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.
Instructions
Read the case study on the next page and complete the steps below.
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
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
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
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
BSBMGT517 Manage operational planPart C– Project Managing an op.docxAASTHA76
BSBMGT517 Manage operational plan
Part C– Project: Managing an operational plan at work
Purpose - You will demonstrate your skills and knowledge by completing a project in your workplace.
Task overview and instructions to the candidate-
Using a proposed operational activity or business plan item from your workplace, complete these tasks.
1. Undertake some research to determine the resources that will be required to manage and implement this item as an operational plan. Your research should be presented as a report and based around a series of research questions that need to be addressed in order to set up the operational plan. Your report on this item should list each of your research questions, your sources and your findings. It is important that your questions address relevant items in your organisation’s mission statement and its business plan objectives.
2. Convert your research and analysis into a detailed operational plan.
3. Prepare a detailed consultation plan that will outline the processes and people who will need to be consulted for this operational plan.
4. Establish a set of key performance indicators (KPIs) that will assist in monitoring the implementation of the operational plan.
5. Prepare contingency plans for three possible risks that could occur during the implementation of the operational plan.
6. Prepare a briefing document on the operational plan to present to senior managers. The briefing document should contain the following: •Recommendations of preferred options with supporting arguments •Reference to the sources of specialist advice that contributed to these recommendations •Recommendations of processes to use in the operational plan that align with other policies and procedures of your organisation
7.Prepare a short briefing document that outlines the intellectual property issues that may be associated with the implementation of the operational plan.
8. Prepare a briefing document for work teams that explains your operational plan and outlines how it will be implemented in the set time line. The briefing document also needs to: •outline the aspects of the operational plan that will need to be implemented for a specific work group •if applicable, include a strategy to utilise existing staff once the operational plan has been implemented •contain a WHS risk assessment and legislative review of the issues associated with implementing the operational plan
9. Use the KPIs developed in task 4 to develop a monitoring process for the implementation of the operational plan. The monitoring process should include the following: •A breakdown of the overall plan into tasks •Time lines and responsibilities assigned for each task •A budget allocation to appropriate tasks •A mechanism to quantitatively analyse the level of completion of each task
10. Prepare a budget for the operational plan.
11. Use the monitoring process from task 9 to prepare a review of the operational plan’s implementation progress at a particular point of time. Thi ...
This document provides competency-based learning materials for estimating materials for multiple plumbing units. It outlines two learning outcomes: [1] studying an approved plumbing plan to determine measurements, identify plumbing symbols and specifications, visualize layouts, and estimate costs; and [2] estimating and finalizing a materials take-off by quantifying materials, listing consumables, summarizing results, and presenting a bill of materials and cost estimate. Assessment methods may include observation, simulations, role plays, and oral/written questions to evaluate skills and underpinning knowledge in a real or simulated workplace environment.
This document provides an overview of training principles and planning. It discusses:
- The objectives of training, which include developing training skills and knowledge of effective methods.
- Key principles like applying concepts, providing feedback, balancing compact and lengthy training, and considering individual differences.
- The components of an effective training system, including needs assessment, planning, implementation, and evaluation.
- Steps for training needs analysis like revising objectives, collecting performance data, analyzing data, and translating problems into training needs.
- Developing training plans by prioritizing needs, setting objectives, determining requirements, and designing programs.
This document provides the agenda for the eighth session of a learning collaborative. It includes time for team reports on successes, challenges, and recruitment updates. It also covers position offers, contracts, onboarding, licensing, credentialing, program evaluation, and accreditation preparation. The next session is scheduled for May 3rd. Action items include monthly reports, drafting contracts and agreements, and preparing questions for a precepting panel.
This document discusses quality assessment. It begins with an introduction and poll for the participant's role. The presentation then covers the following:
1. A definition of quality assessment and tips for implementation.
2. An overview of key compliance responsibilities related to assessment under the national standards.
3. The importance of developing high-quality assessment tools, including mapping to training packages, developing instructions, and conducting quality checks through trialling and review.
4. Methods that can be used to improve the learner experience with assessment.
The document emphasizes the importance of assessment tools being valid, reliable, and fair to ensure quality outcomes. It also stresses consulting industry and conducting quality checks to refine assessment tools.
This document outlines the process for conducting a summative evaluation of instructional materials. It describes the two phases: the expert judgement phase and the field trial phase. The expert judgement phase involves analyzing how well the materials meet the organization's needs, resources, and target learners. It includes checking for accuracy, completeness, adequate instructional strategy and satisfaction of current users. The field trial phase implements the materials with learners and collects data to analyze outcomes and effectiveness. The results of both phases are then reported to help determine if the materials should be adopted.
BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector.
By purchasing the ‘BSBCRT401 Articulate, Present and Debate Ideas’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources based on this Product
b) share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access
c) use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience:
“The assessment activities and information in this guide are derived from the BSBCRT401 Articulate, Present and Debate Ideas assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
1.1 List and describe the key facts about the Go Green initiative 3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for different purposes and people 3
1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3
1.5 List and describe the skills and attributes required to communicate ideas 4
1.6 Plan the use of digital tools to store and present information 4
Task 2:.
This document outlines the specifications for a two-part strategic management assignment for MBA students. It provides guidance on the tasks, learning outcomes, assessment criteria, submission requirements, and marking rubrics.
For part 1A, students must write a 3,000 word report analyzing the strategic direction, industry, capabilities, and potential strategies of a chosen company. Part 1B requires a 3,000 word presentation paper with a maximum of 15 PowerPoint slides summarizing the report.
The document provides detailed guidance and criteria for students to demonstrate research-informed analysis, knowledge of concepts, practical application, and professional skills. Assignments will be assessed based on these criteria and marked on a scale of 0-100%. Late submissions
BSBMGT517 Manage operational planPart C– Project Managing an op.docxAASTHA76
BSBMGT517 Manage operational plan
Part C– Project: Managing an operational plan at work
Purpose - You will demonstrate your skills and knowledge by completing a project in your workplace.
Task overview and instructions to the candidate-
Using a proposed operational activity or business plan item from your workplace, complete these tasks.
1. Undertake some research to determine the resources that will be required to manage and implement this item as an operational plan. Your research should be presented as a report and based around a series of research questions that need to be addressed in order to set up the operational plan. Your report on this item should list each of your research questions, your sources and your findings. It is important that your questions address relevant items in your organisation’s mission statement and its business plan objectives.
2. Convert your research and analysis into a detailed operational plan.
3. Prepare a detailed consultation plan that will outline the processes and people who will need to be consulted for this operational plan.
4. Establish a set of key performance indicators (KPIs) that will assist in monitoring the implementation of the operational plan.
5. Prepare contingency plans for three possible risks that could occur during the implementation of the operational plan.
6. Prepare a briefing document on the operational plan to present to senior managers. The briefing document should contain the following: •Recommendations of preferred options with supporting arguments •Reference to the sources of specialist advice that contributed to these recommendations •Recommendations of processes to use in the operational plan that align with other policies and procedures of your organisation
7.Prepare a short briefing document that outlines the intellectual property issues that may be associated with the implementation of the operational plan.
8. Prepare a briefing document for work teams that explains your operational plan and outlines how it will be implemented in the set time line. The briefing document also needs to: •outline the aspects of the operational plan that will need to be implemented for a specific work group •if applicable, include a strategy to utilise existing staff once the operational plan has been implemented •contain a WHS risk assessment and legislative review of the issues associated with implementing the operational plan
9. Use the KPIs developed in task 4 to develop a monitoring process for the implementation of the operational plan. The monitoring process should include the following: •A breakdown of the overall plan into tasks •Time lines and responsibilities assigned for each task •A budget allocation to appropriate tasks •A mechanism to quantitatively analyse the level of completion of each task
10. Prepare a budget for the operational plan.
11. Use the monitoring process from task 9 to prepare a review of the operational plan’s implementation progress at a particular point of time. Thi ...
This document provides competency-based learning materials for estimating materials for multiple plumbing units. It outlines two learning outcomes: [1] studying an approved plumbing plan to determine measurements, identify plumbing symbols and specifications, visualize layouts, and estimate costs; and [2] estimating and finalizing a materials take-off by quantifying materials, listing consumables, summarizing results, and presenting a bill of materials and cost estimate. Assessment methods may include observation, simulations, role plays, and oral/written questions to evaluate skills and underpinning knowledge in a real or simulated workplace environment.
This document provides an overview of training principles and planning. It discusses:
- The objectives of training, which include developing training skills and knowledge of effective methods.
- Key principles like applying concepts, providing feedback, balancing compact and lengthy training, and considering individual differences.
- The components of an effective training system, including needs assessment, planning, implementation, and evaluation.
- Steps for training needs analysis like revising objectives, collecting performance data, analyzing data, and translating problems into training needs.
- Developing training plans by prioritizing needs, setting objectives, determining requirements, and designing programs.
This document provides the agenda for the eighth session of a learning collaborative. It includes time for team reports on successes, challenges, and recruitment updates. It also covers position offers, contracts, onboarding, licensing, credentialing, program evaluation, and accreditation preparation. The next session is scheduled for May 3rd. Action items include monthly reports, drafting contracts and agreements, and preparing questions for a precepting panel.
This document discusses quality assessment. It begins with an introduction and poll for the participant's role. The presentation then covers the following:
1. A definition of quality assessment and tips for implementation.
2. An overview of key compliance responsibilities related to assessment under the national standards.
3. The importance of developing high-quality assessment tools, including mapping to training packages, developing instructions, and conducting quality checks through trialling and review.
4. Methods that can be used to improve the learner experience with assessment.
The document emphasizes the importance of assessment tools being valid, reliable, and fair to ensure quality outcomes. It also stresses consulting industry and conducting quality checks to refine assessment tools.
This document outlines the process for conducting a summative evaluation of instructional materials. It describes the two phases: the expert judgement phase and the field trial phase. The expert judgement phase involves analyzing how well the materials meet the organization's needs, resources, and target learners. It includes checking for accuracy, completeness, adequate instructional strategy and satisfaction of current users. The field trial phase implements the materials with learners and collects data to analyze outcomes and effectiveness. The results of both phases are then reported to help determine if the materials should be adopted.
BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector.
By purchasing the ‘BSBCRT401 Articulate, Present and Debate Ideas’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources based on this Product
b) share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access
c) use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience:
“The assessment activities and information in this guide are derived from the BSBCRT401 Articulate, Present and Debate Ideas assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
1.1 List and describe the key facts about the Go Green initiative 3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for different purposes and people 3
1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3
1.5 List and describe the skills and attributes required to communicate ideas 4
1.6 Plan the use of digital tools to store and present information 4
Task 2:.
This document outlines the specifications for a two-part strategic management assignment for MBA students. It provides guidance on the tasks, learning outcomes, assessment criteria, submission requirements, and marking rubrics.
For part 1A, students must write a 3,000 word report analyzing the strategic direction, industry, capabilities, and potential strategies of a chosen company. Part 1B requires a 3,000 word presentation paper with a maximum of 15 PowerPoint slides summarizing the report.
The document provides detailed guidance and criteria for students to demonstrate research-informed analysis, knowledge of concepts, practical application, and professional skills. Assignments will be assessed based on these criteria and marked on a scale of 0-100%. Late submissions
PHYS 102In the Real World” Discussion TopicsYou may choose yo.docxssuser562afc1
PHYS 102
“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
· Paragraph 1: Outline a general definition and description of the physics concepts/topics you have chosen to discuss*, referencing this week’s readings on the topics, as appropriate. Include descriptive features (as applicable) about the physics concepts – dependent factors, relevant terminology, conventions, common units of measure, etc.
· Paragraph 2: Summarize one or more impacts of the physics concept(s) to everyday life or aviation operations.
· Paragraph 3: You have two options for this paragraph:
1) Provide a real example, from an article or documented report (aircraft performance, incidents or accidents, for example), of the aviation impact of this physics concept.
2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
*Consider the following as good topic “starters” for discussion:
· What were your “Aha!” moments as you worked through the material?
· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
· Did you more deeply explore a topic only covered lightly in the course materials? What did you discover?
· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
NOTE: you may use one or more of the above (but not all) as primers to formulate your initial discussion post.
Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
BSB51915 – Sep 2018
Assessment Resource Summary
Unit Details BSBHRM501 Manage Human Resource Services
This is a summative assessment, this assessment
Assessment Type need adequate practice prior to undertaking this
assessment.
Case Study & Role-play Assessment 1
Project work & PPT Assessment 2
Assessment Methods
Project work Assessment 3
Short Question &
Assessment 4 Answers / Case Study
BSBHRM501 – Assessment Resource
Unit Summary
This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human
resources service, integrating business ethics.
It applies to individuals with responsibility for coordinating a range of human resource services across
an organisation. They may have staff reporting to them.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential Performance criteria describe the performance needed to
outcomes. demonstrate achievement of the element.
1 Determine strategies for delivery of 1.1 Analyse business strategy and operational plans to determine
human resource services human resource requirements
1.2 Review external business environment and likely impact on
organisation's human resource requirements
1.3 Consult line and senior managers to identify human resource
needs in their areas
1.4 Review organisation's requirements for diversity in the
workforce
1.5 Develop options for delivery of human resource services that
comply with legislative requirements, organisational policies and
business goals
1.6 Develop and agree on strategies and action plans for delivery of
human resource services
1.7 Agree and document roles and responsibilities of human
resource team, line managers, and external contractors
2 Manage the delivery of human 2.1 Develop and communicate information about human resource
resource services strategies and services to internal and external stakeholders
2.2 Develop and negotiate service agreements between the human
resource team, service providers and client groups
BSBHRM501 – Assessment Resource
2.3 Document and communicate service specifications,
performance standards and timeframes
2.4 Identify and arrange training support if required
2.5 Agree on, and arrange monitoring of quality assurance processes
2.6 Ensure that services are delivered by appropriate providers,
according to service agreements and operational plans
2.7 Identify and rectify underperformance of human resource team
or service providers
2.8 Identify appropriate return on investment of providing human
resource services
3 Evaluate human resource service 3.1 Establish systems for gathering an.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Instructional design-models dick n carey pdf1901503233
The document describes the Dick and Carey Systems Approach Model for designing instruction. The model prescribes a methodology that breaks instruction down into smaller components. It includes 10 steps:
1. Identify the instructional goal
2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
9. Revise instruction if needed
10. Design and conduct summative evaluation
The model aims to specifically target the skills and knowledge to be taught and provide appropriate conditions for learning the intended outcomes. Key aspects include conducting
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
Assessment task 1 Knowledge TestRequired documents and equiVinaOconner450
Assessment task 1: Knowledge Test
Required documents and equipment:
Computer with internet connection to refer to various resources.
