of the resources I need and how the assessment
will be conducted.
o I have had the appeals process and confidentiality explained
to me.
o I agree that I am ready to be assessed and that all written
work is my own.
o This assessment is my: o First submission o Re-submission
(Attempt ___ )
Student Name: Student ID:
36. Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment task 1: o Satisfactory o Not Satisfactory
Assessment task 2: o Satisfactory o Not Satisfactory
Assessment task 3: o Satisfactory o Not Satisfactory
Assessment task 4: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION
RECEIPT:
It is student’s responsibility to keep the assessment submission
receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
37. Unit / Subject Code: Assessment No:
Trainer Name &
Signature:
Date: / /
This page left blank intentionally
BSBINN801 Assessment Instruction
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
38. 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.
Student should be provided with an appropriate time frame in
which to resubmit their work, according to the RTO’s re-
assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of
academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the
allegation. Assessors should refer to their RTO’s policy and
procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and
assessed (including resubmissions), print out a copy of this
unit’s Final
Results Record, included as the last page of this document.
Record the result for each task and the final result for the unit
as C
(Competent) or NYC (Not Yet Competent). There is also space
to give the student some written feedback for the overall unit.
39. Sign and date the middle section and give the sheet to the
student. After discussing their results with them, the student
must fill out
and sign the final section of the Record, where they
acknowledge the result that you have given them.
When the student has filled out the final section of the Final
Results Record, make a copy for them and retain the original
with the
student’s records.
Resources required for this Assessment
• All documents must be created using Microsoft Office suites
i.e., MS Word, Excel, PowerPoint
• Upon completion, submit the assessment printed copy to your
trainer along with assessment coversheet.
• Refer the notes on eLearning to answer the tasks
• Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
• This assessment is to be completed according to the
instructions given by your assessor.
• Students are allowed to take this assessment home.
• Feedback on each task will be provided to enable you to
40. determine how your work could be improved. You will be
provided with
feedback on your work within 2 weeks of the assessment due
date.
• Should you not answer the questions correctly, you will be
given feedback on the results and your gaps in knowledge. You
will be
given another opportunity to demonstrate your knowledge and
skills to be deemed competent for this unit of competency.
• If you are not sure about any aspect of this assessment, please
ask for clarification from your assessor.
• Please refer to the College re-assessment and re-enrolment
policy for more information.
• Please provide required references of the sources, if you use
any information from any sources (such as: learner book, power
point and online resources) to answer the assessment questions
and make the required changes to justify that it is your own
work.
BSBINN801 Assessment Instruction
41. Re-submission opportunities
Please read the following instructions carefully
• Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily
addressed the requirements of each part of this task.
• If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along
with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt/ s will be
arranged at a later time and date.
• Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
• Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
• Please see Student Assessment, Reassessment and Repeating
Unit of Competency Guidelines v1.1 for more detail.
42. BSBINN801 Student Assessment Task 1
Version 1.1
Assessment Task 1: Written questions
QUESTION 1
Explain the change in people’s approach towards innovation and
creativity, over a period of time. Answer in
250-300 words.
QUESTION 2
Explain the role of theory and thinking on applying innovation
and creativity at a work place. Answer in 250-
300 words.
QUESTION 3
Explain in 50-80 words each, any five (5) leadership styles and
their impact on innovation in organisations.
QUESTION 4
What is the relevance of organisational and industry context on
innovation? Answer in 120-150 words.
QUESTION 5
43. Explain the nine (9) critical success factors impacting
organisational innovation. Answer in 300-400 words.
QUESTION 6
Explain the process to carry out risk management while
implementing innovations in an organisation.
Answer in 300-350 words
QUESTION 7
Explain the typical challenges and barriers to innovation within
an organisation and ways of overcoming
these challenges and barriers. Answer in 300-350 words.
QUESTION 8
What are the processes or systems you will follow to engage
your employees in innovation? Answer in 400-
500 words.
