www.alphainstitute.edu.au
www.alphainstitute.edu.au
Student Assessment Tasks
BSBFIM501 Manage budgets and financial plans
Table of Contents
Table of Contents 2
Assessment Information 3
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Budget planning project 14
Assessment Task 2 Instructions 15
Assessment Task 2 Checklist 18
Assessment Task 3 Cover Sheet 19
Assessment Task 3: Monitor and control finances project 20
Assessment Task 3 Instructions 21
Assessment Task 3 Checklist 22
Assessment Task 4 Cover Sheet 23
Assessment Task 4: Profit and loss review project 24
Assessment Task 4 Instructions 25
Assessment Task 4 Checklist 26
Assessment Task 5 Cover Sheet 27
Assessment Task 5: Debtor management project 28
Assessment Task 5 Instructions 29
Assessment Task 5 Checklist 31
Assessment Information
The assessment tasks for BSBFIM501 Manage budgets and financial plans are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, the student must complete all of the assessment tasks satisfactorily.
Assessment Plan
Assessment Task
Overview
1. Written questions
Students must correctly answer all questions.
2. Budget planning project
Students must complete a budget template and participate in a meeting to discuss the budget. They must then present the budget to their team.
3. Monitor and control finances project
Students must review budget figures as part of a monitoring process and report on these.
4. Profit and loss analysis project
Students must review financial performance from a profit and loss account
5. Debtor Management project
Students must review and evaluate financial management processes
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your Alpha Institute (Australia’s) assessment appeals process.
Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
Naming electronic documents
Students are directed to name documents logically.
Each should include:
Course identification code
Assessment Task number
Document title (if appropriate)
Student name
Date it was created
For example, BSBFI ...
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
· You must evaluate the chosen paper against at least 4 other peer-reviewed sources.
· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
· You should, therefore, choose articles related to current epidemiologic trends for infectious diseases and/or the impact of the diseases and of the control measures on global populations. Special attention should be devoted to understanding the role of infectious agents as causes of morbidity and mortality in the context of economically developing nations.
Be sure to include the following elements:
· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Assessment Cover Sheet
ASSESSMENT TASKS 1 & 2
ICTPRG524 – Develop High-Level Object-Oriented
Class Specifications
ICT50115 Diploma of Information Technology
Student Name:(Please write in block letters)
Student ID Number:(Please write in block letters)
CBC0000
Assessors Name:
Assessment Due:
Week
Submission Date:
Assessment Tasks
(Cross out rows not required)
Satisfactory
Not Yet Satisfactory
Did Not Submit
Task 1
□
□
□
Task 2
□
□
□
Feedback to Students:
□ COMPETENT □ NOT YET COMPETENT □ DID NOT SUBMIT
Assessor’s signature
Student’s signature
Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance.
· For group assessments, all students are to contribute to the assessment tasks. You must work in groups when the assessment is required and when that is the case you will be allocated in to groups by your trainer in the class; hence your active presence is necessary
· Role play/presentation if part of the assessment must be done by all students. Photos or video may be taken as part of the evidence.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time. Assessment tasks submitted late may not be accepted by your trainer/assessor, leaving the learner with a Did Not Submit (DNS) result.
Writing your responses
When answering questions, ensure that your answers are detailed enough so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, please make sure that your project has the following complete information:
A Title Page, Table of Contents, Page Numbers, Reference List, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Cambridge College International.
You understand that any materials and information provided to your trainer including your assessment decision/result will be kept confidential (Privacy Act)
Marking of Assessments
On submission .
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
Curriculum-Linked AssessmentIn the discussion forums this week wjeniihykdevara
Curriculum-Linked Assessment
In the discussion forums this week we learned about the use of screening assessments as a tool to indicate a potential concern about a child’s learning and development. After administering screening assessments, a typical next step is to evaluate any areas of concern that were indicated on the screener. One way in which this is accomplished is through creating learning activities and curriculum linked assessments. “If every intentional activity that goes on in education is part of the curriculum, then these activities should be assessed to determine if children are making progress in the curriculum” (text, section 7.1) Doing this allows for opportunities to assess and evaluate the child’s performance to see where his/her true areas of need are and to determine what further steps might need to be taken. Your assignment this week will give you the opportunity to put the process we just discussed into action. There are four steps to your assignment.
Step 1 (1.5 points):
Choose one child from the example document, “
Developmental Checklist Birth to Five
.” After choosing a child, write an analysis of the child. Your analysis should include the following:
Which checklist you are using
The age of the child
The information that you have learned from the checklist about the child’s strengths and developmental concerns you would have about this child that includes at least three different developmental areas from the checklist.
Step 2 (3 points):
Create a learning objective from the child. Using this child and the domain of your choice from
The Head Start Child Development and Early Learning Framework (Links to an external site.)Links to an external site.
domains, choose a learning standard that relates to an area of need for the child you choose based on their checklist. Create a clear learning objective that aligns with this standard, which you can use to measure the child’s performance on the assessment you will create in Step 3.
For example
, if the screener indicated that the child struggles with identifying shapes, you would choose to focus on a shape skill from the Mathematics Knowledge and Skills Domain. Your objective might be the child will be able to identify shapes correctly at least 80% of the time.
Another example
would be if the screener indicates that the child struggles to cooperate with others, you would choose a cooperation skill from the Social and Emotional Development Domain. Your objective for this might be the child will be cooperating when playing with a partner at least 90% of the time.
If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. In your assignment include the following:
The learning standard you chose from the The Head Start Child Development and Early Learning Framework ...
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
· You must evaluate the chosen paper against at least 4 other peer-reviewed sources.
· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
· You should, therefore, choose articles related to current epidemiologic trends for infectious diseases and/or the impact of the diseases and of the control measures on global populations. Special attention should be devoted to understanding the role of infectious agents as causes of morbidity and mortality in the context of economically developing nations.
