CLJ Subject Moderation - Brief
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The document outlines a 4-step subject moderation process used by CSU: 1. Pre-delivery moderation where convenors complete a form addressing previous moderation outcomes. 2. During delivery moderation where convenors manage marking teams and ensure grades are entered correctly. 3. Post-delivery moderation 1 where issues with assessments and marking are identified. 4. Post-delivery moderation 2 where full details of CSU's moderation policy and process are provided, including pre-marking, during marking, and post-marking moderation steps.
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Student Assessment WorkbookBSBADM502Manage MeetingsVer.docx
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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
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Task 2:
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Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
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Step 2 - Contextualise the unit of competency and its assessment requirements
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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.
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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.
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TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
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Read the case study on the next page and complete the steps below.
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Step 4 - Prepare the RPL assessment plan for BSBWOR203
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About you and your RTO
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Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
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Instructions
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The document provides instructions for developing an assessment plan and instrument for Recognition of Prior Learning (RPL) for the unit BSBWOR203 Work effectively with others. The tasks include developing a competency-based assessment plan, modifying or developing an assessment instrument, and evaluating the process. The case study involves an individual seeking RPL for this unit from ABC Training House. The instructions guide the development of an RPL assessment plan, competency map, and portfolio checklist as the assessment instrument.
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4) Ensuring adherence to ILO formatting requirements for recommendations, lessons learned, and good practices.
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CLJ Subject Moderation - Brief
- 1. Complete the Pre- Delivery Moderation Form, explaining how previous moderation outcomes have been addressed Pre-Delivery Manage the subject marking team across all cohorts for moderation purposes – See following slide for details During Delivery Ensure subject coordinators have entered grades into Grade Centre correctly and record any non-substantive grades Post-Delivery 1 Subject team identifies any issues with the assessment tasks, marking criteria etc, and records actions to be taken in future offerings Post-Delivery 2 01 STEP 02 STEP 03 STEP 04 STEP Full details of the CSU Moderation Policy Subject Moderation PROCESS All subjects must undergo moderation at least once per year – managed by subject convenors Pre-delivery moderation form During delivery moderation form Post-delivery moderation form Post-delivery moderation form
- 2. 1 Subject convenor meets with marking team before marking to discuss marking guide and provides 2 scripts for discussion 2 Subject convenor checks fails and HD’s (not blind) 3 5 papers per marker checked for moderation by convenor – feedback given to the marker. This moderation should cross- check(s) the consistency of marking against the marking guide (including criteria and related standards) within and across cohorts. 4 If there are discrepancies, the marking has been completed, discuss with HoS, or nominee, and decide whether to remark all the scripts marked by that marker or adjust the grades. If the marker and Subject Convener/Moderator cannot agree and no resolution can be reached, then escalate to HoS. 5 Subject convenor collates common feedback for all students. Subject convenor records moderation details using the During Delivery Online moderation form Before Marking During Marking Before return to Students Before Return to Students After marking Assessment (During) Moderation For all written assessment tasks weighted 20% or more