BSBINN801 Student Assessment Task 2
Version 1.0
44. ASSESSMENT TASK 2: Practical Assessment Task- Generate
innovative thinking and creativity
Task summary:
You will be generating innovative and creative ideas at your
own workplace by interacting with stakeholders
and arranging brainstorming sessions. You will then evaluate
options, research conditions for implementing
the innovation and prepare a report on generating thinking and
creativity.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
▪ Computer and Microsoft Office
▪ Access to the Internet for research
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems
information
Task brief
In this task, you are required to prepare a report on generating
innovative thinking and creativity at your
own workplace. Each organisation's thinking and practice will
be different depending on its core business,
purpose, size, complexity and broader operating context. You
need to interact with relevant stakeholders
and use a range of techniques and tools to generate innovative
thinking and creativity.
45. Task –Generate innovative thinking and creativity
Instructions to students:
1. You are required to interact and communicate with a range of
people at your workplace.
2. You need to identify suitable professionals who can give you
honest feedback and support on
innovation.
3. You may decide to interview a range of stakeholders from
diverse groups including technical and
subject matter experts, juniors, seniors, peers and other people
whom you perceive to help you in
generating new ideas and thinking.
4. You can plan a single/ multiple brainstorming session with
all stakeholders together or a series of
sessions/one to one meetings.
5. You must prepare a questionnaire/ agenda for the meeting.
6. You must take prior appointment with the people identified
by you and ensure to perform this task
professionally in a simulated environment or actual workplace.
7. You must then analyse the ideas and prepare a report on
generating innovative thinking and creativity.
8. The word-limit for the report is 1200-1500 words.
46. BSBINN801 Student Assessment Task 2
Version 1.0
Steps to complete the Practical Assessment Task:
TSK2.1. Discuss with your colleagues, supervisors and other
persons of significance and seek their
input to enable you to:
• Generate new ideas and thinking at your workplace
• Understand organisation’s current and future thinking and
practice
• Promote creative thinking techniques to foster personal and
team innovation
Provide:
• Evidence of consultation including:
o Name and position of personnel involved
o Date of meeting/ session
o Points discussed in the session
o Signature of attendees
TSK2.2. With the information gathered above, use a range of
techniques and tools to identify further
ideas for innovation.
TSK2.3. Evaluate the innovative thinking and creativity ideas
for their overall context to your workplace
TSK2.4. Identify the driver, enablers and the conditions for
innovation impacting innovative thinking and
creativity.
47. TSK2.5. Finalise at least one (1) innovative practice that you
will implement at your workplace.
BSBINN801 Student Assessment Task 3
Version 1.0
ASSESSMENT TASK 3: Practical Assessment Task- Lead
innovation practice and promote
innovative culture
TASK SUMMARY:
You will generate and support a culture of innovation by
fostering team approaches, establishing
appropriate systems and processes to promote innovation. They
will improve personal leadership style and
professional competence to lead innovative practices at
workplace.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
▪ Computer and Microsoft Office
▪ Access to the Internet for research
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems
48. information
▪ Case study (Annexure-1)
▪ Information on current training and assessment requirements
Task brief
This assessment has been developed to assist you in identifying
and promoting innovative practices to
foster communication and team development approaches and
establish systems to support innovation. You
will also review your personal leadership style and challenge
and refine your own style and practice to
support innovation. This task is to be done in following two (2)
parts:
1) Part A- Generate and support a culture of innovation
2) Part B- Develop personal leadership style
Part A - Generate and support a culture of innovation
Instructions to students:
1. This task is in continuation to assessment task-2.
2. You are required to implement the innovative idea identified
by you in assessment task-2.
3. You must write a journal to cover the process followed by
you to implement the innovative idea.
4. You must include real-life work experiences/ examples
(wherever possible) to demonstrate your
49. capability to lead innovative practices.
5. You must write your journal by following S.T.A.R (Situation
Task Action Result) method for each
example used by you
BSBINN801 Student Assessment Task 3
Version 1.0
6. The word-limit for the journal is 1200-1500 words.
Steps to complete journal on generating and supporting a
culture of innovation:
TSK3.1. Identify the relevant stakeholders for implementing the
innovation and determine their
requirements in operational context.
TSK3.2. Introduce your innovation to the relevant stakeholders
using an appropriate method such as
meeting, brainstorming session, e-mail, etc.