Australian School of Commerce Learners’ resources for the unit BSBINN601 – Lead and manage organisational change (organised by the trainer/assessor)
Learner’s notes
Instructions for students:
§ This assessment will be conducted in Computer lab with access to the resources listed above.
§ You must answer all knowledge questions as part of this assessment and submit answers in electronic copy. The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
§ Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
§ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
§ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
§ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
You must answer all questions in the knowledge test assessment.
Time allocated to complete this assessment is 1 hours.
Complete and submit the assessment on the same day of the assessment.
Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
Completed assessment task with all questions answered.
Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION NUMBER
QUESTIONS
Students response (to be completed by the assessor)
Question 1:
Explain the
three
major stages in the change management process.
S
NS
Question 2:
Identify and explain
five
of the steps used in a communication strategy when communicating and embedding change.
S
NS
Question 3:
Explain how organisational behaviour impacts change strategies.
S
NS
Question 4:
Explain
five
ways the external environmental can impact change strategies.
S
NS
Question 5:
Describe
two
components of a change management project plan.
S
NS
Question 6:
List
four
examples of bar ...
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if your training achieved your intended outcomes, and helps you make decisions about future training.
The document discusses the fundamentals of training and development, including establishing objectives, assessing training needs, designing training programs, and evaluating training. It covers analyzing organizations, jobs, and individuals to identify training needs. The key aspects of designing a training program are determining objectives, content, activities, selecting trainers and participants, duration, location, and required resources. The goal is to address needs identified in the needs assessment to improve performance.
SMART Learner FormPSL Scientific Merit Action Research Te.docxrosemariebrayshaw
SMART: Learner Form
PSL Scientific Merit Action Research Template (SMART) Form (Research Plan)Scientific Merit Process
Learners who are doing action research for their dissertation will use this form to go through the process of scientific merit review. The goals of this process are: (1) to facilitate the planning of the details of your action research project, (2) to ensure that the proposed project has rigor and allows for scientific merit review, and (3) to facilitate your progress through the dissertation. This is not an addition to your dissertation but a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain mentor, committee, and school approval of your research plan before submitting your IRB application.Scientific Merit Criteria The following criteria will be used to establish scientific merit. The purpose of the review will determine if the proposed project: 1. Contributes to society by improving a practice.2. Documents need for change by utilizing evidence-based needs assessment.3. Meets certain “hallmarks” of a good action research project including:· Action research design:· Practical.· Participatory.· Defined action plan.Scientific Merit ApprovalYour completed SMART form will be approved, not approved, or deferred for major or minor revisions. Your committee will use a checklist to determine if the study meets the criteria for scientific merit and the committee will provide specific feedback designed to identify any issues related to the scientific merit that must be resolved. You will have up to three opportunities to submit this form for committee approval.
Obtaining scientific merit approval does not guarantee you will obtain IRB approval. The IRB review will focus on ethical issues. A detailed ethical review will be conducted during the process of IRB approval.Recommendations for How to Use This FormThe SMART form is intended to help you and your mentor plan the design and details of your dissertation. Once your mentor approves your SMART form, your entire committee will review the form for scientific merit. After the entire committee approves your SMART form, it will be submitted for school approval. It is recommended that you use this form in a step-by-step way to help plan your design. Expect that you will go through a few revisions before your mentor and committee approve this form.
Tips for filling out the SMART form:
· Prepare your answers in a separate Word document for ease of editing and revision.
· Copy and paste items into the right-hand fields when they are ready.
· Retain the descriptions in the left column.
· Keep the form unlocked for ongoing editing and revision.
· Leave no blank spaces in the form. If an item does not apply to your study, type “NA” in its field.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked (Good practice for your IRB application!).
· Use primary sources to the .
This document provides competency-based learning materials for carpentry trainees. It covers preparing and staking out building lines. The document discusses how to use the materials, the benefits of recognition of prior learning, and introduces the module. Trainees will learn to prepare materials for stake-out, set batterboards, and fix stake-out building lines. Assessment will include practical demonstrations and knowledge testing to ensure trainees can perform the skills safely and to specification.
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
The document describes a training session on utilizing a revised School-Based Management (SBM) assessment tool. It discusses the key objectives and contents of the session, which include understanding the characteristics of the revised tool, identifying its parts and scoring instructions, and practicing how to use it to rate a school's SBM level of practice. The document then provides details on the components, usage, and scoring of the revised SBM assessment tool, which is designed to be collaborative, evidence-based, and help schools improve their SBM. It outlines the tool's principles, indicators, rating scale, and process for determining a school's SBM level.
Inquiry: Preparing for BTSA Advice & Assistancedarrenbattaglia
The document discusses the San Jose Unified School District's induction program for preparing new teachers. It outlines the program's objectives of helping teachers identify evidence to demonstrate meeting teaching standards. Teachers collect artifacts from their teaching practice and meet with an advisor to review the evidence and receive feedback on meeting standards. The program ensures each teacher provides proof of mastering induction standards to earn their clear teaching credential.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
This feedback form summarizes Owain Linford's performance in a practical simulation. According to the observer, Owain communicated clearly and effectively with the team, applied active listening skills, and minimized potential for conflict. He also demonstrated self-management, learning, collaborative working, managing innovation and change, planning, problem-solving, and risk management skills at a highly competent level. The observer recommends Owain continue developing his strengths and notes he received positive feedback from the team.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
This document outlines the goals and process of a performance management program. It discusses defining job duties and performance standards, providing ongoing feedback, and conducting mid-year and final performance reviews. The performance management cycle involves planning, feedback, and assessment phases. In the planning phase, duties and standards are established in a Job Responsibilities Worksheet. Feedback involves observing and documenting performance, as well as providing ongoing coaching. Mid-year discussions review progress. The assessment phase includes completing a Self-Rating and Discussion Form for the annual performance review.
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
The document outlines the requirements for a data collection plan, including obtaining permissions, proposing a sampling approach, outlining the collection steps for each instrument and data source, and including a data management plan. It also instructs to incorporate feedback to revise the sources of data/instruments and data collection sections of a prospectus.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
More Related Content
Similar to TASK 2Plan RPL Assessment(Using case study.docx
PHYS 102In the Real World” Discussion TopicsYou may choose yo.docxssuser562afc1
PHYS 102
“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
· Paragraph 1: Outline a general definition and description of the physics concepts/topics you have chosen to discuss*, referencing this week’s readings on the topics, as appropriate. Include descriptive features (as applicable) about the physics concepts – dependent factors, relevant terminology, conventions, common units of measure, etc.
· Paragraph 2: Summarize one or more impacts of the physics concept(s) to everyday life or aviation operations.
· Paragraph 3: You have two options for this paragraph:
1) Provide a real example, from an article or documented report (aircraft performance, incidents or accidents, for example), of the aviation impact of this physics concept.
2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
*Consider the following as good topic “starters” for discussion:
· What were your “Aha!” moments as you worked through the material?
· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
· Did you more deeply explore a topic only covered lightly in the course materials? What did you discover?
· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
NOTE: you may use one or more of the above (but not all) as primers to formulate your initial discussion post.
Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
BSB51915 – Sep 2018
Assessment Resource Summary
Unit Details BSBHRM501 Manage Human Resource Services
This is a summative assessment, this assessment
Assessment Type need adequate practice prior to undertaking this
assessment.
Case Study & Role-play Assessment 1
Project work & PPT Assessment 2
Assessment Methods
Project work Assessment 3
Short Question &
Assessment 4 Answers / Case Study
BSBHRM501 – Assessment Resource
Unit Summary
This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human
resources service, integrating business ethics.
It applies to individuals with responsibility for coordinating a range of human resource services across
an organisation. They may have staff reporting to them.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential Performance criteria describe the performance needed to
outcomes. demonstrate achievement of the element.
1 Determine strategies for delivery of 1.1 Analyse business strategy and operational plans to determine
human resource services human resource requirements
1.2 Review external business environment and likely impact on
organisation's human resource requirements
1.3 Consult line and senior managers to identify human resource
needs in their areas
1.4 Review organisation's requirements for diversity in the
workforce
1.5 Develop options for delivery of human resource services that
comply with legislative requirements, organisational policies and
business goals
1.6 Develop and agree on strategies and action plans for delivery of
human resource services
1.7 Agree and document roles and responsibilities of human
resource team, line managers, and external contractors
2 Manage the delivery of human 2.1 Develop and communicate information about human resource
resource services strategies and services to internal and external stakeholders
2.2 Develop and negotiate service agreements between the human
resource team, service providers and client groups
BSBHRM501 – Assessment Resource
2.3 Document and communicate service specifications,
performance standards and timeframes
2.4 Identify and arrange training support if required
2.5 Agree on, and arrange monitoring of quality assurance processes
2.6 Ensure that services are delivered by appropriate providers,
according to service agreements and operational plans
2.7 Identify and rectify underperformance of human resource team
or service providers
2.8 Identify appropriate return on investment of providing human
resource services
3 Evaluate human resource service 3.1 Establish systems for gathering an.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Instructional design-models dick n carey pdf1901503233
The document describes the Dick and Carey Systems Approach Model for designing instruction. The model prescribes a methodology that breaks instruction down into smaller components. It includes 10 steps:
1. Identify the instructional goal
2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
9. Revise instruction if needed
10. Design and conduct summative evaluation
The model aims to specifically target the skills and knowledge to be taught and provide appropriate conditions for learning the intended outcomes. Key aspects include conducting
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
Assessment task 1 Knowledge TestRequired documents and equiVinaOconner450
Assessment task 1: Knowledge Test
Required documents and equipment:
Computer with internet connection to refer to various resources.
Australian School of Commerce Learners’ resources for the unit BSBINN601 – Lead and manage organisational change (organised by the trainer/assessor)
Learner’s notes
Instructions for students:
§ This assessment will be conducted in Computer lab with access to the resources listed above.
§ You must answer all knowledge questions as part of this assessment and submit answers in electronic copy. The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
§ Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
§ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
§ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
§ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
You must answer all questions in the knowledge test assessment.
Time allocated to complete this assessment is 1 hours.
Complete and submit the assessment on the same day of the assessment.
Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
Completed assessment task with all questions answered.
Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION NUMBER
QUESTIONS
Students response (to be completed by the assessor)
Question 1:
Explain the
three
major stages in the change management process.
S
NS
Question 2:
Identify and explain
five
of the steps used in a communication strategy when communicating and embedding change.
S
NS
Question 3:
Explain how organisational behaviour impacts change strategies.
S
NS
Question 4:
Explain
five
ways the external environmental can impact change strategies.
S
NS
Question 5:
Describe
two
components of a change management project plan.
S
NS
Question 6:
List
four
examples of bar ...
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if your training achieved your intended outcomes, and helps you make decisions about future training.
The document discusses the fundamentals of training and development, including establishing objectives, assessing training needs, designing training programs, and evaluating training. It covers analyzing organizations, jobs, and individuals to identify training needs. The key aspects of designing a training program are determining objectives, content, activities, selecting trainers and participants, duration, location, and required resources. The goal is to address needs identified in the needs assessment to improve performance.
SMART Learner FormPSL Scientific Merit Action Research Te.docxrosemariebrayshaw
SMART: Learner Form
PSL Scientific Merit Action Research Template (SMART) Form (Research Plan)Scientific Merit Process
Learners who are doing action research for their dissertation will use this form to go through the process of scientific merit review. The goals of this process are: (1) to facilitate the planning of the details of your action research project, (2) to ensure that the proposed project has rigor and allows for scientific merit review, and (3) to facilitate your progress through the dissertation. This is not an addition to your dissertation but a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain mentor, committee, and school approval of your research plan before submitting your IRB application.Scientific Merit Criteria The following criteria will be used to establish scientific merit. The purpose of the review will determine if the proposed project: 1. Contributes to society by improving a practice.2. Documents need for change by utilizing evidence-based needs assessment.3. Meets certain “hallmarks” of a good action research project including:· Action research design:· Practical.· Participatory.· Defined action plan.Scientific Merit ApprovalYour completed SMART form will be approved, not approved, or deferred for major or minor revisions. Your committee will use a checklist to determine if the study meets the criteria for scientific merit and the committee will provide specific feedback designed to identify any issues related to the scientific merit that must be resolved. You will have up to three opportunities to submit this form for committee approval.
Obtaining scientific merit approval does not guarantee you will obtain IRB approval. The IRB review will focus on ethical issues. A detailed ethical review will be conducted during the process of IRB approval.Recommendations for How to Use This FormThe SMART form is intended to help you and your mentor plan the design and details of your dissertation. Once your mentor approves your SMART form, your entire committee will review the form for scientific merit. After the entire committee approves your SMART form, it will be submitted for school approval. It is recommended that you use this form in a step-by-step way to help plan your design. Expect that you will go through a few revisions before your mentor and committee approve this form.
Tips for filling out the SMART form:
· Prepare your answers in a separate Word document for ease of editing and revision.
· Copy and paste items into the right-hand fields when they are ready.
· Retain the descriptions in the left column.
· Keep the form unlocked for ongoing editing and revision.
· Leave no blank spaces in the form. If an item does not apply to your study, type “NA” in its field.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked (Good practice for your IRB application!).
· Use primary sources to the .
This document provides competency-based learning materials for carpentry trainees. It covers preparing and staking out building lines. The document discusses how to use the materials, the benefits of recognition of prior learning, and introduces the module. Trainees will learn to prepare materials for stake-out, set batterboards, and fix stake-out building lines. Assessment will include practical demonstrations and knowledge testing to ensure trainees can perform the skills safely and to specification.