Be sure to include the following elements:
· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Assessment Cover Sheet
ASSESSMENT TASKS 1 & 2
ICTPRG524 – Develop High-Level Object-Oriented
Class Specifications
ICT50115 Diploma of Information Technology
Student Name:(Please write in block letters)
Student ID Number:(Please write in block letters)
CBC0000
Assessors Name:
Assessment Due:
Week
Submission Date:
Assessment Tasks
(Cross out rows not required)
Satisfactory
Not Yet Satisfactory
Did Not Submit
Task 1
□
□
□
Task 2
□
□
□
Feedback to Students:
□ COMPETENT □ NOT YET COMPETENT □ DID NOT SUBMIT
Assessor’s signature
Student’s signature
Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance.
· For group assessments, all students are to contribute to the assessment tasks. You must work in groups when the assessment is required and when that is the case you will be allocated in to groups by your trainer in the class; hence your active presence is necessary
· Role play/presentation if part of the assessment must be done by all students. Photos or video may be taken as part of the evidence.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time. Assessment tasks submitted late may not be accepted by your trainer/assessor, leaving the learner with a Did Not Submit (DNS) result.
Writing your responses
When answering questions, ensure that your answers are detailed enough so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, please make sure that your project has the following complete information:
A Title Page, Table of Contents, Page Numbers, Reference List, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Cambridge College International.
You understand that any materials and information provided to your trainer including your assessment decision/result will be kept confidential (Privacy Act)
Marking of Assessments
On submission .
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
Curriculum-Linked AssessmentIn the discussion forums this week wjeniihykdevara
Curriculum-Linked Assessment
In the discussion forums this week we learned about the use of screening assessments as a tool to indicate a potential concern about a child’s learning and development. After administering screening assessments, a typical next step is to evaluate any areas of concern that were indicated on the screener. One way in which this is accomplished is through creating learning activities and curriculum linked assessments. “If every intentional activity that goes on in education is part of the curriculum, then these activities should be assessed to determine if children are making progress in the curriculum” (text, section 7.1) Doing this allows for opportunities to assess and evaluate the child’s performance to see where his/her true areas of need are and to determine what further steps might need to be taken. Your assignment this week will give you the opportunity to put the process we just discussed into action. There are four steps to your assignment.
Step 1 (1.5 points):
Choose one child from the example document, “
Developmental Checklist Birth to Five
.” After choosing a child, write an analysis of the child. Your analysis should include the following:
Which checklist you are using
The age of the child
The information that you have learned from the checklist about the child’s strengths and developmental concerns you would have about this child that includes at least three different developmental areas from the checklist.
Step 2 (3 points):
Create a learning objective from the child. Using this child and the domain of your choice from
The Head Start Child Development and Early Learning Framework (Links to an external site.)Links to an external site.
domains, choose a learning standard that relates to an area of need for the child you choose based on their checklist. Create a clear learning objective that aligns with this standard, which you can use to measure the child’s performance on the assessment you will create in Step 3.
For example
, if the screener indicated that the child struggles with identifying shapes, you would choose to focus on a shape skill from the Mathematics Knowledge and Skills Domain. Your objective might be the child will be able to identify shapes correctly at least 80% of the time.
Another example
would be if the screener indicates that the child struggles to cooperate with others, you would choose a cooperation skill from the Social and Emotional Development Domain. Your objective for this might be the child will be cooperating when playing with a partner at least 90% of the time.
If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. In your assignment include the following:
The learning standard you chose from the The Head Start Child Development and Early Learning Framework ...
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, subjects, credits, and marks. It also includes notes about answering all questions and word counts for longer questions. The document then provides 6 sample questions related to research methodology, with multiple parts to each question.
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
This document discusses constructing subjective test items, specifically essay tests. It covers several key points:
- Subjective tests require long written responses and assess how students use their mind and feelings to make logical claims. They are more challenging to administer and evaluate but can be more valid.
- Essay questions can be extended response, requiring lengthy answers, or restricted response, with brief answers. Good essay questions cover major concepts and demand higher-level thinking.
- Scoring of essay tests can be done analytically, assessing each part of the answer separately, or holistically, with an overall impression. Rubrics are used to clearly define scoring criteria.
- When constructing essay questions, examiners should indicate expected
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
The document provides guidance for teachers to evaluate student work consistently according to shared standards. It outlines ground rules for leaving personal biases at the door and basing scores solely on evidence from the work. A formal scoring protocol is presented to guide teachers through individually assessing samples, comparing scores, and coming to agreement on anchor pieces to exemplify each level of performance. Reflection questions after scoring aim to draw insights about student strengths/weaknesses and ways to improve future assignments and standards. The goal is for teachers to work together toward fair and coherent assessment of student performance.
Assessment tool coordinate merchandise presentation - india sample [web]Krunal Kenia
- Conduct regular stocktakes to ensure advertised stock is available
- Communicate with relevant departments to confirm stock levels before advertising
2. How would you construct a display to achieve visual impact?
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document provides information on constructing and scoring subjective test items, specifically essay questions. It discusses the different types of essay questions, how to write good questions, scoring methods like analytic and holistic rubrics, and the process for developing scoring rubrics. The key points are that essay tests assess higher-level thinking and the ability to explain ideas in writing. Scoring reliably requires preparing ideal answers, using consistent methods, and developing clear rubrics that define different levels of performance.
11. Short answer & Essay test items.pptmohdbakar12
The document provides guidance on designing and using short-answer and essay test items to assess students' knowledge and skills. It offers tips for writing effective test items, guidelines for scoring student responses, strategies for fairly grading essays, and advice for giving feedback to students on their exam performance. The key recommendations include saving essays for higher-order thinking, giving students advice on test-taking, considering response layout and grading criteria when writing items, and promptly returning and reviewing exams with students.