TSK3.3. Promote the team working approach which supports
open communication and consultation to
share innovative ideas and practices.
TSK3.4. Make a list of the resources required to implement the
innovative idea and specify how you
assessed and arranged these resources?
50. TSK3.5. Perform “risk assessment” and take appropriate
measures to mitigate risks.
TSK3.6. Identify and establish mechanisms at system and
process level to support innovation
Provide:
• A copy of the completed journal
• Evidence of the validity of the examples, including:
o Name and position of personnel involved in the examples
o Name of the organisation where incident happened
o Date of incident
o Signature of the personnel or witness of the incident (Include
name and position)
BSBINN801 Student Assessment Task 3
Version 1.0
Part B – Develop personal leadership style
This assessment has been developed to assist you in evaluating
and developing your personal leadership
style to lead innovative thinking and practices. You are required
to perform self-evaluation of your personal
effectiveness in modelling and supporting innovation.
Instructions to students:
51. 1. This task is in continuation to assessment task-2 and must be
done while implementing innovative
practice at the workplace i.e. Part A of this assessment task
2. This task is an individual work exercise.
3. You are required to review your own leadership style by
evaluating your own actions during the
implementation of innovative practices
4. You must include real-life work experiences/ examples
(wherever possible) to demonstrate your
capability to lead innovative practices.
5. You must write your responses in Appendix-A or other
suitable format and also prepare a report
covering the given criteria.
Steps to complete Part B of the Practical Assessment Task:
TSK3.7. Over the course of implementing the innovation for
this assessment task, make entries into
a journal, diary or specifically-designed table such as the
example appearing in Appendix
A. As opportunities arise, record the incident, emotions
experienced and particularly your
reactions and resulting actions and how these may have
modelled innovative thinking and
supported its implementation.
TSK3.8. Perform self-assessment of your leadership style for
the following attributes in 250-350
words:
52. • Strengths of present leadership style
• Weaknesses of present leadership style
• Corrective/ improvement actions which you will take to adjust
the leadership style
Provide:
• A copy of the completed report
• Evidence of the validity of the examples, including:
o Name and position of personnel involved in the examples
o Name of the organisation where incident happened
o Date of incident
o Signature of the personnel or witness of the incident (Include
name and position)
BSBINN801 Student Assessment Task 3
Version 1.0
APPENDIX A - RECORDING INCIDENTS
Incident Emotions
experienced
53. Reaction Effect on
workplace
relationships
What I would
do next time
BSBINN801 Student Assessment Task 4
Version 1.0
ASSESSMENT TASK 4: Oral Presentation- Sustain innovative
thinking and practice
TASK SUMMARY:
This is the fourth and final assessment task. You will deliver a
PowerPoint presentation and demonstrate
ability to lead a culture of innovation and sustain innovative
thinking and practice.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
54. ASSESSMENT?
▪ Computer and Microsoft Office
▪ Access to the Internet for research
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems
information
▪ PowerPoint presentation resources
Task brief
This assessment has been developed to assist you in developing
strategies and processes to involve
innovation integrally and enhance contributions to innovative
thinking and practice.
Oral Presentation- Sustain innovative thinking and practice
Instructions to students:
1. This oral presentation is an individual work exercise
2. This will be a role-play presentation and your classmates/
trainer/ assessor will take on the role of
different employees at your workplace
3. This session is to be presented using MS Power Point slides
as a face to face/ virtual meeting
55. 4. You must prepare 15-20 slides and must write only the
keywords/ points in the slides.
5. Time-limit for delivering the presentation is 25-30 minutes.
6. You will be video-graphed or photographed during the
presentation.
BSBINN801 Student Assessment Task 4
Version 1.0
Steps to complete Oral Presentation Task:
Include the following criteria in your presentation:
TSK4.1. Strategies that are used or can be implemented to make
innovation an integral part of
organisational activity.
TSK4.2. Monitoring process to confirm individual awareness
and collective contributions to innovative
thinking and practice.
TSK4.3. Identify any three(3) potential barriers/risks to
innovations and suggest strategies to minimise
them
TSK4.4. Evaluate the effect of innovation implemented by you
56. and major learnings from it, to form a
basis for developing strategies for improvement.