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
The document describes a training session on utilizing a revised School-Based Management (SBM) assessment tool. It discusses the key objectives and contents of the session, which include understanding the characteristics of the revised tool, identifying its parts and scoring instructions, and practicing how to use it to rate a school's SBM level of practice. The document then provides details on the components, usage, and scoring of the revised SBM assessment tool, which is designed to be collaborative, evidence-based, and help schools improve their SBM. It outlines the tool's principles, indicators, rating scale, and process for determining a school's SBM level.
Inquiry: Preparing for BTSA Advice & Assistancedarrenbattaglia
The document discusses the San Jose Unified School District's induction program for preparing new teachers. It outlines the program's objectives of helping teachers identify evidence to demonstrate meeting teaching standards. Teachers collect artifacts from their teaching practice and meet with an advisor to review the evidence and receive feedback on meeting standards. The program ensures each teacher provides proof of mastering induction standards to earn their clear teaching credential.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
This feedback form summarizes Owain Linford's performance in a practical simulation. According to the observer, Owain communicated clearly and effectively with the team, applied active listening skills, and minimized potential for conflict. He also demonstrated self-management, learning, collaborative working, managing innovation and change, planning, problem-solving, and risk management skills at a highly competent level. The observer recommends Owain continue developing his strengths and notes he received positive feedback from the team.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
This document outlines the goals and process of a performance management program. It discusses defining job duties and performance standards, providing ongoing feedback, and conducting mid-year and final performance reviews. The performance management cycle involves planning, feedback, and assessment phases. In the planning phase, duties and standards are established in a Job Responsibilities Worksheet. Feedback involves observing and documenting performance, as well as providing ongoing coaching. Mid-year discussions review progress. The assessment phase includes completing a Self-Rating and Discussion Form for the annual performance review.
Similar to TASK 2Plan RPL Assessment(Using case study.docx (20)
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
The document outlines the requirements for a data collection plan, including obtaining permissions, proposing a sampling approach, outlining the collection steps for each instrument and data source, and including a data management plan. It also instructs to incorporate feedback to revise the sources of data/instruments and data collection sections of a prospectus.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Develop a 5- to 6-slide PowerPoint presentation for a staff meet.docxbradburgess22840
Develop a 5- to 6-slide PowerPoint presentation for a staff meeting that addresses the following:
Identify your selected transition of care. ------" Transitions of care” refer to the movement of patients between health care practitioners, settings, and home as their condition and care need change. For example, a patient might receive care from a primary care physician or specialist in an outpatient setting, then transition to a hospital physician and nursing team during an inpatient admission before moving on to yet another care team at a skilled nursing facility. Finally, the patient might return home, where he or she may receive care from a visiting nurse or support from a family member or friend.
Explain how you, as a nurse leader, along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain what the fourth aim in your strategy would be and why.
These are the four areas:
Experience of care
Population health
Per capita cost
Care team well-being
Describe the key stakeholders that might be involved in this transition of care and how you would engage and influence them to improve the transition of care processes.
Explain how systems thinking would inform your improvement plan for your transition of care.
.
Develop a 5–10-year strategic plan for achieving specific health.docxbradburgess22840
Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
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.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
Develop a 2–4-page proposal for a policy that should help to imp.docxbradburgess22840
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.
CONTEXT:
As 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 specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, st.
Develop a 10- to 12- slide PowerPoint Presentation designed for .docxbradburgess22840
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
DetailsPlease answer the following questions. 1. Desc.docxbradburgess22840
Meiosis involves two rounds of cell division that result in four haploid cells from one diploid cell. A cross between a GgBb male and GgBb female would result in a 1:1:1:1 ratio of offspring with green/black, green/brown, purple/black, and purple/brown phenotypes according to a Punnett square. A mating between a normal female and hemophilic male would result in all male offspring being hemophilic according to a Punnett square, with 50% of total offspring being hemophilic. Linked genes are located close together on the same chromosome and may not assort independently during meiosis, but they are not an exception to Mendel's law of
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
This document contains notifications from Sakai's version control system about recent changes made in Source code repositories. It describes 14 separate revisions made between January 4th and 5th, 2008. The revisions include changes to code related to gradebook, site management, messaging, and other tools.
Description:
Ch .17:
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
Description of the assignment The following 4 men created a p.docxbradburgess22840
Description of the assignment:
The following 4 men created a paradigm shift within Western culture: Luther, Columbus, Gutenberg, and Charles Darwin. In this assignment, explain which one of these you deem to have had the most influence on Western culture. Provide concrete reasons that clarify your position. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. S
.
Description of the AssignmentThis assignment presents a mo.docxbradburgess22840
Description of the Assignment
This assignment presents a modified method for conducting a concept analysis of
one
concept that is important and useful to the nurse practitioner role. The concept for this assignment must be supported by a published
nursing
theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may
not
be used. Scholarly literature is incorporated throughout the analysis.
Only the elements identified in this assignment should be used for this concept analysis.
Possible Concepts:
The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is
not
allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance.
Please note: the concepts of caring or cultural humility are not permitted for this assignment.
Adaptation
Burnout
Civility
Comfort
Compassion
Compassion fatigue
Competence
Empowerment
Engagement
Health
Leadership
Meaningfulness
Modeling
Noise
Pain
Palliative care
Quality of life
Resilience
Self-care
Sensory overload
Situational awareness
Criteria for Content
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
only
)
Support from nursing literature is required.
2.
Defining attributes:
A minimum of
three (3)
attributes are required.
Support from nursing literature is required.
Explanation: An attribute identifies characteristics of a concept. For this question, the characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent
of the selected nursing concept.
1 consequence
of the selected nursing concept.
Support from nursing literature is required.
Explanation:
An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. The selected consequence follows or is the result of the selected nursing concept.
4.
Model Case
1 Model Case
is created by the student and discussed substantively by demonstrating within the case each of the following areas:
Definition
All identified attributes
Theoretical Applications of the Concept
Explain how the concept applies to the selected nursing theory.
Support from nursing literature is required.
Reflection
Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
Self-reflection may be written in first-person.
Preparing the Assi.
Description of theNationalMilitary Strategy2018.docxbradburgess22840
Description of the
National
Military
Strategy
2018
The Joint Staff
1
Overview
The 2018 National Military Strategy (NMS) provides the
Joint Force a framework for protecting and advancing U.S.
national interests. Pursuant to statute, it reflects a
comprehensive review conducted by the Chairman with the
other members of the Joint Chiefs of Staff and the unified
combatant commanders.
As an overarching military strategic framework, this
strategy implements the substantial body of policy and
strategy direction provided in the 2017 National Security
Strategy, the 2018 National Defense Strategy (NDS), the
Defense Planning Guidance (DPG), and other documents.
The 2018 NMS provides the Chairman’s military advice for
how the Joint Force implements the defense objectives in
the NDS and the direction from the President and the
Secretary of Defense.
The 2018 NMS also reflects lessons learned from
implementing global integration over the last two years. The
strategy articulates a continuum of strategic direction to
frame global integration into three strategy horizons to meet
the challenges of the existing and future security
environment. Force employment addresses planning, force
management, and decisionmaking to fulfill the defense
objectives of the NDS. Force development adapts functions,
capabilities, and concepts to improve the current Joint
Force. Force design innovates to enable the Joint Force to
do what it does differently to retain a competitive advantage
against any adversary.
The vision of the Joint Force articulated in the 2018 NMS is
a Joint Force capable of defending the homeland and
projecting power globally, now and into the future.
2
Strategic Approach
From its global perspective, the NMS premises an adaptive
and innovative Joint Force capable of employing its
capabilities seamlessly across multiple regions and all
domains -- continuing the transition from a regional to a
global mindset and approach.
This strategy
anchors its
approach against a
set of clearly
identified security
trends outlined in
the NDS (see inset).
These trends,
especially those
posed by the
reemergence of
great power
competition with China and Russia, represent the most
difficult challenges facing the Joint Force. However, the full
scope of global integration must recognize uncertainty and
be vigilant for emerging threats to the security and interests
of the United States, its allies and partners. In a security
environment where the homeland is no longer a sanctuary
and every operating domain is contested, competitors and
adversaries will continue to operate across geographic
regions and span multiple domains to offset or erode Joint
Force advantages.
To achieve military advantage over competitors and
adversaries, the NMS introduces the notion of joint
combined arms, defined as the conduct of operational art
through the integration of joint capabilities.
Description This is a 4 page paper about either a creative genius o.docxbradburgess22840
Description: This is a 4 page paper about either a creative genius of your choosing (Thomas Edison? Einstein? Michelangelo? Beyonce? Lucille Ball?) or a creative business (DuPont, Corning, IDEO? Pixar?). You can either read a full biography or research the person or organization using several sources. The paper should include: Description and background of the person/organization, 2) why you chose him/her/it, 3) what this person/org achieved (briefly), 4) how he/she/it fuels their creativity (his or her own, or if a company, its workforce) and 5) include a self reflection. Knowing what they do, what are some things YOU DO to fuel your creativity? What else could you do going forward? . #4 and #5 are most important. At the end of the paper, summarize by listing at least ten to fifteen things that this individual did to fuel his/her/its creativity. Here are some examples:
Da Vinci kept journals and notebooks. He dissected eyes and other body parts. He learned many mediums - painting sculpting, etc.
Ian Flemming (author), designed golf courses in his spare time.
Steven Hillenburg, the creator of Spongebob, had been a marine biology professor who had a keen interest in art and began drawing visual images for his student which he then began animating. He continuously worked on acquiring new skills. He watched old movies.
Beyonce learned dressmaking from her mom, who designed all of her early costumes. Her mom had sewn clothing for priests and nuns in exchange for Beyonce’s tuition.
Etsy has employee-led workshops where associates teach others their hobbies, and they regularly engage their shop owners in planning
The important thing about this project is that you learn and be able to share not just what they achieved, but what they did to nurture their creativity. You must include sources.
.
Describe your experience with electronic healthmedical record.docxbradburgess22840
Describe your experience with electronic health/medical records (EHR/EMR).
Have you used a health care IT system as a patient/provider? If yes, what system(s) did you use?
What were your impressions of the system?
Did you find it user-friendly?
Did you have concerns about privacy/security?
Did it seem to make health care seeking/delivery easier or more burdensome?
.
Description Develop a paper describing how the knowledge, skill.docxbradburgess22840
Description:
Develop a paper describing how the knowledge, skills, or theories
of this course
have been applied or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge applied to an employment opportunity in your field of study.
Requirements:
Provide a >500 word (2 or more pages) paper (excluding title and reference pages in page count). The paper should include a title page, body (include Introduction and Conclusion sections), and a reference page. An abstract is not required for this assignment. Use proper APA formatting of the entire paper including sources on the reference page and citations in the body of the paper.
.
Describing Research FindingsResearchers take many steps to p.docxbradburgess22840
Describing Research Findings
Researchers take many steps to prepare, organize, and analyze research data. In this discussion, you will examine the importance of taking a systematic approach to describing research findings. Be sure to address the following in your main post:
What is the purpose of computing descriptive statistics and exploratory analyses?
Why should researchers graph their data? What are the benefits of graphing?
How might you assess the distribution of data?
What does the “spread” of data tell us?
What does Pearson
r
tell us about two variables?
.
Description I. Introduction A. Summarize the client. What is the rat.docxbradburgess22840
Description I. Introduction A. Summarize the client. What is the rationale for seeking counseling?
II. Biopsychosocial Summary
A. Describe the problem that brought the client to treatment. i. Make sure to address any problems, issues, or challenges the client may be facing.
B. Explain the symptoms affecting the client. i. What are the behavioral symptoms? ii. What are the cognitive symptoms? iii. What are the emotional symptoms? iv. What are the physiological symptoms?
C. Identify any environmental factors that may be contributing to the client's problem.
D. Identify any potential harmful behavior: i. Aggression ii. Harm to others iii. Harm to self iv. Criminal activity v. Impulsive behaviors vi. High-risk activity
E. Determine if the client has a family history of the diagnosis. Consider how this may affect the client. F. Use evidence-based research to support the biological factors presented in the case.
G. Outline how the client identifies him- or herself in regard to cultural characteristics. Make sure to add rationale for any answers that are not straightforward. i. What are the addressing factors?
a. Age and generational influences
b. Developmental disabilities (acquired at birth or during childhood)
c. Disabilities acquired later in life (e.g., traumatic brain injury, multiple sclerosis, stroke)
d. Religion and spirituality
e. Ethnic and racial identity
f. Socioeconomic status
g. Sexual orientation
h. Indigenous heritage
i. National origin j. Gender
H. Summarize how the client culturally identifies him- or herself.
i. With the identifiers above, how does the client culturally identify him- or herself? ii. What is the order of importance for the client? Assessment III. Co-occurring Disorders
A. Identify any co-occurring disorders. B. Describe the initial DSM diagnosis. i. What is the overall descriptor of the diagnosis? ii. What criteria must be met to meet the diagnosis? iii. Describe which client behaviors are being used to meet the diagnostic criteria.
C. Discuss the rationale behind the diagnosis. i. Identify what other diagnoses should be ruled out. Make sure to provide rationale. ii. Identify limitations with this diagnosis. Make sure to provide rationale.
D. Use evidence-based research to support your justification. IV. Addiction Assessments
A. Describe how the assessment was administered.
B. Describe the assessment scoring.
C. Summarize the assessment results.
i. How do you interpret the results? Plan V. Recommendations
A. Summarize what you recommend for this client based on the information collected.
i. Describe what you recommend for recovery.
ii. Describe what you recommend for relapse prevention.
resources you would provide to the client. Rubric Guidelines for Submission: Consider using the headings from the critical elements outlined above when drafting your DAP note, as you will do this when you submit for your final project. You may also consider using double spac.
Describes the use of Computers in Nursing in general clearly and com.docxbradburgess22840
Describes the use of Computers in Nursing in general clearly and comprehensively.