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
This document provides guidance for answering written questions for the assessment of BSBWOR502 Lead and manage team effectiveness. It defines what is meant by different question types including analyze, compare, contrast, describe, discuss, evaluate, examine, explain, identify, list, outline and summarize. It provides guidance on the expected length of responses for each question type. The document also includes scenario details and tasks for the assessment including developing an operational plan, team performance plan, professional development policy, and reward and recognition scheme for a football organization.
Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
.
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This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, subjects, credits, and marks. It also includes notes about answering all questions and word counts for longer questions. The document then provides 6 sample questions related to research methodology, with multiple parts to each question.
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
This document discusses constructing subjective test items, specifically essay tests. It covers several key points:
- Subjective tests require long written responses and assess how students use their mind and feelings to make logical claims. They are more challenging to administer and evaluate but can be more valid.
- Essay questions can be extended response, requiring lengthy answers, or restricted response, with brief answers. Good essay questions cover major concepts and demand higher-level thinking.
- Scoring of essay tests can be done analytically, assessing each part of the answer separately, or holistically, with an overall impression. Rubrics are used to clearly define scoring criteria.
- When constructing essay questions, examiners should indicate expected
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
The document provides guidance for teachers to evaluate student work consistently according to shared standards. It outlines ground rules for leaving personal biases at the door and basing scores solely on evidence from the work. A formal scoring protocol is presented to guide teachers through individually assessing samples, comparing scores, and coming to agreement on anchor pieces to exemplify each level of performance. Reflection questions after scoring aim to draw insights about student strengths/weaknesses and ways to improve future assignments and standards. The goal is for teachers to work together toward fair and coherent assessment of student performance.
Assessment tool coordinate merchandise presentation - india sample [web]Krunal Kenia
- Conduct regular stocktakes to ensure advertised stock is available
- Communicate with relevant departments to confirm stock levels before advertising
2. How would you construct a display to achieve visual impact?
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document provides information on constructing and scoring subjective test items, specifically essay questions. It discusses the different types of essay questions, how to write good questions, scoring methods like analytic and holistic rubrics, and the process for developing scoring rubrics. The key points are that essay tests assess higher-level thinking and the ability to explain ideas in writing. Scoring reliably requires preparing ideal answers, using consistent methods, and developing clear rubrics that define different levels of performance.
11. Short answer & Essay test items.pptmohdbakar12
The document provides guidance on designing and using short-answer and essay test items to assess students' knowledge and skills. It offers tips for writing effective test items, guidelines for scoring student responses, strategies for fairly grading essays, and advice for giving feedback to students on their exam performance. The key recommendations include saving essays for higher-order thinking, giving students advice on test-taking, considering response layout and grading criteria when writing items, and promptly returning and reviewing exams with students.
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
This document provides guidance for answering written questions for the assessment of BSBWOR502 Lead and manage team effectiveness. It defines what is meant by different question types including analyze, compare, contrast, describe, discuss, evaluate, examine, explain, identify, list, outline and summarize. It provides guidance on the expected length of responses for each question type. The document also includes scenario details and tasks for the assessment including developing an operational plan, team performance plan, professional development policy, and reward and recognition scheme for a football organization.
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Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
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Penetration testing is a simulated cyberattack against a computer or.docxodiliagilby
Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:
What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
.
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Perform an analysis of the social / demographic, technological, economic, environmental / geographic, and political/legal / governmental segments to understand the general environment facing Union Pacific.
Descri
be how Union Pacific will be affected by each of these external factors.
this is a strategic mangement course business 499.
.
Perform research and discuss whether text messaging is cheaper or mo.docxodiliagilby
Perform research and discuss whether text messaging is cheaper or more expensive than voice. Explain how text messaging works.
Perform research and discuss how an audio CD and an audio DVD compare. Find out why it is said that a vinyl long play record produces sounds much better. Are we going backwards with digital technology in music recording? Explain.
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People in developed nations are fond of warning people in developing.docxodiliagilby
Developed nations warn developing nations like Indonesia to stop destroying rainforests, but this is seen as hypocritical since developed countries became wealthy by deforesting their own lands in the past. The president of Indonesia could respond that while rainforest protection is important, developing countries aim to use their resources to improve living standards, as developed countries did previously.
Pease read and incorporate the following articles from the EBSCO h.docxodiliagilby
Pease read and incorporate the following articles from the EBSCO host database into your paper:
Deakin, A. (2004, November). Finding your organization's hidden treasure.
Behavioral Health Management
, 24(6), 27-29.
Droppa, D., & Luczak, R. (2004, January). Collaboration, technology,
and outcomes—A recipe to improve service delivery.
Behavioral Health Management
, 24(1), 41-44.
To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
.
Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
The body of the paper (five to six pages) should address each of the following topics using information learned in the course, in combination with outside references:
Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
In behavioral healthcare, outcomes are the established norm for measuring the success or lack of services. What are some of the major challenges in collecting the data needed to support and report behavioral health outcomes? Provide a rationale for your response.
Quality of care and services is an important part of an outcome-based strategy. The objective behind maintaining and improving quality is to provide competent and efficient services to consumers. In your opinion, do the current regulatory and accreditation standards for the behavioral health industry help to meet that objective? How?
Your conclusion (one to two pages) should include the following points:
What conclusions can you draw from your research that would demonstrate the role played by behavioral health in the healthcare industry?
What changes would you like to bring to today's behavioral healthcare system in order to resolve the current issues identified?
Based on your literature rev.
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Peer Review Journal Paper Overview of assignment due 17 April 2014 I want you to find a peer review article that falls into our time frame: world history from the emergence of humanity to 1500 CE. I want you to present the thesis [argument] the author is putting forward. I want you then to find two other sources on the same subject and determine if those sources agree or disagree with your original source. The theme here is peer review and the notion of historiography; whether or not how we look at an event or theme of history changes over time? The choice of topic is up to you but please let me know what you are doing by email and let me know what your peer review source is so I can be sure it is appropriate for the course. If you want some help in finding an article; please let me or a librarian know what you might be interested in. I really need to know what your article is before you start so you have something good to start with and send me a link to your article, so that I can approve it.