Provide:
• Industry background
• Speaker’s notes
• Presentation handout of slides
• Handout for attendees with further information on support
services and/or useful websites
• Presentation feedback reports
Assessment Task Checklist
Assessment Task Checklist
Student’s name:
Did the student:
Completed
successfully
Comments
Yes No
Task 1
Question 1
57. Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Task 2
TSK2.1 Discuss with your colleagues, supervisors and other
persons of significance and seek their input to enable
TSK2.2 With the information gathered above, use a range of
techniques and tools to identify further ideas for innovation
TSK2.3 Evaluate the innovative thinking and creativity ideas
for their overall context to your workplace
TSK2.4 Identify the driver, enablers and the conditions for
innovation impacting innovative thinking and creativity.
58. TSK2.5 Finalise at least one (1) innovative practice that you
will implement at your workplace.
Task 3
TSK3.1 Identify the relevant stakeholders for implementing the
innovation and determine their requirements in operational
context.
Assessment Task Checklist
TSK3.2 Introduce your innovation to the relevant stakeholders
using an appropriate method such as meeting, brainstorming
session, e-mail, etc.
TSK3.3 Promote the team working approach which supports
open communication and consultation to share innovative
ideas and practices.
TSK3.4 Make a list of the resources required to implement the
59. innovative idea and specify how you assessed and arranged
these resources?
TSK3.5 Perform “risk assessment” and take appropriate
measures to mitigate risks.
TSK3.6 Identify and establish mechanisms at system and
process level to support innovation
Task 4
TSK4.1 Strategies that are used or can be implemented to
make innovation an integral part of organisational activity
TSK4.2 Monitoring process to confirm individual awareness
and collective contributions to innovative thinking and practice.
TSK4.3 Identify any three(3) potential barriers/risks to
innovations and suggest strategies to minimise them
TSK4.4 Evaluate the effect of innovation implemented by you
and major learnings from it, to form a basis for developing
60. strategies for improvement.
Assessor name:
Assessor signature:
Date
Assessment Cover page Page 1 of 2
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED808 Conduct a Career
Development Session
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
61. o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against
which I will be assessed.
o I have been given fair notice of the date, time and venue for
the assessment.
o I am aware of the resources I need and how the assessment
will be conducted.
o I have had the appeals process and confidentiality explained
to me.
o I agree that I am ready to be assessed and that all written
work is my own.
o This assessment is my: o First submission o Re-submission
(Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment task 1: o Satisfactory o Not Satisfactory
Assessment task 2: o Satisfactory o Not Satisfactory
Assessment task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
62. Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION
RECEIPT:
It is student’s responsibility to keep the assessment submission
receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name &
Signature:
Date: / /
63. This page left blank intentionally
Assessment Task 1, Task 2, task 3: BSBLED808 Conduct a
Careers Development Session
Version: 1.0
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.
Student should be provided with an appropriate time frame in
which to resubmit their work, according to the RTO’s re-
assessment policy and procedure.
Plagiarism, cheating and collusion.
64. Where a trainer/assessor believes there has been an incident of
academic misconduct involving plagiarism, cheating,
and/or collusion, they should report this along with reasons for
the allegation. Assessors should refer to their RTO’s
policy and procedures regarding training and assessment for
further information.”
When all unit’s assessment tasks have been submitted and
assessed (including resubmissions), print out a copy of this
unit’s Final Results Record, included as the last page of this
document. Record the result for each task and the final
result for the unit as C (Competent) or NYC (Not Yet
Competent). There is also space to give the student some
written
feedback for the overall unit.
Sign and date the middle section, and give the sheet to the
student. After discussing their results with them, the student
must fill out and sign the final section of the Record, where
they acknowledge the result that you have given them.
When the student has filled out the final section of the Final
Results Record, make a copy for them and retain the
original with the student’s records.
Resources required for this Assessment
• All documents must be created using Microsoft Office suites
65. i.e., MS Word, Excel, PowerPoint
• Upon completion, submit the assessment printed copy to your
trainer along with assessment coversheet.
• Refer the notes on eLearning to answer the tasks
• Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
• This assessment is to be completed according to the
instructions given by your assessor.
