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Assessment 3 & 4 templates
Assessment Plan
Unit code BSBWOR203B
Unit title: Work effectively with others
Performance Criteria being addressed
1.2, 1.1, 1.4, 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3
Purpose/s of assessment:
To establish competency for 1.2, 1.1, 1.4, 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3 in BSBWOR203B
Target group profile (to be assessed):
Anyone completing BSB Training package
Assessor/s:
YOU
Location/s of assessment:
Your location
Assessment arrangements confirmed with appropriate personnel (identify OHS/WHS needs):
WHS
Timeframe
Units are Contextualised:
Specific to the workplace where assessment is being completed
Method of assessment: Assessment tools:
Written response Scenario
practical demonstration
TAFE NSW – Western Sydney Institute Assessment Template for TAEASS301B/TAEASS401B Created: 14/05/2016 Version: 2.0 Page 1 of 15
Materials/resources needed for assessment including equipment, supplies, documentation, supports, resources for candidates with special needs:
Assessment task
Workplace policies and procedures
Access to computer for word processing if available
Adjustment to assessment layout if computer access is not available
Evidence required (evidence list):
Identify cultural differences in the workplace 3.2, 3.3
Identify areas where conflict may occur 1.2, 1.3, 2.1, 2.3
Apply appropriate problem solving strategies 1.4, 2.2, 2.4
Identify respectful strategies with co workers 1.1, 1.3, 2.1, 2.3, 2.4 1.4,
Apply strategies to prevent misunderstandings in the workplace 1.3, 2.2, 2.4
Special arrangements/contexts for assessment:
None identified
Timeline for assessment:As defined in training plan
Reporting arrangements for assessment in place:
Assessment Feedback Sheet
Instructions to assessor
None available
Instructions to students
Instructions: You are required to complete the following assessment tasks during class
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time There are 2 assessment events to be completed All assessments include written responses to questions Each student must complete their own work, independently of others Students can ask teacher for clarification of word meanings and questions
of required Reasonable adjustment to be organised by teacher if required When you have completed all written tasks hand in your work to your
teacher Students can use electronic and paper dictionaries for further independent
clarification of required Students must follow all WH&S requirements when completing all tasks You will be marked as C competent or NC not competent If you are not competent you will be given another 3 attempts at this
assessment
Assessment Mapping
Assessment task, activity or question
Performance criteria
Required skills and knowledge
Evidence method/to
olWhat is the conflict in this scenario?
1.1, 3.2, 3.3 culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination
legislation ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
Questioning
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workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
knowledge of appropriate conflict resolution techniques
Why was it a problem?
1.1, 3.1, 3.2, 3.3
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:
anti-discrimination legislation
ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
knowledge of appropriate conflict resolution techniques
Questioning
What should Cheuh-Kuang do?
1.1, 3.4, 3.3, 2.2
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business operations,
Questioning
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such as: anti-discrimination
legislation ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and dutiesknowledge of appropriate conflict resolution techniques seeking feedback from
clients and/or colleagues and taking appropriate action
communication skills to request advice, to receive feedback and to work with a team
What workplace policy does this problem relate to?
1.1, 3.1, 3.2, 3.3, 3.4
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination
legislation ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member
Questioning
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responsibilities and duties, and relationship to individual responsibilities and duties.
providing support to team members to ensure goals are met
knowledge of appropriate conflict resolution techniques
Who is responsible for managing this problem? What will they do?
1.1, 2.1, 2.2, 2.3, 2.4
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination
legislation ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
seeking feedback from clients and/or colleagues and taking appropriate action
Questioning
How can such conflict be prevented in the workplace?
3.1, 1.1, 3.2, 2.4, 3.3, 3.4
communication skills to request advice, to receive feedback and to work with a team
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business
Questioning
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operations, such as: anti-discrimination
legislation ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
providing support to team members to ensure goals are met
seeking feedback from clients and/or colleagues and taking appropriate action
knowledge of appropriate conflict resolution techniques
Assessment marking criteria
Performance criteria
Required skills and knowledge
Evidence method/to
olIdentify cultural differences in the workplace
3.2, 3.3 culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
communication skills to request advice, to receive feedback and to work with a team
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination
legislation ethical principles codes of practice
Marking criteria
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privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
knowledge of appropriate conflict resolution techniques
Identify areas where conflict may occur
1.2, 1.3, 2.1, 2.3
communication skills to request advice, to receive feedback and to work with a team
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
seeking feedback from clients and/or colleagues and taking appropriate action
knowledge of appropriate conflict resolution techniques
Apply appropriate problem solving strategies
1.4, 2.2, 2.4 communication skills to request advice, to receive feedback and to work with a team
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
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providing support to team members to ensure goals are met
seeking feedback from clients and/or colleagues and taking appropriate action
knowledge of appropriate conflict resolution techniques
Identify respectful strategies with co workers
1.1, 1.3, 2.1, 2.3, 2.4 1.4,
communication skills to request advice, to receive feedback and to work with a team
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
providing support to team members to ensure goals are met
seeking feedback from clients and/or colleagues and taking appropriate action
knowledge of appropriate conflict resolution techniques
Apply strategies to prevent misunderstandings in the workplace
1.3, 2.2, 2.4 communication skills to request advice, to receive feedback and to work with a team
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:
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anti-discrimination legislation
ethical principles codes of practice privacy laws occupational health and
safety (OHS) environmentally
sustainable work practices
organisational policies, plans and procedures
workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
providing support to team members to ensure goals are met
seeking feedback from clients and/or colleagues and taking appropriate action
knowledge of appropriate conflict resolution techniques.