1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
.
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Perception is all EXCEPT
[removed]
[removed]Structuring and organizing incoming impulses (information)
[removed]a prognosis (guess) about what is being received
[removed]the reconstruction of reality by our brain
[removed]the transduction of incoming stimuli
[removed]a process which takes time
.
Performance Based Factors and Measures for Quality AssessmentWri.docxodiliagilby
Performance Based Factors and Measures for Quality Assessment
Write a 700- to 1,000-word paper about the Performance Based Factors and Measures for Quality Assessment. Include the following in your paper:
For any health care activity, three performance factors can be measured: structure, process, and outcome. Identify one structure measure, one process measure, and one outcome measure that could be used to evaluate the following hospital admission process:
Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
Include a minimum of three peer-reviewed references, not including the textbook.
Format your paper consistent with APA 6th guidelines.
.
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People. I need some help with this assignment that needs to be done in Excel
Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
Perceptions and Causes of Psychopathology PaperPrepare a 1,0.docxodiliagilby
Culture determines how psychopathology is expressed. Biopsychosocial or diathesis-stress models examine causes of psychopathology from biological, psychological, and social factors. Society's perceptions of psychopathology have changed over historical time periods.
People are attracted to occupations that complement their personalit.docxodiliagilby
This document requests a 500 word essay identifying and describing the six personality types by John Holland, providing an example vocational choice for each type. It also asks the essay to analyze how dualistic and relativistic thinking contribute to vocational choices and discuss the role of commitment within relativistic thinking.
Perception of Pleasure and Pain Presentation3 slides- An explanati.docxodiliagilby
This presentation discusses the role of the somatosensory cortex in perceiving pleasure and pain through 3 slides and how damage to the cutaneous system can impact quality of life in another 3 slides. It includes one peer-reviewed source and speaker notes in APA format, needing completion by 12pm Eastern on May 4th, 2015.
Pennsylvania v. MarkMark Davis has been charged with Driving W.docxodiliagilby
Pennsylvania v. Mark
Mark Davis has been
charged
with Driving While Intoxicated (DWI) for reckless driving, speeding, four counts of felony assault, and one count of involuntary manslaughter as the result of a crash that occurred on a night out with his friends. Mark has been out on bail and pleaded not guilty when he was arraigned. The Judge set a date for Mark's trial and his defense team has been working to collect information about the technology used by the Highway Patrol to reconstruct the crash.
District Attorney O'Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark's attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.
The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark's case from the media. Two individuals stated that they could not be impartial because they had loved ones
killed
in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark's trial.
District Attorney O'Malley presented the State's case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark's actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.
Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.
Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:
Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What ar.
PBAD201-1501A-02 Public AdministrationTask NamePhase 3 Individu.docxodiliagilby
PBAD201-1501A-02 Public Administration
Task Name:
Phase 3 Individual Project
Deliverable Length:
750–1,000 words; Tabular budget
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Concern among the public sector is the demand for public organizations to be transparent about their budgets and spending habits. You have been scheduled to conduct a presentation for the State Budgeting Committee about the type of budget that the organization operates under. Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various budget items. Copy and paste the Excel spreadsheet of your budget into a Word document. Finally, explain how the budget is made available to the public for review. For example, is the budget made available at public meetings, on a special request, published in a newsletter, on the organization’s premises during regular business hours, via the organization’s Web site, or by some other means? If the budget is not available for the public to review, explain why. Furthermore, are there any provisions in place regarding the budget being made available for public view? Explain in detail.
Assignment Guidelines
Address the following in 750–1,000 words:
Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various organizational budget items.
Copy and paste the Excel spreadsheet of your budget into a Word document.
Is the budget made available to the public for review?
If yes, explain how in detail.
If no, explain in detail why it is not.
Are there any types of provisions in place regarding the budget being made available for public view? Identify and explain.
Be sure to reference all sources using APA style.
.
Part1 Q1. Classify each of the following as- (i)qual.docxodiliagilby
Part1
Q1. Classify each of the following as:-
(i)
qualitative or quantitative
(ii)
nominal, ordinal, interval or ratio scale.
a.
Times for swimmers to complete a 50meters race.
b.
Months of the year: Meskerem, Tikimit, Hidat, ---.
c.
Region numbers of Riyadh: 1, 2, 3, 4, ---.
d.
Pollen counts provided as numbers between 1 and 10 where 1 means there is almost no pollen and 10 means that it is rampant, but for which the values do not represent an actual count of grains of pollen.
e.
Packages in the city of Cleveland telephone book.
f.
Rankings of tennis players.
g.
Weights of air conditioners.
h.
Personal ID numbers
i.
Telephone numbers
j.
Temperatures inside 10 refrigerators.
k.
Salaries of the top five CEOs in the United States.
l.
Ratings of eight local plays ( poor, fair, good, excellent)
m.
Times required for mechanics to do a tune up.
n.
Ages of students in a classroom.
o.
Marital Status of patients in a physician’s office.
p.
Horsepower of tractor engines.
q.
Colors of baseball caps in a store.
r.
Classification of kids at a day care (infant, toddler, pre-school)
Q2. The following are the grades which 40 students obtained in a certain course in 1997E.C. here in Mekelle University of the Arid Campus.
75 89 66 52 90 68 83 94 77 60 38 47 87 65 97 49 65 72 73 81 63 77 31 88 74 37 85 76 74 63 69 72 91 87 76 58 63 70 72 65
a. Construct an absolute frequency distribution.
b. Convert the distribution obtained in (a) into a Relative & Percentage distribution.
c. Convert the distribution in (a) into a “Less than” &
a “More than” cumulative distribution
d. Construct a histogram, frequency polygon and ogive curve
Q3. The following distribution shows that the result obtained by 100 accounting students in the final examination of statistics in
Saudi Electronic University.