• Students are allowed to take this assessment home.
• Feedback on each task will be provided to enable you to
determine how your work could be improved. You will be
provided with feedback on your work within 2 weeks of the
assessment due date.
• Should you not answer the questions correctly, you will be
given feedback on the results and your gaps in
knowledge. You will be given another opportunity to
demonstrate your knowledge and skills to be deemed
competent for this unit of competency.
• If you are not sure about any aspect of this assessment, please
ask for clarification from your assessor.
66. Assessment Task 1, Task 2, task 3: BSBLED808 Conduct a
Careers Development Session
Version: 1.0
• Please refer to the College re-assessment and re-enrolment
policy for more information.
• Please provide required references of the sources, if you use
any information from any sources (such as: learner
book, power point and online resources) to answer the
assessment questions and make the required changes to
justify that it is your own work.
Re-submission opportunities
Please read the following instructions carefully
• Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
• If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written
feedback along with guidance on what you must undertake to
demonstrate satisfactory performance. Re-
67. assessment attempt/ s will be arranged at a later time and date.
• Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with
unfairly or have other appropriate grounds for an appeal.
• Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any
part of this task or if they have any learning issues or needs that
may hinder them when attempting any part of the
assessment.
• Please see Student Assessment, Reassessment and Repeating
Unit of Competency Guidelines v1.1 for more
detail.
Assessment Task 1, Task 2, task 3: BSBLED808 Conduct a
Careers Development Session
Version: 1.0
TASK SUMMARY:
68. You are required to answer all the questions in this task.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
Access to textbooks and other learning materials.
Access to a computer and the Internet (if you prefer to type
your answers).
WHEN AND WHERE DO I DO THIS TASK?
This task may be done at your own time as homework or you
may be given time to do this task in class (if
applicable). Your assessor will advise.
WHAT DO I NEED TO SUBMIT?
All questions answer.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will need
to do one of the following:
• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.
Instructions to students:
▪ This is an open book test – Please refer following resources
for this assessment
a. case study ‘Lindsay A Step By Step Career Counselling Case
Study
69. b. A comparison of theories
c. Australian Journal of Business and Management Research
d. https://cica.org.au/
e. https://www.careers.govt.nz/resources/career-practice/career-
theory-models/
f. https://study.com/academy/lesson/career-development-
theories.html
g. Counselling micro skills
h. Career development model
▪ You need to answer all 8 questions correctly.
▪ You must answer the questions by writing in the space
provided.
▪ If you need more space, you can use extra paper. Make sure
you write on each extra piece of paper
your name and the question number/s you are answering.
▪ You may prefer to use your computer to type your answers.
Your assessor will let you know if you can
email your answers as a Word file, or if you must print and
submit hard copies.
Assessment Task 1: Written Questions
71. QUESTION 1
Multiple career development theories have been developed over
the years but none of them is able to
comprehensively explain the vast area of career development.
There are majorly seven developed theories that have
their own implications towards career development. Give a brief
description of these studies and how would you
categorise them?
Answer in 200-250 words.
QUESTION 2
Changing or choosing a career is not an easy task. Apart from
social pressure and dynamics, there are other
personal factors and attributes that play an important part in
deciding one’s career. How does an individual’s
emotions, behaviour and way of thinking contribute in making
his/her career choices?
Answer in 150-200 words.
QUESTION 3
A successful presentation/workshop is that from which audience
have grasped most of the knowledge and skills
imparted to them, with a positive progression reflected on their
learning and ability make right choices. Explain the
competence and set of skills required to conduct a successful
career development session?
72. Answer in 150-200 words.
QUESTION 4
Career Counselling is a process that focuses on helping the
client in understanding himself/herself along with work
trends so that he/she can take informed decision about career.
The process of career counselling involves creating a
safe and secure environment, where the client feels at ease and
is able to discuss his/her life and career, without
any hesitation
How does effective communication help in creating a
harmonious and understanding relationship with your client?
Answer in 100-150 words.
QUESTION 5
Give a brief basic/fundamental understanding of the following
concepts. Answer in 200-250 words.