Address the significance of Computers, attributes of Computers (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which Computers as an educational tool would provide advantages as well as disadvantages.
Relate the use of Computers to the appropriate professional standards and competencies.
.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. 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
2. Plan and RPL assessment for:BSBWOR203 Work effectively
with others
and develop one assessment instrument— a portfolio checklist
for RPL.
Instructions
Read the case study on the next page and complete the steps
below.
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
Step 6 - Ask another participant to review your RPL portfolio
checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument
(checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an
RTO. ABC Training House’s clients are members of the public
who:
-May or may not be engaged in paid work (although most
clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
3. You have assessed this unit BSBWOR203 Work effectively with
others and realised that the evidence candidates are producing is
not robust to meet the unit requirements. The RPL
documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager,
Cameron Compliance and request if you could produce a RPL
assessment plan and instrument that candidates and assessors
could use. Cameron thinks it’s a terrific idea and hires you to
plan the new RPL assessment.
Your brief
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
Step 6 - Ask another participant to review your RPL portfolio
checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument
(checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below, based on the case study
information on the previous page.
Questions for consideration:
1. What is the purpose and context of the RPL assessment—why
might candidates apply for RPL in this unit?
4. They have prior learning, part of a qualification or update to the
current version
2. What are the assessment benchmarks—i.e. what unit of
competence are you assessing with this assessment tool?
BSBWOR203 Work effectively with others I would use the job
environment skills unit of competence.
3. Who else might to be involved in—or informed of—the
assessment?
The assessment could also need coordinators, administration
staff. There could also be a number of people to help the
assessment process including the workplace supervisor, a
specialized support person and the trainer.
There are people to be informed of the assessment process
including the industry regulators, technicians and
commonwealth department official among others.
4. What safety issues must be considered?
The assessment should be done in good physical and emotional
safety conditions.
Physiological issues/Anxiety – support them and ask them to
contact you if required.
Privacy – Make sure confidentiality and if necessary sign
documents.
Access issues identified.
5. Other than the unit/s of competence and training and
assessment strategy (if applicable), what other documentation.
eg policies and procedures will you use to inform and guide
development of the assessment plan and tool?
5. Code of conduct must be taken into consideration when
developing an assessment tool
During the training, I would apply the contingency management
skills to ensure I come up with the correct strategy to apply in
the assessment. I would also use the task skills unit to enable to
match the client’s needs.
Step 2 - Contextualise the unit of competency and its
assessment requirements
Contextualise BSBWOR203 Work effectively with others for
the target candidate. Refer to participant manual for example.
Elements and performance criteria
Contextualisation/Unpack
1
Develop effective workplace relationships
1.1
Identify own responsibilities and duties in relation to
workgroup members and undertake activities in a manner that
promotes cooperation and good relationships
Eg Responsibilities & duties – relates to person’s position
description
1.2
Take time and resource constraints into account in fulfilling
work requirements of self and others
1.3
Encourage, acknowledge and act on constructive feedback
provided by others in the workgroup
6. 2
Contribute to workgroup activities
2.1
Provide support to team members to ensure workgroup goals are
met
2.2
Contribute constructively to workgroup goals and tasks
according to organisational requirements
2.3
Share information relevant to work with workgroup to ensure
designated goals are met
2.4
Identify and plan strategies/opportunities for improvement of
workgroup in liaison with workgroup
3
Deal effectively with issues, problems and conflict
3.1
Respect differences in personal values and beliefs and their
importance in the development of relationships
3.2
Identify any linguistic and cultural differences in
communication styles and respond appropriately
7. 3.3
Identify issues, problems and conflict encountered in the
workplace
3.4
Seek assistance from workgroup members when issues,
problems and conflict arise and suggest possible ways of
dealing with them as appropriate or refer them to the
appropriate person
Foundation Skills
Contextualisation
Reading
•Identifies and interprets information to determine task
requirements
Writing
•Completes required documentation using organisational
formats
•Composes simple documents for others to read
Oral communication
•Presents information and seeks advice using language and
features appropriate to audience
•Participates in discussions using listening and questioning to
elicit views of others and to clarify or confirm understanding
Numeracy
•Interprets information related to timeframes and resource
quantities
Navigate the world of work
•Understands responsibilities of own role and follows explicit
and implicit organisational protocols and procedures
8. Interact with others
•Selects and uses appropriate communication practices when
seeking or sharing information Establishes and builds rapport
and relationships with others to foster a culture of respect and
cooperation in communications
Get the work done
•Plans and organises work commitments to ensure deadlines and
objectives are met
•Uses formal analytical thinking techniques to recognise and
respond to routine problems
Performance evidence
●
identify own responsibilities in relation to the team and the
organisation's requirements
●
work effectively in a workgroup including:
· supporting team members
· using culturally appropriate communication skills
· acting on constructive feedback
· cooperating and contributing to team goals
· identifying improvement opportunities
●
identify problems and conflicts and address them appropriately.
Knowledge evidence
●
outline the organisational standards, policies and procedures
that relate to own work role
9. ●
outline team responsibilities and duties and their relationship to
individual responsibilities and duties.
●
summarise conflict resolution techniques.
Conditions for assessment
Contextualisation
●
Assessment must be conducted in a safe environment where
evidence gathered demonstrates consistent performance of
typical activities experienced in the industry capability –
workplace effectiveness field of work and include access to:
· office equipment and resources
· workplace documentation
· case studies and, where possible, real situations
· interaction with others.
Step 3 - Complete a competency map (matrix)
Develop a competency map by completing the template below.
Refer to participant manual for example.
Unit Covered
BSBWOR203 Work effectively with others
Version number
v1
Date
List evidence or assessment activities here
Task 1: Portfolio of evidence
10. Task 2: 3rd Party Report
Task 3: Interview
Position description
CV
Professional development
Work plane
Workplace product
KPI’S Performance
Task 2 - 3rd party
Task 3 – interview
1.1
1.2
1.3
1.4
1.5
1.6
2
3
Task 1 – Portfolio of evidence
Elements and performance criteria
1
Develop effective workplace relationships
1.1
Identify own responsibilities and duties in relation to
workgroup members and undertake activities in a manner that
promotes cooperation and good relationships
x
11. x
Q
1.2
Take time and resource constraints into account in fulfilling
work requirements of self and others
x
x
x
Q2
Q1
1.3
Encourage, acknowledge and act on constructive feedback
provided by others in the workgroup
x
Q3
Q2
2
Contribute to workgroup activities
2.1
Provide support to team members to ensure workgroup goals are
met
x
x
x
12. Q4
2.2
Contribute constructively to workgroup goals and tasks
according to organisational requirements
x
x
2.3
Share information relevant to work with workgroup to ensure
designated goals are met
x
x
x
Q4
2.4
Identify and plan strategies/opportunities for improvement of
workgroup in liaison with workgroup
x
x
3
13. Deal effectively with issues, problems and conflict
3.1
Respect differences in personal values and beliefs and their
importance in the development of relationships
x
x
3.2
Identify any linguistic and cultural differences in
communication styles and respond appropriately
x
3.3
Identify issues, problems and conflict encountered in the
workplace
x
3.4
Seek assistance from workgroup members when issues,
14. problems and conflict arise and suggest possible ways of
dealing with them as appropriate or refer them to the
appropriate person
x
Foundation Skills
Reading
•Identifies and interprets information to determine task
requirements
x
x
Writing
•Completes required documentation using organisational
formats
•Composes simple documents for others to read
x
15. Oral communication
•Presents information and seeks advice using language and
features appropriate to audience
•Participates in discussions using listening and questioning to
elicit views of others and to clarify or confirm understanding
X
x
X
x
Numeracy
•Interprets information related to timeframes and resource
quantities
x
Navigate the world of work
•Understands responsibilities of own role and follows explicit
and implicit organisational protocols and procedures
x
16. Interact with others
•Selects and uses appropriate communication practices when
seeking or sharing information Establishes and builds rapport
and relationships with others to foster a culture of respect and
cooperation in communications
x
x
Get the work done
•Plans and organises work commitments to ensure deadlines and
objectives are met
•Uses formal analytical thinking techniques to recognise and
respond to routine problems
x
x
Performance evidence
●
identify own responsibilities in relation to the team and the
organisation's requirements
x
17. x
●
work effectively in a workgroup including:
•supporting team members
•using culturally appropriate communication skills
•acting on constructive feedback
•cooperating and contributing to team goals
•identifying improvement opportunities
x
x
●
identify problems and conflicts and address them appropriately.
Knowledge evidence
●
outline the organisational standards, policies and procedures
that relate to own work role
x
18. x
x
●
outline team responsibilities and duties and their relationship to
individual responsibilities and duties.
x
●
summarise conflict resolution techniques.
x
x
Assessment conditions
Assessment must be conducted in a safe environment where
evidence gathered demonstrates consistent performance of
typical activities experienced in the industry capability –
workplace effectiveness field of work and include access to:
· office equipment and resources
· workplace documentation
· case studies and, where possible, real situations
· interaction with others.
19. Step 4 - Document the RPL assessment plan
Document your plan by completing the template below. Refer to
participant manual for example.
General information
RTO
ABC
Date prepared
14/10/19
Competency standards
BSBWOR203 Work effectively with others
Assessment pathway
☐
Training & Assessment
Program name
Recognition of Prior Learning (RPL)
Candidate/s
Xaviar
Assessor/s
Gayan Kularatna
Assessment activities
Method/task
Evidence
When/where completed
Instruments
1
Portfolio of evidence
20. 1.1 Position description
1.2 etc
You have 4 weeks from application to submit your portfolio
evidence
Etc
Portfolio of evidence checklist
2
Research task
Third party
Mini research activity.
Written response and submitted with written portfolio
Tasks instructions plus marking check list
3
Interview
A week after the interview
Videoconference assessor to contact the assessor and organize
the interview after reviewing the portfolio
Interview Report
Resources needed for the assessment
Venue or equipment requirements
Computer with access to internet, software needed to complete
the portfolio
Documentation needed to assess competence (assessment tool
documentation needed)
ABC training house student handbook obtained from its
website, assessment tools and other templates needed to record
the assessment process, quality of evidence provided and the
results including:
1. assessment cover sheets
2. assessment instruments including the portfolio evidence
checklist, research tasks and interview questions.
3. Assessment results sheets
Safety and other logistics
Safety
Setting up an ergonomic workstation, recommended posture
21. while using the computer, breaks to prevent eye restrains
People to be informed of the assessment
The Candidate, ABC training house RPL assessor, ABC training
house assessment administration department, candidate
workplace supervisor
Provision for:
● Assessment support
● Reasonable adjustments
Dedicated assessor to provide support as needed
-reasonable adjustment not needed in this case
Recording and reporting:
● How will results be recorded?
● To whom will results be reported?
Dedicated assessor to document assessment result using the
record of assessment results template provided
-documented results to be emailed to ABC training house
assessment administration team on [email protected] within
2days of completion
-if the results on the first attempt is NYC, the assessors must
record the result, negotiate and record an action plan, inform
the ABC training house assessment administration team of the
results and action plan.
Other logistics
Nil
Step 5 - Develop an assessment instrument
Develop the portfolio checklist that you will use to review RPL
candidate portfolios. To do this, complete the template below.
Refer to participant manual for example.
Task 1 – Portfolio of evidence (Version 1)
Information and instructions
General information about this assessment activity
22. Candidate
Xaviar
Assessor
Gayan Kularatna
Competency standard/s
BSBWOR203 Work effectively with others
Instructions
Candidate instructions
Candidates to organise and conduct 20-minute training session
for a small group of 2-5 people This assessment will take place
during training time, in the training room you are accustomed
to. The training topic should reflect the area of expertise.
Prepare for the session on your own time. Come prepared on the
day you deliver, with notes or materials you need to conduct the
session.
Requirements for satisfactory completion
The candidates must meet all criteria below when conducting
the session
All certificates and Institution details
Portfolio- emails, meeting minutes etc.
Relevant 3rd party testimonials
Possession description and KPI’s
Assessor instructions
Assessors must complete the checklist below while conducting
the session
Review the portfolio and 3rd party report
Contact the 3rd party
Document findings
Contact candidate for interview
Assessment checklist
Evidence
S
NYS
Assessor comments
23. 1.1
Position description
☐
Candidate has enough documents t backup initial interview
1.2
CV
☐
☐
Asked questions from immediate supervisor regarding the
current job and the answers were satisfactory
1.3
Assessors contact details
☐
☐
Contacted the institution and cross-referenced the certificate
number
1.4
Format requirement
· ☐
☐
Overseas certificates assessed by the Australian Embassy in
relevant country
1.5
Document provided
☐
24. ☐
All relevant documents are satisfactory
1.6
Email the evidence
☐
☐
All relevant documents sent in ZIP format and satisfactory
Result for this assessment activity
Result
☐
Satisfactory
☐
Not Yet Satisfactory
Assessor comments
The evidence given by the candidate are satisfactory
Assessor signature
Gayan Kularatna
Date signed
14/10/2019
Step 6 - Check the RPL instrument
Instructions
Ask another program participant to review your assessment
instrument—the RPL portfolio checklist—and identify
improvements. Ask the person who reviews your instrument to:
25. · Complete the Review Checklist below
· List recommended improvements on the next page
· Sign where indicated.
Name of reviewer
Ann Burges
Assessment Instrument: Review Checklist
Yes
No
General content and formatting
1. Do the instructions include clear and complete information
for candidates?
☐
☐
2. Do the instructions include clear and complete information
for assessors?
☐
☐
3. Is there enough space to document quality of evidence and
make comments?
☐
☐
4. Is there space to note results for the assessment task or
activity (S or NYS?)
☐
☐
5. Is version control noted?
☐
26. ☐
Wording
6. Is the instrument valid?
● Does the instrument cover the intended parts of the unit
(and its assessment requirements)?
To answer this question, return to the competency map and see
if all parts of the unit that the developer of the instrument
intended to cover, are covered.
● Is it free of unnecessary assessment requirements?