Mark of students.
0-10
10-20
20-30
30-40
40-50
No. of students
14
f1
28
f2
15
If the median mark of students is 22.5, compute:-
i.
The missing frequencies, f1 and f2.
ii.
the mode, and
iii.
the arithmetic mean
iv.
variance
Part 2
Q1.
a. (Smoking and Coffee Drinking)
Coffee
No Coffee
Total
Smoker
60
40
100
Non-Smoker
115
85
200
Total
175
125
300
What is the probability that a randomly selected person from the sample either smokes or drinks coffee.
Q1. b. What is the probability that I flip a coin and get a Head, Roll a die and get a 4 or a 6, and then pull the king of Spades and a diamond from a deck of cards.
Q2: The random variable X has the following probability distribution:
X
0
1
2
3
Total
P(x)
0.22
0.38
0.1
0.3
1
Find the expected value (E(x)) & the Variance.
Q3: A radar unit is used to measure speeds of cars on a highway. The speeds are
normally
distributed with a mean of 90 km/hr and a standard deviation of 10 km/hr. What is the probability that a car picked at random is travelling at:
a-
More than 100 km/hr?
b-
Less than 85 Km/hr?
c-
Between them?
Part 3
Q-1..
Paul’s Letter to the EphesiansThe First Letter of PeterThe Fir.docxodiliagilby
Paul’s Letter to the Ephesians
The First Letter of Peter
The First Letter to Timothy
For each document above; Identify specific content, features, or themes which permit classifying each text early Catholic in character.
At least one credible source
one and half pages
.
Past and FuturePlease respond to the followingImagine back .docxodiliagilby
"Past and Future"
Please respond to the following:
Imagine back in time to pre-Internet days. Describe how you would have established communications for international trade in these time periods: 1935 and 1977.
Imagine it is now 2050. Predict the ease and speed of international trade communications and how it will occur.
2-
"Backtracking from Globalization"
Please respond to the following:
From the e-Activity, illustrate with two examples how the U.S. has restrained trade over the past 60 years and state why you think that happened.
Some believe these restraints have been deleterious to national economic prosperity. In your estimation, speculate as to how these restraints have affected national economic prosperity.
.
Partisan considerations have increasingly influenced the selection.docxodiliagilby
Partisan considerations have increasingly influenced the selection of federal judges. Interest groups on the right and the left have insisted on the appointment of judges who hold compatible views. Presidents and members of Congress have also increasingly sought appointees who will decide issues in ways they prefer. What is your view? Should politics play such a large role in judicial appointments? Or should merit be given greater weight?
Does a merit based system favor ONLY those with money and the connections? needs to be at least 200 words APA
.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. The assessment tasks for BSBFIM501 Manage budgets and
financial plans are included in this Student Assessment Tasks
booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, the student must
complete all of the assessment tasks satisfactorily.
Assessment Plan
Assessment Task
Overview
1. Written questions
Students must correctly answer all questions.
2. Budget planning project
Students must complete a budget template and participate in a
meeting to discuss the budget. They must then present the
budget to their team.
3. Monitor and control finances project
Students must review budget figures as part of a monitoring
process and report on these.
4. Profit and loss analysis project
Students must review financial performance from a profit and
loss account
5. Debtor Management project
Students must review and evaluate financial management
processes
Assessment Preparation
Please read through this assessment thoroughly before
beginning any tasks. Ask your assessor for clarification if you
have any questions at all.
When you have read and understood this unit’s assessment
tasks, print out the Student Assessment Agreement. Fill it out,
sign it, and hand it to your assessor, who will countersign it and
then keep it on file.
4. Keep a copy of all of your work, as the work submitted to your
assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make
an assessment appeal as per your Alpha Institute (Australia’s)
assessment appeals process.
Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
Naming electronic documents
Students are directed to name documents logically.
Each should include:
Course identification code
Assessment Task number
Document title (if appropriate)
Student name
Date it was created
For example, BSBFIM501 AT2 Revised Marketing Budget
Joan Smith 20/04/18
Additional Resources
The following resources have been added to appendix.
Assessment Task 2
Marketing Budget Template
Finance Policy and Procedures
Assessment Task 3
Marketing Expenditure
Assessment Task 4
Profit and Loss Account
5. Assessment Task 5
Aged Debtors Report
Assessment Instructions
Each assessment task in this booklet consists of the following:
Assessment Task Cover Sheet
This must be filled out, signed and submitted together with your
assessment responses.
If you are submitting hardcopy, the Cover Sheet should be the
first page of each Assessment’s submission.
If you are submitting electronically, print out the cover sheet,
fill it out and sign it, then scan this and submit the file.
The Assessment Cover Sheet will be returned to you with the
outcome of the assessment, which will be satisfactory (S) or
unsatisfactory (U). If your work has been assessed as being not
satisfactory, your assessor will include written feedback in the
Assessment Task Cover Sheet giving reasons why. Your
assessor will also discuss this verbally with you and provide
advice on re-assessment opportunities as per
your Alpha Institute (Australia’s) re-assessment policy.
Depending on the task, this may include
resubmitting incorrect answers to questions (such as short
answer questions and case studies)
resubmitting part or all of a project, depending on how the error
impacts on the total outcome of the task
redoing a role play after being provided with appropriate
feedback about your performance
being observed a second (or third time) undertaking any
tasks/activities that were not satisfactorily completed the first
time, after being provided with appropriate feedback.
6. Assessment Task Information
This gives you:
a summary of the assessment task
information on the resources to be used
submission requirements
re-submission opportunities if required
Assessment Task Instructions
These give questions to answer or tasks which are to be
completed.
Your answers need to be typed up using software as indicated in
the Assessment Task Instructions.
Copy and paste each task’s instructions into a new document
and use this as the basis for your assessment task submission.