• lifelong learning
• holistic career development
• career decision-making
• career coaching
• career maintenance
• work satisfaction
• employability
• enterprising
73. • positive uncertainty and
• planned happenstance
Assessment Task 1, Task 2, task 3: BSBLED808 Conduct a
Careers Development Session
Version: 1.0
QUESTION 6
A genuine Career Counsellor is the core of right guidance,
which is why he/she is the most important element of any
career counselling process. There are set standards of career
development.
What are the standards of career development? What role do
these standards play in career counselling? Answer in
150-180 words.
QUESTION 7
Career Counselling is a scientific process and involves making
calculated moves, based on hard facts and
74. methodical research. It is not a procedure that runs on trial and
error. What are the legislative and regulatory
requirements while conducting a career counselling?
QUESTION 8
Professional development policy of an organisation draws the
guidelines for possible opportunities of their
employees to excel in their professional life. It is very closely
linked to career counselling as is the advanced step to
professional development session where employees seek
professional advice on their prospective career choices.
Refer to the organisations’ policy regarding career counselling
in the link provided and create a career development
policy for coffeville as they do not have any. You may consider
adding information in their existing professional
development policy to create a new career development policy.
Coffeville policies and procedures and Performance
and career development policy
file:///C:/Users/md.islam/AppData/Roaming/Microsoft/Word/cof
feeville_policies_and_procedures.pdf
file:///C:/Users/md.islam/AppData/Roaming/Microsoft/Word/Pe
rformance-and-Career-Development-Policy-2017.pdf
file:///C:/Users/md.islam/AppData/Roaming/Microsoft/Word/Pe
75. rformance-and-Career-Development-Policy-2017.pdf
Assessment Task 1, Task 2, task 3: BSBLED808 Conduct a
Careers Development Session
Version: 1.0
ASSESSMENT TASK 2: Practical Assessment Task (Research
and e-Portfolio)- Conduct a career
development session
TASK SUMMARY:
You are to create an e-portfolio based on the research.
WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
Access to textbooks and other learning materials (web).
Access to a computer and the Internet (if you prefer to type
your answers).
WHEN AND WHERE DO I DO THIS TASK?
This task may be done in your own time as homework or you
may be given time to do this task in class (if
applicable). Your assessor will advise.
WHAT DO I NEED TO SUBMIT?
76. Your answers to all the questions.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will need to do
one of the following:
Answer the questions that were incorrect in writing.
Answer the questions that were incorrect verbally.
INSTRUCTIONS TO STUDENTS:
▪ This is a self-paced activity – you can use your learning
materials or text book as reference.
▪ The activity has been divided into two parts (Part A and B)
▪ Part A is conducting a research on different theories and
creating a report. It can be in any form report as word
file, A synopsis as a paragraph, PPT etc.
▪ Part B is preparing an e-portfolio based on the research you
did in Part A. It can be a word file or PPT or a web
page.
▪ You must submit both of these at the end of Assessment 3
(presentation) which will follow upon completion of
this assessment.
▪ Word limit for your report is 400-500 words (no more than 2
77. pages in total). You may like to refer to this link if
you need help in how to write a report.
https://www.wikihow.com/Write-a-Report
▪ You must include all the asked relevant information in your
report and e-portfolio.
▪ You may prefer to use your computer to type your answers.
Your assessor will let you know if you can email
your answers as a Word file, or if you must print and submit
hard copies.
https://www.wikihow.com/Write-a-Report
Assessment Task 1, 2, 3: BSBLED808 Conduct a Careers
Development Session
Version: 1.0
Part A – Research career development theories
In this part of the project, you are required to conduct a
rigorous research on different career development theories to
gain a profound understanding of the concept and how they can
be used while conducting a career development
session.
INSTRUCTIONS TO STUDENTS:
78. 1. This is a self-paced activity.
2. You must follow the given task instructions below.
3. You must note down the important points found in the
research and address all the instructions given. You will be
assessed on your ability to address those instructions.
4. You must research all the information asked below rigorously
as this would be the foundation for rest of your
practical assessments.
TASK INSTRUCTIONS TO COMPLETE PART A OF THE
PRACTICAL ASSESSMENT TASK:
• You are to research major career development theories and its
different models. In your research, please
make sure you find out how a general advice on career
development is different to providing information and
further to professional career advice.