☐
☐
7. Is the instrument reliable? Are instructions and
assessment criteria clear, complete and in plain English?
☐
☐
8. Is the instrument flexible enough to cater to the diverse
needs of the target candidate/s?
☐
☐
9. Is the instrument fair? Are assessment activities
achievable by the target candidate/s? Does the instrument
feature objective, unbiased wording?
☐
☐
Typos
27. 10. Is the instrument free from typos and grammatical errors?
☐
☐
General feedback and recommendations for improvement
Assessment check list based on the portfolio of evidence
provided on page 22 of assessment task.
It should have been based on the six criteria in page 17
Reviewer’s signature
Ann Burges
Date signed
14/10/2019
Step 7 - Review and reflect
1. Reflect on this activity.
2. In the space below, summarise what you have learned
about planning RPL assessment activities and processes, and
developing assessment instruments:
The assessment checklist needs correcting due to haven’t used
the map matrix to fill the checklist
Step 8 - Finalise the RPL plan & instrument
Instructions
Use the feedback provided to improve and finalise your RPL
assessment plan and instrument.
Please see below for the Version 2
Task 1 – Portfolio of evidence (Version 2) (Assessment
checklist has been corrected)
Information and instructions
28. General information about this assessment activity
Candidate
Xaviar
Assessor
Gayan Kularatna
Competency standard/s
BSBWOR203 Work effectively with others
Instructions
Candidate instructions
Candidates to organise and conduct 20-minute training session
for a small group of 2-5 people This assessment will take place
during training time, in the training room you are accustomed
to. The training topic should reflect the area of expertise.
Prepare for the session on your own time. Come prepared on the
day you deliver, with notes or materials you need to conduct the
session.
Requirements for satisfactory completion
The candidates must meet all criteria below when conducting
the session
All certificates and Institution details
Portfolio- emails, meeting minutes etc.
Relevant 3rd party testimonials
Possession description and KPI’s
Assessor instructions
Assessors must complete the checklist below while conducting
the session
Review the portfolio and 3rd party report
Contact the 3rd party
Document findings
Contact candidate for interview
Assessment checklist
Evidence
S
NYS
29. Assessor comments
1.1
Position description
☐
Candidate has enough documents to backup initial interview
1.2
CV
☐
☐
established and built rapport when communicating
1.3
Professional development
☐
☐
Identifying and using good strategies when liaison with others
1.4
Work plane
· ☐
☐
Provide support to team members to make sure goals are met
1.5
Workplace Product
☐
30. ☐
Good understanding of differences in personal values and
beliefs
1.6
KPI’s performance
☐
☐
Share information and seek assistance from appropriate persons
when necessary
Result for this assessment activity
Result
☐
Satisfactory
☐
Not Yet Satisfactory
Assessor comments
The evidence given by the candidate are satisfactory
Assessor signature
Gayan Kularatna
Date signed
14/10/2019
1
31. Annotated Bibliography
Student Name
Course/Number
Due Date
Faculty Name
You may include a cover page for
your annotated bibliography. This is
an example of an APA cover page
for undergraduate and master’s
students. Doctoral students should
use the annotated bibliography
sample found on the Doctoral
Writing Resources site under
Formatting.
https://ecampus.phoenix.edu/secure/aapd/sas/doctoral-writing-
resources/
33. studies on how MOOCs
are administered and conducted must be made.
Films for the Humanities and Sciences. (Producer). (2014,
August). Internet research: What’s
credible? Available from Films on Demand in the University of
Phoenix Library
http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58
373&loid=266720
This video discusses the risks taken with using popular search
engines to locate
resources for academic work. It notes that most resources
available online are not
guaranteed reliable or peer-reviewed. Some tips are offered to
help alleviate some
search issues and to aid in locating appropriate resources.
Detailed reasons to not use
Wikipedia and like sites are provided.
Francois, E. J. (2014). Motivational orientations of non-
traditional adult students to enroll in a
degree-seeking program. New Horizons in Adult Education &
Human Resource
Development, 26(2), 19–35. doi: 10.1002/nha3.20060
This
35. brief summary,
or annotation,
of the source.
The annotation
informs the
reader of the
relevance and
quality of the
sources.
Academic
sources should
be relevant
and credible.
Include
sources that
are more
recently
37. educational outcomes. Journal of Higher Education Theory &
Practice, 14(2), 46–60.
The study presented here attempts to address concerns over the
education outcomes for
nontraditional students when using social integration. The
authors explore the impact of
IT and informal faculty-student interaction. Their results
suggest that IT may have a
positive effect on student psychological well-being and
academic performance.
TEDTalks. (Producer). (2014, July 18). Bill Gates—Mosquitos,
Malaria, and Education [Video
file]. Available from University of Phoenix Media Library ID:
53c93663dd7d12d094c4c6e2
In this TEDTalk, Microsoft founder and philanthropist Bill
Gates discusses some ways
to combat problems in our world. He addresses the lack of
support for malaria
elimination in struggling countries and how it affects their
ability to thrive. He then
compares this struggle to that of education. There is an
inequality with how people
survive physically and mentally in this world. He believes that
success hinges on
38. applying the right tools and paying attention to all who are
affected.
The
annotations
should be
written in
third person
point of view
just like an
academic
paper.
Notice each
entry is listed in
alphabetical
order by
author’s last
name just like
on a reference
39. page.
Grading Guide: Annotated Bibliography for the Resource Packet
CCMH/510CA Version 1
1
Grading Guide
Annotated Bibliography for the Resource Packet
This assignment is due in Week Three.
Content
80 Percent
Points Earned
X/8
· Student used at least five resources to complete an annotated
bibliography on his or her topic for the Advocacy Project.
· Student included articles that discuss educational,
professional, and social struggles.
· Student explainedwhich struggles are discussed in the article.
· Studentdescribed how the author’s perspective on the struggle
is similar to or different from the other articles researched.
Comments:
Organization and Development
10 Percent
Points Earned
X/1
· Each annotation is between 100 to 150 words in length.
· Each annotation is clear and organized; major points are
41. Review the Sample Annotated Bibliography in the Tutorials &
Guides section of the Center for Writing Excellence.
Use at least five resources to complete an annotated
bibliography on your topic for the Advocacy Project and
Resource Packet due in Week 6. Each annotation must be 100 to
150 words.
Include articles that discuss educational, professional, and
social struggles.
Explain which struggles are discussed in the article.
Describe how the author’s perspective on the struggle is similar
to or different from the other articles you researched.
Format the annotated bibliography consistent with APA
guidelines.
Bottom of Form
National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment
activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
Assessment Cover Sheet
Students must include the following information and declaration
of original authorship with their submission.
student name: Gayan Kularatna
42. email: [email protected] mobile: 0426447488
qualification: TAE40116 Certificate IV in Training and
Assessment
unit codes & titles: Workplace Assessment TAEASS401 Plan
assessment activities and processes TAEASS502 Design and
develop assessment tools TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
Student Declaration I understand that competency
will not be given if I do not meet the assessment evidence and
activity requirements. I declare that this is my own work in
accordance with Swinburne Plagiarism policy, as found on:
https://www.swinburne.edu.au/current-students/manage-
course/exams-results-assessment/plagiarism-academic-
integrity/plagiarism-misconduct/ I declare all documents
submitted for assessment are my own work. Where I have used
other sources, acknowledgements have been made.
Student signature: Gayan Kularatna Date:
18/12/2019
43. Learning Resources, Assessment Materials and Tools
This Kit includes required tasks for assessment of the following
units:
National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment
activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
Please note: a checklist has been provided on the following
page to assist with requirements throughout this 5 Day program.
As some tasks will be assessed within workshop time, it is
imperative that you come to each day prepared with required
documents.
CHECKLIST FOR PREPARING TASKS
DAY 1
44. Program commencement - no specific requirements. Time for
review and planning for managing time.
DAY 2
Plan, design and develop assessment tools
Between day 2 and 3 you are required to complete
documentation for tool 1 ready to review on day 3.
You need to develop for Tool 1:
· Assessment Plan (Template A)
· Assessment Mapping (Template B)
· Assessment cover sheet (Template C)
· Instruction to candidate (Template D)
· Instruments - observation checklist and written questions
(Template E & F)
· Record of assessment results (Template J)
· Marking Guide (Template K)
DAY 3 -
Reviewing Assessment tool
You need to bring a hard copy of the following documents that
you have developed.
· Assessment Plan (Template A)
· Assessment Mapping (Template B)
· Assessment cover sheet (Template C)
· Instruction to candidate (Template D)
· Instruments - observation checklist and written questions
(Template E & F)
· Record of assessment results (Template J)
· Marking Guide (Template K)
· One copy of Template L: Report on the trial and review of an
assessment tool that will be used during the review.
DAY 4
45. Conduct assessment
Training & Assessment (not RPL)
You need to bring 4 hard copies of each of the following
documents that you have developed and reviewed ready to
conduct assessment.
Four copies of your assessment tool:
· Assessment Cover sheet (Template C)
· Instructions to candidate (Template D)
· Instruments (Template E & F)
· Record of results (Template J)
Also bring 4 copies of:
· Assessment brief checklist (Template M)
· Assessment feedback for (Template N)
· Assessment feedback for candidate (Template O)
DAY 5
Participate in validation
Please bring one copy of the documents you developed for task
3.1. Items listed below:
· Competency Map (Template B)
· Assessment Cover sheet (Template C)
· Instructions to candidate (Template D)
· Instruments (Template E & F)
· Record of results (Template J)
· Marking Guide (Template K)
· One copy of Template P: Assessment tool validation record
National Unit Details
Unit Codes
TAEASS401
Unit Titles
Plan assessment activities and processes
46. TAEASS502
Design and develop assessment tools
TAEASS402
Assess competence
TAEASS403
Participate in assessment validation
Assessment Information
Qualifications
TAE40116 Certificate IV in Training and Assessment
Type
Task 1: Knowledge questions - Written responses
Task 2: Plan assessment activities and processes (RPL)
Task 3: Design, develop and trial assessment tools
Task 4: Plan assessment activities and processes (training &
assessment pathway)
Task 5: Assess competence
Task 6: Participate in assessment validation
Due Date
6 weeks from last day of workshop
General Information
Decision Making Rules
All assessment criteria within the task must be satisfactorily
completed for the task to be assessed as satisfactorily
completed.
47. Reasonable adjustment
Reasonable adjustment for assessment tasks for a unit may be
requested by the student for consideration by the facilitator for
the methods by which evidence is collected. However, the
evidence criteria for making competent/not yet competent
decisions must be the same irrespective of the group and/or
individual being assessed.
Reasonable adjustment usually involves varying:
· the processes for conducting the assessment (eg: allowing
additional time, varying the venue)
· the evidence gathering techniques (eg: oral rather than written
questioning, use of a scribe, modifications to equipment)
Special Consideration
Students can apply for special consideration if personal
circumstances or illness have adversely affected their result in
an assessment, or their ability to undertake an assessment. If
they wish to seek special consideration, a special consideration
form must be completed no later than 3 days after the due date
of the assessment and submitted via e-mail to [email protected]
Unit requirements and Assessment conditions
Application
TAEASS401 Plan assessment activities and processes
This unit describes the skills and knowledge required to plan
the assessment process, including recognition of prior learning
(RPL), in a competency-based assessment system.
It applies to individuals with assessment planning
responsibilities.
In planning activities and processes, individuals are required to
identify the components of assessment tools, analyse and
interpret assessment tools, and develop assessment instruments
(also known as assessment tasks) and assessment plans.
48. TAEASS502 Design and develop assessment tools
This unit describes the skills and knowledge required to design
and to develop assessment tools used to guide the collection of
quality evidence, including their application in formative,
summative and recognition of prior learning (RPL) assessment.
It applies to experienced practitioners responsible for the
development and/or delivery of training and assessment
products and services.
TAEASS402 Assess competence
This unit describes the skills and knowledge required to
implement an assessment plan, and gather quality evidence to
assess the competence of a candidate using compliant
assessment tools.
It applies to teachers, trainers and assessors in enterprises and
registered training organisations (RTOs) and those providing
assessment advisory services.
TAEASS403 Participate in assessment validation
This unit describes the skills and knowledge required to
participate in an assessment validation process.
It applies to assessors and workplace supervisors with
assessment validation responsibilities participating in, but not
necessarily leading, the process.
Assessment support
Your Assessor for this program is contactable via email for any
questions, queries or concerns you may have through the
assessment process. Included within the cost of each workshop
is an assessor guidance session. This session is mandatory and
you will need to book in your time when you receive your
invitation. This session is designed to provide you with a one on
one conversation with your assessor where you can clarify
aspects of the assessment that you are unsure about. It is not
designed for you to send in drafts for review or to get extensive
feedback on work you have completed thus far. The
49. conversation with your Assessor will be followed up with an
email outlining what was discussed.
TASK 1
Knowledge Questions
Task 1:
Knowledge questions
When preparing written responses to each of the knowledge
questions, use examples to support wherever possible. These
examples should be based on your own experiences and
demonstrate your understanding of key concepts.
Acknowledge any sources of information you have used
(websites, books etc.) by referencing the original source.
1.1
Best practice
a. Explain what CBA is and describe how it works.
Competency based assessment is the assessment of a person or a
group of people to determine if they can be able to undertake a
task well. An assessment of their knowledge and skills is done
mostly on-the-job situation
b. CBA is a form of criteria-referenced assessment. Explain the
differences between criteria and norm-referenced assessments.
Criteria referenced assessment compares ones knowledge and
skills against a predetermined standard which can include a
learning goal. Here students could be categorized into groups
such as basic, proficient and advanced while the norm
referenced assessment mostly compare a person’s knowledge
and skills to the overall group they are in. The assessment
would be in relation to how others performed.
c. CBA aims to be client-focussed. Describe one (1) example of
50. how you may apply a client-focussed approach when planning,
developing or conducting assessments in your workplace.