Include this document’s header and footer.
If you are submitting electronically, give the document a file
name that includes the unit identification number, the task
number, your name and the date.
Checklist
This will be used by your assessor to mark your assessment.
Read through this as part of your preparation before beginning
the assessment task. It will give you a good idea of what your
assessor will be looking for when marking your responses.
Assessment Task 1: Written Questions
Task summary
You need to answer all of the written questions correctly.
Your answers must be word processed.
Required
Access to learning materials
Computer and Microsoft Office
7. Access to the internet
Timing
Your assessor will advise you of the due date of this
assessment.
Submit
Answers to all questions
Assessment criteria
All questions must be answered correctly in order for a student
to be assessed as having completed the task satisfactorily.
Re-submission opportunities
Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt(s) will be
arranged at a later time and date.
Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
Written answer question guidance
The following written questions use a range of “instructional
words” such as “identify” or “explain”, which tell you how you
should answer the question. Use the definitions below to assist
you to provide the type of response expected.
Note that the following guidance is the minimum level of
8. response required.
Analyse – when a question asks you to analyse something, you
should do so in in detail, and identify important points and key
features. Generally, you are expected to write a response one or
two paragraphs long.
Compare – when a question asks you to compare something, you
will need to show how two or more things are similar, ensuring
that you also indicate the relevance of the consequences.
Generally, you are expected to write a response one or two
paragraphs long.
Contrast – when a question asks you to contrast something, you
will need to show how two or more things are different,
ensuring you indicate the relevance or the consequences.
Generally, you are expected to write a response one or two
paragraphs long.
Discuss – when a question asks you to discuss something, you
are required to point out important issues or features, and
express some form of critical judgement. Generally, you are
expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you
should state the most noticeable qualities or features. Generally,
you are expected to write a response two or three sentences
long.
Evaluate – when a question asks you to evaluate something, you
should do so putting forward arguments for and against
something. Generally, you are expected to write a response one
or two paragraphs long.
Examine – when a question asks you to examine something, this
is similar to “analyse”, where you should provide a detailed
9. response with key points and features and provide critical
analysis. Generally, you are expected to write a response one or
two paragraphs long.
Explain – when a question asks you to explain something, you
should make clear how or why something happened or the way
it is. Generally, you are expected to write a response two or
three sentences long.
Identify – when a question asks you to identify something, this
means that you are asked to briefly describe the required
information. Generally, you are expected to write a response
two or three sentences long.
List – when a question asks you to list something, this means
that you are asked to briefly state information in a list format.
Outline – when a question asks you to outline something, this
means giving only the main points, Generally, you are expected
to write a response a few sentences long.
Summarise – when a question asks you to summarise something,
this means (like “outline”) only giving the main points.
Generally, you are expected to write a response a few sentences
long.Assessment Task 1 Instructions
Provide answers to all of the questions below:
1. Explain the basic principle of double entry bookkeeping.
2. Describe the principle of cash accounting and one advantage
and one disadvantage of this method of accounting.
10. 3. Describe the principle of accrual accounting and one
advantage and one disadvantage of cash accounting
4. Explain the two accounting principles on which the
calculation and reporting of deprecation is based.
5. Identify and explain three key features of A New Tax System
(GST) Act 1999.
6. Identify and then explain the four main taxation and
superannuation obligations for a business. Briefly discuss each
obligation.
7. According to GST legislation, list four items that do not
attract GST.
8. Explain the process by which a business reports GST to the
Australian tax office.
9. What is the penalty rate to be applied if a supplier does not
provide an ABN?
10. A non-profit organisation needs to register for GST after it
has a turnover of more than how much?
11. List the key information that must be included on a tax
invoice for sales of $1,000 or more.
11. 12. Identify and explain three types of financial statements and
their purpose.
13. Describe the type of entity that is required to have financial
reports audited.
14. Explain the purpose of a financial audit and auditor’s report.
15. Describe why companies may choose to develop budgets.
16. Explain the main steps in the budgeting process.
17. List 5 ways to improve cash inflow and give examples.
18. Explain the use of electronic spreadsheets in developing
budgets and give two of their key features.
19. Explain three key principles relating to the management of a
chart of accounts.
20. Explain the purpose of a profit and loss statement and give
two of its key features.
Assessment Task 1 Checklist
Student’s name:
Did the student provide a sufficient and clear answer that
14. Question 18
Question 19
Question 20
Task Outcome:
Satisfactory
Not Satisfactory
Assessor signature
Assessor name
Date
Assessment Task 2: Budget planning project
Task summary
This assessment task requires you in the role of the Marketing
Manager for King Edward VII College to review the budget you
have been assigned for the upcoming financial year and to
participate in a meeting with the CEO (role-played by your
assessor) to discuss and negotiate the budget.
You are then required to meet with your team to discuss the
budget allocation for the year, as well as explain the key
features of the company’s financial policy and procedure.
This assessment is to be completed in the simulated work
15. environment in Alpha Institute (Australia’s).
Required
· Computer and Microsoft Office
· Access to the internet for research
· Marketing Budget Template
· Finance Policies and Procedures
· Space for a meeting
· Roleplay participants
Timing
Your assessor will advise you of the due date of these
submissions.
Submit
· Email to assessor with the Draft Marketing Budget attached
· Email to assessor with the Revised Marketing Budget attached
Assessment criteria
For students’ performance to be deemed satisfactory in this
assessment task, they must satisfactorily address all of the
assessment criteria. If part of this task is not satisfactorily
completed they will be asked to complete further assessment to
demonstrate competence.
Re-submission opportunities
Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt(s) will be
arranged at a later time and date.
Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
16. Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
Assessment Task 2 Instructions
Carefully read the following:
King Edward VII College has been operating for 5 years. The
College is based in Melbourne CBD and has an additional
campus in Sydney. The College offers a range of courses in
management, marketing, human resources and international
business. It currently has around has around 500 students
enrolled across all of its courses. Courses are offered at all
levels, from Certificate II to Graduate Diploma.