• You would also figure out which researched theory and model
is appropriate to use for your own audience
(audience in career development session in Assessment 3).
• Your trainer/assessor would provide you the details of
participants in career development session, so that
you are aware of the diversity of your audience. All your
research should carefully consider the diversity and
79. needs of your clients.
• Once the research is completed, please submit your report
along with your e-portfolio (part B of this
assessment) at the end of assessment.
• You can use any format for creating a report, it can be a word
document as a report or a synopsis paragraph
or simple PPT.
• It must contain all the information that has been mentioned
above and should not exceed 2 pages in total.
You may consider referring to this link for assistance in writing
a report https://www.wikihow.com/Write-a-
Report
https://www.wikihow.com/Write-a-Report
https://www.wikihow.com/Write-a-Report
Assessment Task 1, 2, 3: BSBLED808 Conduct a Careers
Development Session
80. Version: 1.0
Part B – Creating an e-portfolio
This part is in continuation to the Part A of this assessment.
You are required to create an e-portfolio based on the
research you have done in part A of this assessment. Your e-
portfolio must demonstrate your ability to provide a
career development session to your audience.
INSTRUCTIONS TO STUDENTS:
Develop an e-Portfolio demonstrating your ability to provide
career development session to your audience (arranged
by the trainer/assessor). It must contain all the information you
would be using while conducting your career
development session. Basically, you would be using this
portfolio as a guide when conducting your session. You
must make sure that
▪ E-portfolio is based on the research done in part A in terms of
appropriate theory and model applicable to
the audience. Also the session in e-portfolio has been planned
considering the diversity of the audience
(cultural and ethnic).
▪ There is a confirmation of the focus for the career
81. development session with defined outcomes agreed.
▪ It has all the marketing information required e.g. Flyer, email
or article promoting the career development
session, outlining expectations, location, duration and timing.
▪ It contains the information of the presenter supporting
credibility for the attendees of the session.
▪ It has feedback survey forms for the attendees at the end of
the session. Please be mindful of the privacy by
not asking their details.
▪ E-portfolio can be created as a web page or PPT. You must
submit it along with your research report at the
end of the assessment. It should not exceed 5-7 PPT slides. You
may like to refer to this for assistance in
creating e-portfolio
http://www.scranton.edu/academics/ctle/tutorials/technology/ep
ortfolio-powerpoint.shtml
▪ You will be assessed on the ability to create an e-portfolio
following above instructions. Please make sure
that you include all the relevant material in your project.
▪ You will be using this e-portfolio while preparing the PPT for
your career development session in next
assessment. So it is advised that you try to collect all the
required information needed for conducting a
82. career development session.
http://www.scranton.edu/academics/ctle/tutorials/technology/ep
ortfolio-powerpoint.shtml
Assessment Task 1, 2, 3: BSBLED808 Conduct a Careers
Development Session
Version: 1.0
ASSESSMENT TASK 3: Practical Assessment Task- Conduct a
career development session
TASK SUMMARY:
This is the third and final assessment task for this unit and you
are required to conduct a session where you will be
the presenter and conduct a career development session for a
group of people. Your trainer will assist in arranging an
audience for you of diverse people with different needs. Based
on your research and e-portfolio, you must have a
prepared PPT (Power Point Presentation) for this session that
would have all the information needed for this career
development session. You will be using this power point slide
show while running the session.
83. WHAT DO I NEED IN ORDER TO COMPLETE THIS
ASSESSMENT?
▪ Computer and Microsoft Office-PPT of your presenation
▪ Access to your resources required for conducting a
session(research report and e-portfolio done in Assessment
2).
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems
information
▪ Information on current training and assessment requirements
WHEN AND WHERE DO I DO THIS TASK?
▪ This task may be done in an actual workplace or a close
simulation of the workplace environment
▪ You will be provided with the due date for this assessment so
that you can write it in the Assessment Booklet or
diary.
WHAT DO I NEED TO SUBMIT?
▪ Presentation handouts (PPT slides) of your session
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they
will talk to you about resubmission. You will need to do
one of the following:
Answer the questions that were incorrect in writing.