I would want to know how the employees interact with the
clients on a personal basis. This could be done in a
questionnaire form to ensure if that the needs of the clients are
factored in thus improving the relations and ensure client
satisfaction is achieved.
d. Describe at least two (2) examples of candidate rights and
one (1) example of candidate responsibilities in CBA
The candidate has a right to be assessed fairly and in a
respectable manner thus should not be coerced into anything.
The candidate also has a right to confidentiality such that the
documents details should not be revealed to unauthorized
personnel.
The candidates also have responsibilities which include
completing their assessment tasks on time.
e. Describe at least two (2) examples of assessors’ legal and
ethical responsibilities in CBA
Assessors are to inform candidates of their rights and the
processes of appeal. The assessors are to ensure these rights are
protected during and after the assessment process.
The assessors have an ethical responsibility of avoiding all
forms of harassment throughout the assessment process.
The assessment is also to be done within the stipulated
regulations of the assessment system policies and procedures.
The assessors have a legal requirement of confidentiality of the
records of the individuals.
1.2
Principles of Assessment
a. Name and define each of the four (4) Principles of
Assessment.
-The assessment should be valid. This principle provides that
the assessment should be done with competency in which the
51. skills and knowledge should be integrated with practical
application.
- Principle of reliability. The evidence presented for assessment
should be reliable in that it can be consistently interpreted thus
the results can be comparable.
-Principle of flexibility. The assessors should be flexible and be
able to understand their candidates thus satisfy the learner’s
needs.
- Principle of being fair. The assessors should conduct the
process in a fair and transparent manner.
b. Describe how assessors apply the Principles of Assessment
when:
· planning assessment
The assessors would apply the principle of validity in that they
should plan for who the candidates they would assess and what
instruments they would use. When planning, they would also
factor in the principle of being fair in that they would prepare
everything with this principle in mind.
· developing assessment instruments and tools
The assessors need to be flexible in that they should be able to
use the tools available and be able to be within the budget of
the assessment process.
· assessing competence
They should act in a fair manner thus ensure their assessment is
in a competent manner in that their judgment is justified based
on the evidence provided.
· participating in assessment validation.
Principle of validation would be applied here to ensure the
assessors review and the evidences used.
1.3
Rules of Evidence
a. Name and define each of the four (4) Rules of Evidence.
- It should be current evidence. The candidates being
52. assessed should be complacent with current skills and
knowledge thus complying with the current standards.
- It should also be sufficient. The evidence should be able to
demonstrate competence in that it should be comply with
language, literacy and numeracy levels.
- The evidence should also be authentic. The candidate
should be able to present their own work.
- It should be valid. The evidence should be able to address
the different elements and performance criteria thus be able to
reflect the skills of the candidate being assessed.
b. Describe how assessors use the Rules of Evidence when:
· planning assessment
The assessors would update their tools and instruments to
ensure that the rule of current evidence is achieved.
· developing assessment instruments and tools
The assessors would apply the rule of sufficient to ensure the
evidence being tabled by the candidate is competent enough.
· assessing competence
the assessors would use the rule of authentic to ensure the
evidence is authentic.
· participating in assessment validation
The assessors would apply the rule of validity to ensure that the
evidence being used by the candidates are valid.
1.4
Dimensions of Competence
a. Name and define each of the four (4) Dimensions of
Competence.
i. Task skills: These are the specific skills needed to carry
out the task as described
ii. Task skills management: this is the management of tasks
which make up the job outcome being assessed.
iii. Contingency management skills: the ability to cope with
irregularities or a breakdown in the routine
53. iv. Job environment skills: the effective dealing of
expectations of the work environment, being able to show
teamwork and following instructions.
b. Describe how assessors use the Dimensions of Competence
when:
· planning assessment
The assessors could use their acquired task skills to help
prepare and developing of assessment instruments. They ought
to use contingency skills to cope up with inadequacy if there are
any and be able to work as a team.
· assessing competence
They should be able to successfully use task management skills
to ensure they assess their candidates competently.
· participating in assessment validation.
While participating in the process they should be able to use job
environment skills to ensure they achieve their assessment goal.
To the candidate: replace this text with your response
1.5
Recognition of prior learning (RPL) assessment
a. Briefly explain the similarities and differences between RPL
and training-and-assessment pathway assessments.
RPL assessment is based on knowledge acquired through life
and work experience thus adding on to the qualification
acquired through studying while training and assessment
pathway is assessment based on the evidence from the acquired
knowledge through studies. The similarity in both is that they
both using the rules of evidence
b. Briefly describe the industry you work in (one sentence is
sufficient), then describe one (1) reason why people in your
industry or workplace may undertake RPL assessment.
Health industry: it enables the health worker gain experience
thus evidence that they are competent in the field.
c. Describe one example of a quality RPL process or approach
54. that a RTO offering qualifications relevant to your industry,
could offer.
Volunteering or unpaid internship: the health worker is able to
be attached to a health facility, they are then given simple tasks
while making observation and gaining experience through
observation. There are also other duties in which they are
delegated with to help the cope with the work environment.
d. Explain why your example is suitable for RPL assessments
conducted in your industry or workplace.
This enables the interns gain experience thus prepares them for
the future work responsibilities.
1.6
Inclusive assessment practice
a. Define reasonable adjustment.
This is the lowering of standards in measuring performance to
accommodate a candidate who has special requirements
b. Provide one (1) example of a reasonable adjustment you
could apply when assessing competence of individuals in your
industry or workplace.
In order to accommodate diversity in the workplace, the
company could waiver the required. If there were blind
employees instead of using questionnaire there would be use of
braille and also increase of time to answering their questions.
c. Research and identify at least two (2) sources of specialist
support that you could access and use to support candidates—
‘sources’ may include agencies, web-based information or
activities, and/or specialist personnel:
· Name each source of specialist support you find
Learning, literacy and numeracy support.
· Describe the type of support available from each source
Using a translator.
· For one of the two sources of specialist support described
55. above, briefly explain how you would organise this support, or
help a candidate access this support, if required.
I would ensure that the assessment is done using a translator
let’s say in the deaf candidates to ensure they are conversant
with the assessment thus accommodating their needs.
d. Name one (1) example of a cultural sensitivity or equity
consideration that you may come across as an assessor in your
industry. Describe one (1) way you could manage this issue to
ensure a fair and equitable assessment.
Diversity is the cultural sensitivity issue in the company
including racial discrimination. This could be managed by
ensuring fairness is observed in the company.
1.8
Safety
a. Describe the workplace health and safety (WHS)
responsibilities associated with assessing competence in your
workplace or industry. To do this, answer the questions below
about the workplace/s or environment/s where you assess (or
intend to assess):
b. How and to whom do (or could) you report safety hazards and
incidents?
c. Briefly describe emergency procedures.
d. Must personal protective equipment (PPE) be worn? If so,
list the PPE required and briefly explain why it is needed.
e. Explain how you will ensure that equipment to be used during
assessment is safe to use and properly maintained.
f. How do (or could) you access WHS information relevant to
assessments you plan and conduct?
1.7
Training packages and their use
56. a. Name the four (4) endorsed components of a training package
and summarise the information found in each component.
b. Briefly explain what it means to ‘contextualise’ training
package competency standards when using them as the basis for
assessment.
c. Briefly explain guidelines for contextualising units of
competency.
d. Describe how assessors can stay up-to-date with latest
updates made to training packages and units of competency.
e. Explain what a training and assessment strategy (TAS) is.
Describe how assessors use a TAS to plan and develop
assessments.
To the candidate: replace this text with your response
1.8
Assessment instruments
Explain the difference between an assessment instrument and an
assessment tool. List the main components of a typical
assessment tool.
To the candidate: replace this text with your response
1.9
Safety
Describe the workplace health and safety (WHS)
responsibilities associated with assessing competence in your
workplace or industry.
To do this, answer the questions below about
a. Briefly describe workplace/s or environment/s where you
assess (or intend to assess).
Answer remaining parts of this question based on the
57. environment/s described in part A above:
c. How and to whom do (or could) you report safety hazards and
incidents?
Every person in the organization has the responsibility of
reporting a safety and health hazard, they are supposed to report
to their supervisors who in turn report the hazard to the
management.
d. Briefly describe emergency procedures
This involves the handling an immediate unrecognized hazard
condition when an emergency is detected, it needs quick
intervention thus the employee should report it to the supervisor
who would act in a quick manner by responding to the issue or
even consulting the management. An example is a fire incident
where an alarm could immediately be raised. Then evacuation
plans commence after which there would be headcount of
employees to ensure everyone is safe.
e. Must personal protective equipment (PPE) be worn?
Yes
● if so, list the PPE required and briefly explain why it is
needed.
Safety signs, gloves, safety glasses, safety shoes etc, this is to
avoid personal injuries. It is also in accordance of the industrial
laws that safety gear be worm while at work.
● if not, briefly justify why PPE is not required.
e. Explain how you will ensure that equipment to be used
during assessment is safe to use and properly maintained.
The equipment ought to be kept and in a safe manner. They also
ought to be used in the properly manner.
f. How do (or could) you access WHS information relevant to
assessments you plan and conduct?
Through the company’s website.
To the candidate: replace this text with your response
1.10
58. Evaluation
Describe the different evaluation methods that can be used to
trial and review assessment tools. Include examples from your
own experience.
The different evaluation methods include formative assessment,
summative assessment and process assessment. I have
experienced the summative in the organization where assessors
had come to assess on the state of the institution for them to
give a report on accreditation.
To the candidate: replace this text with your response
1.11
Management systems
Explain the information management system you have in your
organisation and how assessment records are stored and
maintained.
We have a myriad of information management systems in the
organization including in the sales and marketing such as sales
management, customer relationship management, marketing
management. In the operations department, there is the
enterprise resource planning (ERP), operations support, in the
finance department there is the general ledger, budgeting and
planning among others. All these are categorized into the office
information system, management reporting system and decision
support system. The assessment is stores in an electronic
manner through the internet backed up by a cloud system.
To the candidate: replace this text with your response
1.12
Assessment validation
a. Define ‘assessment validation’.
It is the quality review process that confirms your RTO’s
59. assessment system can consistently produce valid assessment.
b. Explain the benefits of assessment validation
It helps bring the assessment into alignment. It also helps
ensure that the RTO training and assessment practices are
relevant to the needs of the industry.
c. Other than assessment tools, describe one (1) aspect of
assessment that you may focus on when participating in
assessment validation.
Reviewing the statistically valid samples of the assessment
d. Describe a systematic, ongoing process your workplace uses
(or could use) to validate assessment—include validation that
may be appropriate before, during and after an assessment.
There could be auditing at the finance department. An
assessment could be done to review the finance book in which it
could involve checks and balances.
e. Describe the legal and ethical obligations of those who
participate in assessment validation—consider confidentiality,
anti-discrimination and copyright, and other obligations.
The validators could include employees of the RTO. The
participants could include employers and employer associations,
other industry players, trainers and assessors or even
consultants. They ought to work in an ethical manner such that
they are fair and nonpartisan. They should also not discriminate
against the minority groups. The validators also have a legal
obligation of confidentiality.
To the candidate: replace this text with your response
60. Swinburne Professional
Education for Working Professionals
PO Box 218, H69
Hawthorn VIC 3122
P 1800 633 560
E [email protected]
W www.swinburne.edu.au/professional/
TAE40116
TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEASS502 Design and develop assessment tools
Participant Manual
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
2
63. ....................................................................... 34
Summary of this section
....................................................................................... 43
Plan assessment activities and processes
.................................................. 44
Introduction to this section
.................................................................................... 45
Plan assessment activities and processes: in context
........................................... 46
Plan assessment step 1. Determine the assessment approach
............................ 49
Plan assessment step 2. Prepare the assessment plan
........................................ 57
Plan assessment step 3. Develop assessment instruments
.................................. 89
Recap: Plan assessment activities and processes—a ‘to-do’ list
.......................... 92
Summary of this section
....................................................................................... 93
Design and develop assessment
tools......................................................... 94
Introduction to this section
.................................................................................... 95
Design and develop assessment tools: in context
................................................ 96
What is an assessment tool?
................................................................................ 97
Assessment tools for a training and assessment pathway
.................................. 100
Assessment tools for RPL
.................................................................................. 102
Design and develop assessment tools step 1. Determine the
64. focus of the tool ... 107
Design and develop assessment tools step 2. Design the
assessment tool ........ 109
Design and develop assessment tools step 3. Develop the
assessment tool ...... 113
Design and develop assessment tools step 4. Review and trial
.......................... 152
Recap: Design and develop an assessment tool—a ‘to-do’ list
........................... 168
Summary of this section
..................................................................................... 169
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
4
Assess competence
................................................................................ ..... 170
Introduction to this section
.................................................................................. 171
Assessing competence: in context
...................................................................... 172
Support the candidate
........................................................................................ 173
Assess competence step 1. Prepare for assessment and brief the
candidate ..... 179
Assess competence step 2. Gather quality evidence
.......................................... 186
Assess competence step 3. Judge the evidence and make the
assessment
decision
65. ...............................................................................................
............... 194
Assess competence step 4. Give feedback to the candidate
.............................. 197
Assess competence step 6. Review the assessment process
............................ 209
Recap: Assess competence—a ‘to-do’ list
.......................................................... 213
Summary of this section
..................................................................................... 215
Participate in assessment validation
.......................................................... 216
Introduction to this section
.................................................................................. 217
Assessment validation: in context
....................................................................... 218
Introduction to assessment validation
................................................................. 219
Participate in assessment validation step 1. Prepare for
validation ..................... 223
Participate in assessment validation step 2. Participate actively
in validation ..... 224
Participate in assessment validation step 3: Contribute to
validation outcomes .. 225
Maintain validation records
................................................................................. 227
Recap: Participate in assessment validation—a ‘to-do’ list
................................. 234
Summary of this section
..................................................................................... 235
Program Summary
....................................................................................... 236
66. References
...............................................................................................
..... 238
Appendix: Extra reading
.............................................................................. 240
VET Quality Framework
..................................................................................... 241
Training packages
..............................................................................................