King Edward VII College is very popular due to its competitive
pricing structure, innovative teaching methods and state of the
art facilities.
The College currently employs 24 staff members that include
the CEO, a Marketing Manager and Marketing Assistant,
Promotions Officer, Human Resources Manager, Operations and
Finance Manager, Administration Manager, Office Assistant,
Receptionist, Academic Manager, Student Services Officer and
approximately 14 trainers.
As the Marketing Manager for the company, you are allocated a
budget each year to spend on marketing.
This year the budget you have been allocated is $25,000, which
is approximately 10% of revenue. Your budget does not include
salaries and wages of staff, which is accounted for through
17. another cost centre.
Your marketing plan for the year includes the activities below.
The amounts in brackets are your cost projections for each
activity:
· Redesign web site to improve branding ($5,000)
· Design and implement an incentive scheme for referrals by
students ($2,400)
· Conduct a radio advertising campaign ($10,000)
· Online communications: newsletters, websites. Blogs, Twitter
(zero cost: staff time only)
· Stand at VCE Careers Expo 2016 (Stand package $3,300)
· Develop and publish 2016 promotional brochure ($1,500)
· Sponsor community organisation to improve local community
profile ($2,000)
· Contingency amount ($800)
You would also like to conduct a TV advertising campaign, and
have been quoted a price of $30,000 to run the campaign. As
this is obviously well over the budget limit, you need to
negotiate an increase in budget. In order to negotiate this
increase, you will need to research and present an argument for
using TV advertising and the benefits to the company.
Complete the following activities:
1. Develop a draft marketing budget
As the Marketing Manager for King Edward VII College, you
are required to develop a budget for marketing for the year.
Review the case study information provided to you and, based
on amounts allocated to each marketing activity, develop a
marketing budget using the Marketing Budget Template to
discuss at a meeting with the CEO.
18. Save this document as Draft Marketing Budget.
Prior to the meeting, you are also required to research the
benefits of television advertising in order to present a case for
an increase in budget. Make notes to assist you at the meeting.
22. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the
attachment, and ask for an appointment to discuss it with them.
Attach your draft marketing budget to the email.
Your assessor will advise you of the time and date of the
meeting.
23. Participate in a budget meeting
The next part of the assessment requires you to participate in a
meeting with the CEO (role-played by your assessor) to discuss
the marketing budget. At the meeting, you will need to:
Provide a copy of your completed budget to the CEO
Explain each of the planned marketing activities
Confirm the amount allocated to each of the marketing
activities, including the amount allocated for contingencies.
Negotiate to increase the budget to accommodate the TV
advertising campaign you wish to run (as per the case study
information, you will need to present the benefits of television
advertising to convince the CEO).
During the meeting, demonstrate effective communication skills
including:
Speaking clearly and concisely
Using non-verbal communication to assist with understanding
19. Asking questions to identify required information
Responding to questions as required
Using active listening techniques to confirm understanding
24. Revise the marketing budget
Following the meeting, revise your marketing budget to
incorporate feedback from the CEO.
Save this document as Revised Marketing Budget.
25. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the
attachment, and seek their feedback and ask for the place, date
and time of the meeting with your team.
Attach your revised marketing budget to the email.
26. Meet with your team to discuss the budget.
The final part of the assessment requires you to meet with your
team to confirm the budget for the year.
You are also required to introduce the team to the company’s
Finance Policies and Procedures, so revise this before the
meeting, and write a short summery of it to share with your
team.
At the meeting, you will need to:
Discuss the overall budget allocation
Discuss the amounts allocated to each marketing activity
Discuss the amount allocated for contingencies
Provide an outline of the Finance Policies and Procedures.
During the meeting, demonstrate effective communication skills
including:
20. Speaking clearly and concisely
Using non-verbal communication to assist with understanding
Asking questions to identify required information
Responding to questions as required
Using active listening techniques to confirm understanding
Assessment Task 2 Checklist
Student’s name:
Did the student:
Completed successfully
Comments
Yes
No
Access budget information from the case study and use this to
develop the marketing budget?
In the meeting, discuss and confirm the marketing budget with
the CEO?
Negotiate changes to the budget based on presenting coherent
arguments for the use of television advertising?
Allow for contingencies within the budget?
During the meeting to discuss budgets and financial policies and
21. procedures, demonstrate effective communication skills
including:
· Speaking clearly and concisely
· Using non-verbal communication to assist with understanding
· Asking questions to identify required information
· Responding to questions as required
· Using active listening techniques to confirm understanding
Discuss the budget with the team?
Use templates to record all information according to company
procedures?
Provide information to team members to follow required
financial procedures?
Task Outcome:
Satisfactory
Not Satisfactory
Assessor signature
Assessor name
Date
Assessment Task 3: Monitor and control finances project
Task summary
This assessment task requires you to monitor and control
22. finances for the marketing department for King Edward VII
College and provide a budget and expenditure report to the
CEO.
This assessment is to be completed in the simulated work
environment in the Alpha Institute (Australia’s).
Required
· Access to learning materials
· Computer with Microsoft Office and internet access
· Marketing Expenditure
Timing
Your assessor will advise you of the due date of these
submissions.
Submit
· Email to assessor with budget report and updated marketing
budget attached
Assessment criteria
For students’ performance to be deemed satisfactory in this
assessment task, they must satisfactorily address all of the
assessment criteria. If part of this task is not satisfactorily
completed they will be asked to complete further assessment to
demonstrate competence.
Re-submission opportunities
Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt(s) will be
arranged at a later time and date.
Students have the right to appeal the outcome of assessment
23. decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
Assessment Task 3 Instructions
Carefully read the following:
As per company policy, you are responsible for monitoring and
recording expenditure each month.
The finance department has provided you with Marketing
Expenditure, a report on expenditure for 2015/16.