84. Answer the questions that were incorrect verbally.
INSTRUCTIONS TO STUDENTS:
▪ This is a presentation held face to face or virtually (as
arranged with your trainer).
▪ You will be conducting a career development session for an
audience (Trainer to arrange).
▪ You need to create a PPT for your presentation using all the
research and content in the e-portfolio you did in
Task 2.
▪ You must use that PPT while conducting the session.
▪ You may consider bringing the print out of the slides for the
audience if find useful.
▪ You are recommended to watch these videos below for
preparing yourself for the session.
▪ https://www.youtube.com/watch?v=ADPlNJcgvhk
▪ https://www.youtube.com/watch?v=TvD6qnVe4cI
▪ https://www.youtube.com/watch?v=IeFUpczOv8Y
https://www.youtube.com/watch?v=ADPlNJcgvhk
https://www.youtube.com/watch?v=TvD6qnVe4cI
https://www.youtube.com/watch?v=IeFUpczOv8Y
85. Assessment Task 1, 2, 3: BSBLED808 Conduct a Careers
Development Session
Version: 1.0
Task brief
This assessment has been developed to give you exposure in
conducting a career development session to a diverse
audience. This will provide you an experience of effective and
professional communication, building client rapport,
counselling career development, assisting individuals to make
appropriate choices and using resources and
technology to support career development sessions.
Conduct a career development session
This part is in continuation to the previous assessment tasks of
this unit. This is an oral and interactive assessment
task and requires you to conduct and present a career
development session where you would be giving professional
advice to your audience based on their situations. You should
have all the prior information regarding your audience
in hand in form of research report and e-portfolio and you must
have prepared your PPT on basis of that research.
86. Once you are done with the presentation, please hand out the
feedback forms to your audience for self-evaluation.
GENERAL INSTRUCTIONS TO STUDENTS:
1. This oral presentation is an individual work exercise
2. This will be a role-play presentation and your classmates/
trainer/ assessor will take on the role audience
3. This session is to be presented using MS Power Point slides
as a face to face/ virtual meeting
4. You must prepare 15-20 slides and must write only the
keywords/ points in the slides.
5. Time-limit for delivering the presentation is 10-15 minutes.
6. You may be video-graphed or photographed during the
presentation (with permission).
Assessment Task 1, 2, 3: BSBLED808 Conduct a Careers
Development Session
Version: 1.0
Presentation marking criteria: Please note that you will be
assessed on the following criteria.
87. Observation Checklist (Single Observation)
During the demonstration of skills, did the student
satisfactorily:
(enter specific details of benchmarks relating to workplace tasks
that
must be demonstrated to confirm competence)
Attempt 1
Attempt 2
Y N Y N
1. Researched the topic thoroughly
Was able to research different studies of career development ☐
☐ ☐ ☐
Demonstrated the ability to apply appropriate theory to the
person by
figuring out individual career needs
☐ ☐ ☐ ☐
Demonstrated the difference between advice, providing
information and
professional help while doing career counselling in the session.
☐ ☐ ☐ ☐
88. Was able to figure out appropriate career development model
required
for meeting individual/group needs while conducting the session
☐ ☐ ☐ ☐
Considered the diversity of the audience while preparing for
session ☐ ☐ ☐ ☐
Gathered and used all the required information of audience to
assist in
preparing the presentation
☐ ☐ ☐ ☐
2. Conducted the career development session well
Was dressed up professionally and showed mannerism for
presentation ☐ ☐ ☐ ☐
Used effective and professional communication style ☐ ☐ ☐ ☐
Developed trust and rapport with the clients ☐ ☐ ☐ ☐
Clear and relevant information provided to the topic ☐ ☐ ☐ ☐
Identified clients’ career goals and needs, helped them make
their choices
by keeping in mind their individual concerns (common pattern
of thinking
and behaviour).
☐ ☐ ☐ ☐
Listened carefully to their concerns and questions and
responded
89. appropriately.
☐ ☐ ☐ ☐
3. Used resources and technology to support career development
sessions
Used resources and technology to support career development
sessions
by informing clients about available support …