249
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5
Program introduction
This manual will help you plan, organise,
develop, conduct and ‘quality check’ your
assessment tools and practices
Participant Manual TAE40116 Assessment
67. SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
6
Program focus and outcomes
Competency standards
This participant manual covers the following units of
competency:
● TAEASS401 Plan assessment activities and processes
● TAEASS402 Assess competence
● TAEASS403 Participate in assessment validation
● TAEASS502 Design and develop assessment tools.
Program outcomes
By the end of this program, participants should be able to:
● explain competency-based assessment and describe how it
works
● use training package competency standards as the basis for
assessment
● plan assessments:
– for RPL and training and assessment pathway assessments
– that cover all requirements of the industry benchmark (or
equivalent)
68. – that are suitable for the context and meet candidate needs
● design and develop assessment tools and instruments:
– that cover all requirements of the industry benchmark (or
equivalent)
– that are suitable for the context and meet candidate needs
● assess competence, including:
– recognition of prior learning assessments
– training and assessment pathway assessments
● prepare for and participate in assessment validation.
Your personal objective—
Write your personal objective for this program below:
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 7
Introduction to competency-
69. based assessment
With regard to excellence, it is not enough to
know, but we must try to have and use it
Aristotle
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
8
Introduction to this section
Introduction to competency-based assessment
This section of the manual discusses assessment—what
assessment is and how
assessments should work.
We’ll pay particular attention to competency-based assessment,
the form of
assessment used in the Australian Vocational Education and
Training (VET) system.
After reading this section of the manual and participating in the
related learning
activities, you should be able to:
70. ● identify the four Principles of Assessment and explain how
they guide all stages of
the assessment process
● describe what it means to be ‘competent’
● define and discuss the difference between:
– a training and assessment pathway assessment
– a Recognition of Prior Learning (RPL) assessment
● identify key features of competency-based assessment
● discuss an assessor’s roles, plus their legal and ethical
responsibilities in a
competency-based assessment system.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 9
What is assessment?
A broad definition of assessment
There are many forms of assessment. For example:
71. ● assessment in the school system—e.g. assignments and exams
● assessment in a higher education system—e.g. university
● assessment in a sporting context—e.g. race or team selection
process
● workplace assessment—e.g. job interview, performance
review or assessments to
determine skills, knowledge or aptitudes held.
What is competency-based assessment?
Competency-based assessment is a flexible system. It focuses
on what a person can
do. How they learned is not important.
This manual focuses on competency-based assessment (CBA).
CBA is the form of
assessment used in Australia’s Vocational Education and
Training (VET) sector. Many
organisations that operate outside the national VET system also
use CBA.
What are the possible results of a competency-based
assessment?
The only possible results of a competency-based assessment are:
● competent or
● not yet competent.
72. Assessment is the process of reviewing, then forming a
judgement
about a person’s skills and/or knowledge
Competency-based assessment is the process of
reviewing, then forming a judgement about a person’s
competence—that is,
their ability to consistently perform work activities as expected
in the workplace
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
10
Competency standards
Documents called competency standards list criteria for
competent performance. In
Australia’s VET sector, competency standards are formatted as
‘units’ of competency.
More information
For more information about units of competency and how to
access
them, see the Appendix of this manual, starting on page 240.
National recognition
73. In the Australia’s VET sector, people may demonstrate
competence in:
● a unit of competence—
a single, defined work activity
(e.g. BSBCMM401 Make a presentation)
● a skill set—
a nationally-endorsed combination of units from a qualification
that reflect a specific
area of specialisation, workplace role or function
(e.g. AVISS00001 Aerobatic Pilot Skill Set—includes 3 units)
● a qualification—
a nationally-endorsed combination of core and elective units
that collectively reflect
a typical job position in a particular industry
(e.g. SHB30115 Certificate III in Beauty Services—includes 15
units: 11 core and 4 electives)
Who may conduct competency-based assessments?
In the VET sector, only qualified assessors working on behalf of
a registered training
organisation (an RTO) may conduct competency-based
assessments.
See page 35 for more information.
National recognition means that a person’s competence
is understood and accepted throughout Australia
74. Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 11
AQF and training packages
What is the AQF?
AQF stands for Australian Qualifications Framework.
The AQF is a publication that outlines the 10 levels nationally-
recognised qualifications
offered across the three main educational sectors in Australia—
school, vocational
(VET), and higher education.
Assessors in the VET sector must understand the AQF so we
can be sure to assess at the correct AQF level.
What are training packages?
Training packages are publications that contain the competency
standards that make
up the different AQF qualifications, skill sets or units that we
may assess.
Assessors must understand, access and use training packages.
75. Want more information? See the Appendix
If the AQF and/or training packages are new to you—or if you
need a
refresher—please read the Appendix of this manual, starting on
page 240.
To be a proficient assessor in the Australian VET system,
you must understand and use the AQF and training packages
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
12
What is quality assessment?
All aspects of our assessment practice should reflect the
Principles of Assessment,
including how we:
● plan and organise assessment
● develop assessment instruments and tools
● assess competence
76. We must routinely participate in a range of validation activities
to ensure that our
assessment practice consistently meets the Principles of
Assessment.
The four Principles of Assessment
The Principles of Assessment state that assessments must be:
● valid
● reliable
● fair
● flexible.
More detail about each Principle follows.
The Principles of Assessment define quality assessment practice
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 13
Principles of Assessment
77. Assessment is valid
when the process
assesses what it
claims to assess
Valid
For validity to happen:
● assessment covers outcomes of the entire unit/s of
competency and all assessment requirements
● the broad range of skills and knowledge essential to
competent performance are assessed, including
foundation skills
● assessment of knowledge and skills is integrated with
their practical application
● sufficient evidence is collected—evidence should be
gathered on a number of occasions, in a range of
contexts, using different assessment methods.
● judgement of competency is based on evidence of
candidate performance that is in line with the unit/s of
competency and assessment requirements
The validity of assessment is enhanced
when assessors:
● sample a sufficient range of the candidate’s
performance in diverse circumstances
● assess performance in the workplace (where safe
and practicable) and in realistic simulated situations
78. that reflect workplace conditions, when necessary
● gather evidence of transferability to new situations
● use assessment tools that record/document
workplace performance
● use multiple approaches to assessment
● include assessment of the dimensions of
competence.
ASSESSMENT IS
VALID IF…
“Any assessment
decision of the RTO
is justified, based on
the evidence of
performance [of the
candidate]”
<https://www.asqa.gov.au/stan
dards/chapter-4-training-and-
assessment/clauses-18-112-
conduct-effective-assessment>
(accessed 05.01.2018)
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
14
79. Principles of Assessment
Assessment process
and outcomes are
consistent and
repeatable
For reliability to happen:
● assessment benchmarks (e.g. unit/s of competency
or other benchmark) must be clear and interpreted
consistently by candidates and assessors
● assessment instructions and requirements must be
clear and complete
● assessors must adhere to assessment instructions
and requirements each time they conduct an
assessment
● assessors must monitor and review own and others’
assessment decisions to ensure consistent
judgements
The reliability of assessment is enhanced
when assessors systematically:
● collaborate with other assessors to reach the
assessment decision (moderation)
● review past decisions and compare these with
decisions made by other assessors (validation)
80. ● when creating or modifying assessment instruments
or tools, prepare instructions for use by candidates
and assessors that:
– are clear and complete
– include requirements for satisfactory completion
– include a marking guide for assessors, as
needed.
● participate in the review the training of assessors
(systematic procedures).
Reliable
ASSESSMENT IS
RELIABLE IF…
“Evidence presented
for assessment is
consistently
interpreted and
assessment results
are comparable,
irrespective of the
assessor conducting
the assessment.”
<https://www.asqa.gov.au/stan
dards/chapter-4-training-and-
assessment/clauses-18-112-
conduct-effective-assessment>
(accessed 05.01.2018)
81. Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 15
Principles of Assessment
For fairness to happen the assessor must:
● provide clear, accurate and complete information about
– the assessment process and requirements
– candidate rights and responsibilities in
assessment
● help candidates decide if they are ready for
assessment
● help candidates decide the most suitable assessment
pathway—training and assessment, or RPL
● help candidates identify suitable RPL evidence
● take candidate needs and characteristics into account
● recognise circumstances where a reasonable
adjustment is appropriate and apply reasonable
adjustments, where appropriate, OR explain reasons
for not giving a reasonable adjustment
● document the assessment process and give feedback
to candidates.
82. To be fair, assessment must:
● cover all requirements of the competency benchmarks,
and nothing else
● be a collaborative process that the assessor and
candidate agree to, and that the assessor supports
● document evidence requirements that are clear to
candidates
● be equitable to all candidates
● be objective and inclusive, free from discrimination and
bias
● provide opportunities for all candidates to challenge
assessments and with provision for reassessment
(systematic procedures).
Fair
ASSESSMENT IS
FAIR IF…
“The individual
[candidate’s] needs
are considered in
the assessment
process.”
<https://www.asqa.gov.au/sta
ndards/chapter-4-training-
and-assessment/clauses-18-
83. 112-conduct-effective-
assessment>
(accessed 05.12.2018)
Candidate needs are
considered and
accounted for
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
16
Principles of Assessment
This manual provides information and examples of assessment
practice that reflect the
Principles of Assessment.
Assessment is
flexible when it can
accommodate the
various needs of
people involved in the
assessment process.
For flexibility to happen assessments should:
● consistently practice ‘inclusive’ assessment by
84. modifying the assessment timing, process, activities or
instruments to meet needs of candidates and other
parties impacted by the assessment process
● for candidates with a disability, apply reasonable
adjustment/s, where warranted
● assess competencies held by the candidate, no matter
how or where they have been acquired—this includes
helping the candidate select the most suitable
assessment pathway for them (RPL or training-and-
assessment pathway)
● draw on a range of assessment methods and select
methods that are appropriate to the context, the unit of
competency and its assessment requirements, and to
the candidate
Flexible
ASSESSMENT MUST
BE FLEXIBLE TO THE
INDIVIDUAL
[CANDIDATE]
Based on information at:
<https://www.asqa.gov.au/stand
ards/chapter-4-training-and-
assessment/clauses-18-112-
conduct-effective-assessment>
(accessed 05.12.2018)
85. Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 17
What does it mean to be competent?
In the Standards for Registered Training Organisations (RTOs)
2015, ‘competency’ is
defined as:
… the consistent application of knowledge and skill to the
standard of
performance required in the workplace. It embodies the ability
to transfer
and apply skills and knowledge to new situations and
environments.
Standards for Registered Training Organisations (RTOs) 2015,
Glossary
To say that someone is ‘competent’ means they have
demonstrated the minimum
required standard of performance for a particular workplace
task or activity.
‘Minimum standard’ does not mean low standard. Competence
is a starting point.
‘Competency’ means that an individual has demonstrated
consistent and safe
performance of a work activity as required, in realistic working
conditions. Over time, a
competent person may become ‘expert’ as they extend their
86. knowledge and skills.
Figure: Competence illustrated
The pages that follow explain the components of competence
shown above.
Since our job as assessors is to assess competence,
we must understand what competence means,
then ensure that our assessments truly measure competence
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
18
Skills ↔ knowledge ↔ attitudes
Candidates must demonstrate the skills, knowledge and attitudes
required to perform
the work task or activity being assessed. Here’s an example:
Figure: Skills, knowledge and attitudes needed to operate a
forklift
ex
am
pl
87. e
Operate a forklift
Examples of skills, knowledge and attitudes needed to operate a
forklift include:
Skills ● Efficient driving techniques
● Able to identify points of balance and safe lifting positions on
a range of
loads
● Able to read instructions, procedures and signage relevant to
the operation
of a forklift
Knowledge ● Forklift handling procedures
● Principles of stress management when handling a forklift
● Operating hazards and related defensive driving and hazard
control
techniques
Attitudes ● Confidence operating forklift
● Commitment to operate forklift as per workplace
expectations—evidenced
by consistent operation of the forklift as per expectations.
Dimensions of competence
The definition of competence includes the ability to perform a
work task in realistic
workplace conditions. The dimensions of competence remind
88. us of what some of
these conditions may be; we must therefore consider them when
assessing
competence. The dimensions of competence are:
● Task skills
Involve the ability to perform individual tasks as per workplace
expectations
● Task management skills
Involve the ability to manage a number of different tasks,
operations, activities
within the job role or work environment and meet deadlines
● Contingency management skills
Involve the ability to respond to irregularities and breakdowns
in routine
● Job/role environment skills
Involves the ability to deal with responsibilities and
expectations of the workplace,
including working with others and meeting personal
responsibilities to maintain a
healthy, safe and productive workplace.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 19
Figure: Dimensions of competence related to operating a
forklift
ex
89. am
pl
e
Operate a forklift
Examples of the dimensions of competence related to operating
a forklift—the candidate:
Task skills ● Checks forklift condition
● Drives the forklift—start, manoeuvre, steer, position, and stop
● Operates the forklift to handle loads
● Monitors site conditions
● Monitors and maintain forklift performance
Task
management
skills
● Completes jobs by required deadlines, and efficiently enough
to
complete other jobs and meet related deadlines
● Monitors the site layout and obstacles while operating the
forklift
Contingency
management
skills
● Monitors and anticipates operational hazards, and takes
appropriate
90. action
● Follows required procedures in the event of an operational
emergency
● Takes prompt action is to report and/or rectify accidents,
incidents and
any identified faults or malfunctions
Job/role
environment
skills
● Works effectively with colleagues and contributes positively
to the
workplace environment
● Maintain and update records regarding forklift operation, in
accordance
with workplace procedures and legislative requirements.
Transfer skills
Competence also means demonstrating transfer of skills—this
means that candidates
perform the work task or activity in a reasonable range of
circumstances (e.g. uses the
forklift to lift and transport different types and weights of
loads).
Summarising what it means to be ‘competent’
In summary, ‘competence’ means that an individual has
demonstrated:
91. ● the skills, knowledge and attitudes to perform a task
consistently, as required
● in realistic working conditions (dimensions of competence)
● the ability to transfer skills and knowledge to new situations
and environments.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
20
Assessment pathways
The two most common assessment pathways are:
1. training and assessment pathway
2. assessment-only pathway (RPL).