Addressing Dimensions of Competency
Dimension Requires participant to:
Task
Undertaking the specific task/s required to complete a work
activity to the required standard. This means being able to
perform the individual actions as well as the whole task.
Accessing workplace policies and procedures are required to solve problem in scenario.
Task management
Managing a number of different tasks to complete a whole
work activity. This means working efficiently to meet
deadlines, handle a sequence of interrelated tasks, and
progress smoothly between tasks.
Scenario allows student the opportunity to apply workplace policies and procedures to solve the problem in the scenario.
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Dimension Requires participant to:
Contingency management
Responding to problems and irregularities when undertaking
a work activity, such as:
breakdowns
changes in routine
unexpected or atypical results or outcomes
difficult or dissatisfied clients
Scheduling assessments with sufficient opportunity for rescheduling if required.
Ensure WHS procedures are followed at all times.
Job role/environment
Dealing with the responsibilities and expectations of the work
environment when undertaking a work activity, such as:
working with others
interacting with clients and suppliers
complying with standard operating procedures
observing enterprise policy and procedures
All assessments comply with standard operating procedures and enterprise policy and procedures.
All assessments for follow WHS procedures.
Assessor to adhere to code of conduct.
( notes adapted from: www.velgtraining.com/library/files/defining_comp_ifd.doc )
Approval
Developer’s Name Phone No.
Project Manager’s Name Phone No.
Record of consultation
Name Title DateOutcomesList all consultation undertaken as part of the development of this resource
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Student/Candidate FeedbackAssessment Task Name:
Candidate’s name
Phone no.
Assessor’s name
Phone no.
Assessment site
Assessment date/s Time/s
Qualification code & title
UoC being assessedCode & title
Marking Criteria
The candidate was able to:
Satisfactory
Performance
CriteriaYes No
Comments/feedback to participantOutcome: Competent Not Competent
Assessor name:
Assessor signature:
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Conduct Assessment
Outline how the assessment environment was established and the candidate's needs were met
Assessor verbally explained instructions to the student.
Describe how the assessment plan and process was explained, discussed and clarified with the candidate including opportunities for re-assessment, reasonable adjustment and appeals in your briefing
Verbal instruction provided to the student, and explained.
Conditions of assessment provided.
Written assessor instructions not included.
Written instructions to student not provided.
Describe how the assessment decision was made using the rules of evidence
Currency: Yes – uses current unit of competency.
Uses evidence of current practical demonstration.
Uses current workplace practices.
Reliability: No
Assessor instructions not included.
Student instructions not included.
Flexibility: Yes
Can be implemented in a variety of workplaces.
Includes two methods of assessment.
Contingency plan documents included in planning document.
Fairness: No
Provides different methods of assessment.
Reasonable adjustment if required.
However does not include an appeals process.
Instructions to students not provided.
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Assessment Review
Assessment process Yes/No
Other comments (problems encountered and suggested improvements)
Was the assessment plan confirmed and followed?
Yes See attached assessment plan above.
Were all organisational and legal requirements confirmed or addressed?
Yes See risk assessments, assessment plan.
Were the students properly briefed? No Assessment instructions not provided. Conditions were provided.
Were the principles of assessment of evidence applied in gathering quality evidence?
Validity: Yes. Marking criteria mapped to the unit of competency.
Reliability: No
Assessor instructions not included.
Student instructions not included.
Flexibility: Yes
Can be implemented in a variety of workplaces.
Includes two methods of assessment.
Contingency plan documents included in planning document.
Fairness: No
Provides different methods of assessment.
Reasonable adjustment if required.
However does not include an appeals process.
Instructions to students not provided.
Was the candidate properly supported throughout the process?
Yes As outlined in assessment conditions.
Were methods and tools used appropriately?
Yes As per assessment instructions to student.
Were reasonable adjustments made, if appropriate?
Yes As outlined in assessment conditions. None identified.
Was the collected evidence evaluated against the rules of evidence in
Yes Currency: Currency: Yes – uses current unit of competency.
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Assessment process Yes/No
Other comments (problems encountered and suggested improvements)
making the assessment decisions Uses evidence of current practical demonstration.
Uses current workplace practices.
Yes Authenticity: Tasks completed in real time completed.
Yes Validity: All tasks are mapped to the unit of competency.
Assessment methods defined in unit of competency.
No Sufficiency: All performance criteria are not addressed in this assessment.
Was clear and constructive feedback provided to candidates?
Yes Written feedback provided at the end of this task.
Have all relevant documents been recorded and reported as required?
Yes See attached
Feedback from candidate about the assessment process.
Yes Add what your peoples responses were
Modification required (as identified under Comment): Yes. Needs assessor instructions. Student instructions required.
Assessment task is ready for use: No needs assessor instructions. Needs student instructions.
Reviewer’s Name Date: Reviewer’s Signature Date:
https://www.ibsa.org.au/tae10-resources
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