There will also be some notes included to assist you to complete
this task.
Note: that the company deems a standard variance in budgets of
up to 5% acceptable.
Complete the following activities:
1. Update the marketing budget.
Enter the amounts in Marketing Expenditure into your budget
under actual expenses.
Save this document as Updated Marketing Budget.
2. Write a report on the budget and expenditure
24. Your budget report should include:
Projected budget and actual budget and variations
Overall level of variance, as well as variance for individual
marketing activities
Reasons for overruns
Proposed solutions for following year’s budget
3. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the
attachments.
Attach your budget report and updated marketing budget to the
email.
Assessment Task 3 Checklist
Student’s name:
Did the student:
Completed successfully
Comments
Yes
No
Interpret and analyse information for budget reporting?
Monitor and report on expenditure and costs?
25. Record budget information in required documents?
Modify contingency plans?
Report on budget and expenditure?
Task Outcome:
Satisfactory
Not Satisfactory
Assessor signature
Assessor name
Date
Assessment Task 4: Profit and loss review project
Task summary
This assessment task requires you to assume a different role as
Operations Manager for King Edward VII College and to report
on an interim profit and loss account.
This assessment is to be completed in the simulated work
environment in the Alpha Institute (Australia’s).
Required
· Access to learning materials
· Computer and Microsoft Office
· Access to the internet
· Profit and Loss Account
Timing
26. Your assessor will advise you of the due date of these
submissions.
Submit
· Email to assessor with performance report attached
Assessment criteria
For students’ performance to be deemed satisfactory in this
assessment task, they must satisfactorily address all of the
assessment criteria. If part of this task is not satisfactorily
completed they will be asked to complete further assessment to
demonstrate competence.
Re-submission opportunities
Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt(s) will be
arranged at a later time and date.
Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
Assessment Task 4 Instructions
Complete the following activities:
27. 1. Write a report for the CEO on the College’s performance for
the last six months
Analyse the information provided in the interim Profit and Loss
Account, and write a short report on this.
Your performance report should:
a. Outline financial performance based on the figures in the
profit and loss account
b. Identify variances higher than 10%
c. Compare the performance of each campus
d. Recommend solutions in relation to expenditure items where
variances are higher than 10%
2. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the
attachment.
Attach your performance report to the email.
Assessment Task 4 Checklist
Student’s name:
Did the student:
Completed successfully
Comments
Yes
No
Interpret a profit and loss account?
28. Evaluate performance based on financial information provided?
Recommend solutions in relation to variances?
Task Outcome:
Satisfactory
Not Satisfactory
Assessor signature
Assessor name
Date
Assessment Task 5: Debtor management project
Task summary
This assessment task requires you to review and evaluate
financial management processes.
This assessment is to be completed in the simulated work
environment in the Alpha Institute (Australia’s).
Required
· Access to learning materials
· Computer and Microsoft Office
· Access to the internet
· Aged Debtor Summary
· Aged Debtor Monitoring Summary
Timing
Your assessor will advise you of the due date of these
submissions.
Submit
29. · Email to the CEO (assessor) with Aged Debtor Report
attached.
· Email to the CEO (assessor) with Debtor Management
Procedures.
· Email to the CEO (assessor) regarding monitoring of aged
debts
Assessment criteria
For students’ performance to be deemed satisfactory in this
assessment task, they must satisfactorily address all of the
assessment criteria. If part of this task is not satisfactorily
completed they will be asked to complete further assessment to
demonstrate competence.
Re-submission opportunities
Students will be provided feedback on their performance by
their Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this
task.
If any parts of the task are not satisfactorily completed your
assessor will explain why and provide you written feedback
along with guidance on what you must undertake to demonstrate
satisfactory performance. Re-assessment attempt(s) will be
arranged at a later time and date.
Students have the right to appeal the outcome of assessment
decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
Students are encouraged to consult with their assessor prior to
attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder
them when attempting any part of the assessment.
Assessment Task 5 Instructions
30. Complete the following activities:
1. Write an Aged Debtor Report for the CEO.
Analyse the information in the Aged Debtor Summary.
Note that the company’s usual terms are payment 14 days from
invoice.
Research best practice debtor management and then an Aged
Debtor Report.
Your report should include:
An outline of the information in the Aged Debtor Summary.
What this says about the company’s aged debtor processes.
At least 5 recommendations that could be adopted by the
company in response to your analysis. This should be based on
the debtor management research you conducted.
Your report should be approximately 1 page long.
2. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the
attachment, and seek their approval to implement best practice
debtor management processes.
Attach your aged debtor report to the email.
3. Implement debtor management procedures
31. Assume that the CEO advises that in response to your
recommendations that a debtor management procedure should be
developed and implemented in relation to customer invoices.
You are required to develop a simple debtor management
procedure for customer payments. It should include a range of
simple steps from a friendly reminder to sending a formal letter
of demand. Your procedure should be approximately one page
and be sent to the CEO (your assessor via email).
4. Monitor debtor management procedures
Assume it is six months later and you are required to review a
summary of current aged debts to determine the effectiveness of
the implementation of the debtor management procedure.
Review the Aged Debtor Monitoring Summary. Compare it
against the previous Aged Debtor Summary to determine the
effectiveness of the procedure.
5. Send an email to the CEO (your assessor).
The text of the email should be in grammatically correct
English, written in an appropriate (polite, business-like) style.
It should summarise your findings regarding your analysis of
the Aged Debtor Monitoring Summary.
Assessment Task 5 Checklist
Student’s name:
Did the student:
Completed successfully
Comments
Yes
No
Analyse information on the effectiveness of financial
management processes?
32. Recommend improvements to financial management approaches
based on best practice approaches?
Implement improved financial management approaches?
Monitor improved financial management approaches?
Task Outcome:
Satisfactory
Not Satisfactory
Assessor signature
Assessor name
Date
1