The figure below shows key similarities and differences
between training and
assessment pathway and RPL assessments:
Figure: Training vs RPL assessment
92. Details about each pathway follow.
An assessment pathway
refers to the ‘route’ (the path) a person takes to get to
competence
Training and assessment pathway
Not Yet
Competent
Assessment-only
pathway (RPL)
Figure: Assessment Pathways
Competent
● Attend training
● To demonstrate competence:
Complete assigned
assessment tasks
● Don't attend training
● To demonstrate competence:
Submit their choice of
information and examples of
work.
TRAINING PARTICIPANTS RPL CANDIDATES
93. Must meet
requirements
for
competence
somewhat flexible PROCESS most flexible
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 21
Training and assessment pathway
Candidates selecting this pathway choose to participate in
training that will help them
develop the knowledge, skills, commitment and confidence
needed to attain a
competent assessment result. In a training and assessment
pathway, assessment
may take place:
● before training—a diagnostic assessment
Purpose is to ‘diagnose’ training needs.
● throughout training—formative assessments
Purpose is to monitor participant progress. Formative
assessments may or may
not be formal; that is, they may or may not contribute to the
overall assessment
outcome.
● at and/or after the conclusion of training—a summative
94. assessment
Purpose is to holistically assess each participant’s ability to
perform the work
activities taught, in realistic working conditions.
The timeline below illustrates the three different types of
assessments that may form
part of a training and assessment pathway.
Figure: Types of assessments in a training and assessment
pathway
Diagnostic
assessment
Formative assessments Summative assessment
Timeline
Before
training
After training
in the workplace
95. During training
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
22
Assessment-only pathway—
Recognition of Prior Learning (RPL)
In an assessment-only pathway, we assess candidates without
training them first. The
most common term used to describe an assessment-only
pathway assessment is
Recognition of Prior Learning (RPL).
In the Standards for Registered Training Organisations (RTOs)
2015, RPL is defined
as…
… an assessment process that assesses the competency/s of an
individual
that may have been acquired through formal, non-formal and
informal
learning to determine the extent to which that individual meets
the
requirements specified in the training package or VET
accredited courses
[sic].
96. Standards for Registered Training Organisations (RTOs) 2015,
Glossary
To be clear…
RPL is a form of assessment. It is not the same thing as
‘getting credit’. We must
assess RPL candidates to verify competence (we just don’t need
to train them first).
Why might people undertake RPL assessment?
People undertake RPL assessment to gain formal recognition of
skills and knowledge
they already hold. They may do this because:
● they want or need formal recognition of their skills and
knowledge to:
– meet regulatory requirements
– get a new job or promotion
– attain a qualification
● a quality RPL assessment process will save the candidate time
and money
because they don’t need to participate in training that covers
skills and knowledge
RPL—a ‘plain English’ explanation
97. RPL is an assessment process that allows experienced
individuals to
gain a qualification, skill set or statement of attainment by
producing
evidence of what they already know, can do, or have done
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 23
they already hold.
Can anyone undertake RPL?
No. RPL is only suitable for individuals who:
1. currently hold the skills, knowledge and experience needed to
meet competency
requirements
2. are able to provide valid, sufficient, current and authentic
evidence of their skills,
knowledge and experience.
RTOs must screen all potential RPL candidates and confirm
their suitability for RPL,
before finalising their enrolment in RPL (and accepting any fees
that apply).
98. How does RPL work?
Each RTO will have its own RPL policies and processes. An
RTO’s RPL processes
must include the three main steps shown below.
Figure: RPL process at a glance
The table below describes some of the different ways RTOs may
apply these steps to
form their own, systematic RPL processes.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
24
Table: How RPL processes work
Stage How the RTO might manage this stage of the RPL process
1
Confirm
eligibility
for RPL
99. Written RPL information
The RTO produces a document or equivalent that describes
RPL requirements. They distribute it to individuals who
express interest in RPL. Individuals use this information
(and contact the RTO with more questions as needed) to
decide if RPL is a good choice for them.
OR
Interview
An RTO representative conducts an ‘eligibility interview’ with
individuals who are interested in RPL. By the end of the
interview the RTO representative and the individual decide
the best course of action—RPL or another alternative.
2
Candidate
compiles and
presents a
portfolio of
evidence
Formative approach (collaborative)
The RTO assigns an RPL assessor immediately upon
enrolment. The assessor works collaboratively and
progressively with the candidate to:
● identify suitable examples of RPL evidence
● progressively judge evidence and give feedback until
the candidate has provided all evidence needed to
attain a competent result
OR
100. Summative approach: variation 1—written portfolio
The RTO sends the candidate an ‘RPL kit’ with written
instructions. The candidate follows these instructions and
compiles a portfolio of evidence. When complete, they
submit the portfolio to the RTO for marking.
OR
&
Summative approach: variation 2—written portfolio with
interview (we sometimes call this interview a
‘competency conversation’)
The candidate compiles a portfolio of evidence as described
above. When complete, they:
● EITHER submit the portfolio to the RTO for marking—
an assessor marks the portfolio, then contacts the
candidate to arrange an interview
OR
● contact the RTO to arrange a time to meet with the
assessor and present their evidence at the RPL
interview.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 25
Stage How the RTO might manage this stage of the RPL process
101. 3
RPL assessor
makes a
decision
In all RPL situations, the RPL assessor must produce a
written report that documents:
● the assessment result
● feedback about the evidence submitted.
If the result is
not yet
competent
If the result is not yet competent, the assessment report must
include a recommended action plan that either:
● offers the candidate ways to address gaps and attain a
competent result
OR
● suggests alternatives to RPL.
To address gaps in competence, the RPL assessor may:
● contact third parties to get additional evidence of
competence
● ask the candidate to submit more evidence
● (if not already done) interview the candidate and
conduct a ‘competency conversation’
102. ● assign a targeted task or activity to address gaps in
competence
● recommend targeted coaching, training or self-directed
learning to address minor gaps in competence
● recommend a training-based pathway to attain
competence.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
26
Key features of competency-based
assessment
This section of the manual discusses the key features of
competency-based
assessment (CBA).
We’ll discuss the following features of competency-based
assessment:
1. CBA is client-focussed. This means that:
● CBA is participatory
● candidates may choose whether or not to be assessed
103. ● candidates may choose the assessment pathway of choice
● assessments should reflect realistic working conditions
● CBA is flexible and promotes inclusivity
● candidates have rights (and responsibilities) in CBA
2. CBA is based on criteria
3. CBA is evidence-based.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 27
CBA is client focussed
One of the key themes of VET in Australia is a client-focussed
approach. This includes
a client-focussed approach to assessment.
A client-focussed approach means that we must consider the
needs of the client when
planning, organising, developing, conducting and validating
assessments.
Below are some examples of how a CBA is client-focussed.
104. CBA is participatory
In CBA, candidates are involved in the assessment process. The
relationship between
assessor and candidate is a collaborative one. Candidates may
discuss their
assessment needs and negotiate assessment approaches that best
suit their needs
while still addressing competency requirements.
The assessor should guide and support the candidate throughout
the assessment.
Assessors therefore need effective communication skills.
In CBA, candidates choose to be assessed
In CBA, candidates must choose to undertake assessment. We
cannot force a
candidate into assessment if they do not want to be assessed.
When choosing whether or not to be assessed, potential
candidates must consider:
1. the benefits of choosing to be assessed
Benefits may include a Nationally Recognised Qualification,
Skill Set or Statement
of Attainment, a promotion or a pay rise, or increased
marketability.
2. the consequences of not choosing to be assessed
Candidates not choosing to be assessed are not formally
recognised for their skills
and knowledge. Furthermore, in some workplaces, assessment
may be required
105. to satisfy regulatory or legislative requirements; choosing not to
be assessed may
result in the candidate losing their job.
In CBA, candidates have a choice of assessment pathways
For more information about assessment pathways, see page 20.
Candidates and assessors are ‘partners’ in assessment
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
28
CBA should reflect realistic working conditions
● If assessment occurs in the workplace
Most likely the assessment requirements will reflect the
candidate’s context.
● If assessment occurs in a simulated workplace setting
Assessment conditions and requirements must reflect realistic
working conditions
for the type of workplace in which the candidate works or may
work.
CBA is flexible and promotes inclusivity
Inclusive assessment practice
106. All assessment candidates will benefit from inclusive
assessment practice.
Examples of inclusive assessment practice include (but aren’t
limited to):
● Assessment takes into account candidates’ previous
experiences. For
example, a candidate who did not do well in school may be
anxious about their
assessment; you may need to:
– correct misconceptions about how competency-based
assessment works
– take steps to reassure and support the candidate throughout
assessment
● Assessment reflects candidates’ real world conditions, for
example:
– either assessment processes are highly tailored to a particular
client group
– or assessment processes are flexible and allow candidates to
choose realistic
workplace scenarios upon which to base assessment activities.
● The assessment processes and tools address cultural
sensitivities and
equity considerations. For example:
– Cultural sensitivities relating to:
—assessors
may need to
adjust the assessment approach or their communication style to
107. ensure
that candidates feel safe and supported in the assessment
—e.g. the need to maintain confidentiality
when
assessing a manager whose team members are aware of the
assessment
– Equity considerations:
and non-
biased
against any
candidate or candidate type—e.g. an assessment that requires
candidates
to obtain feedback on performance from their employer would
discriminate
against candidates who are not employed.
Inclusive assessment practice means ensuring that assessment
processes and materials are relevant and safe
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 29
● Assessment is flexible enough to allow amendments to suit
the needs of a
particular candidate—e.g. re-scheduling assessment around a
candidate’s
108. availability or to accommodate unforeseen circumstances that
arise
● Assessment takes into account candidates’ foundation skills,
including:
– learning, reading, writing, oral communication and numeracy
– core skills for work, including the ability to:
● Reasonable adjustment, where required (see below).
Reasonable adjustment
Sometimes, practicing inclusivity means adjusting the
assessment to meet the needs of
someone with a disability.
!
Adjustments must be ‘reasonable’—that is, they must:
● maintain integrity of the assessment and meet competency
standards
● help candidates access the opportunity to undertake
assessment
● maintain safety
● not cause undue hardship to the RTO (e.g. cost).
Examples of reasonable adjustment include but are not limited
109. to:
● providing support people—e.g.
scribe or support person for a candidate with an intellectual
disability
● providing assistive technology—e.g.
to enhance vision or allow to for physical disability
● modifying format of assessment materials—e.g. braille
assessment
● modifying assessment processes—e.g.
oral assessment for a candidate who has difficulty writing
● adjusting the physical environment—e.g.
providing access and physical layout so a candidate in a
wheelchair can complete
the assessment.
A ‘reasonable adjustment’ is…
an adjustment to the assessment process or materials that allows
a
candidate with a disability fair access to the assessment,
and fair opportunity to successfully complete it
Participant Manual TAE40116 Assessment
110. SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
30
More information about specialist support
Sometimes, to apply a reasonable adjustment, we get help from
‘specialists’—specialist people (as in example one of reasonable
adjustment above), or specialist equipment (as in example two).
For more information about specialist support, see page 173.
In CBA, candidates have rights
A client-focussed approach to assessment means that candidates
have rights. We
discussed candidates’ right to choose whether-or-not to be
assessed on page 27.
Other candidate rights include:
● the right to appeal the assessment decision
Candidates have a right to appeal the assessment decision if
they disagree with
the decision reached by the assessor. All Registered Training
Organisations
(RTOs) must have a documented appeals process. We should
inform candidates
of their right to appeal before we assess them.
● the right to confidentiality
RTOs and assessors must respect candidate confidentiality.
They must:
– share information about candidates and their assessment
111. activities with
authorised people, only
– document assessment results promptly and ensure that
assessment records
remain secure and confidential.
● the right to access their own assessment records
All candidates have a right to access their own assessment
records. RTOs should
ensure the availability of such records while simultaneously
preventing those
without authorisation from accessing them.
● the right to fair and respectful treatment
All candidates have a right to be treated fairly and respectfully
by the assessor, by
other RTO staff, and by other candidates.
Candidates also have responsibilities
Candidates have a responsibility to:
● complete assessment tasks as required
● advise their assessor if they have any particular needs that
may warrant a
reasonable adjustment
● submit authentic evidence (i.e. submit their own work,
without plagiarising)
● respect the rights of others—including the assessor and other
candidates.
112. Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 31
CBA is based on criteria
Competency-based assessment is an example of a criteria-
referenced assessment.
Criteria vs. norm-referenced assessments
In criteria-referenced assessments, we assess candidates against
a set of criteria (in
CBA the criteria are competency standards).
Criteria-referenced assessments stand in contrast to norm-
referenced assessments. In
a norm-referenced assessment, we compare the candidate’s
performance with the
performance of other candidates.
The table below summarises the differences between criteria
and norm-referenced
assessments:
Table: Criteria vs norm-referenced assessments
Type of assessment
Criteria-referenced Norm-referenced
113. Definition Candidate performance is compared to the
assessment criteria
Candidate performance is compared with
other candidates’ performances
Key
features
● Is not a competitive process—all
candidates have the opportunity to
succeed
● Requirements for ‘success’ remain
constant
● Is a competitive process—not all
candidates will succeed
● Requirements for ‘success’ fluctuate
depending on the performance levels
of the candidates
Examples ● Competency-based assessment—
everyone has the potential to achieve
a ‘competent’ result
● Some school assessments—e.g. a
score of 75% is required for a
Distinction.
● A race—fastest wins
● A job interview—best wins
● University entrance exam—top 25
114. finishers get into university.
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL •
32
CBA is based on evidence
What is evidence?
Evidence is the ‘proof’ offered by a candidate to demonstrate
their competence.
What is the role of evidence in CBA?
In CBA:
● candidates have a responsibility to provide evidence of their
competence.
● assessors have a responsibility to help candidates identify
suitable evidence and
must base their assessment decisions solely on the evidence
provided. They may
not base assessment decisions on:
– how hard the candidate has worked, or
– how much they like the candidate, or