The following is submitted for the assessment of...

Contents

The following is submitted for the assessment of:

TAEASS401B: Plan assessment activities and processes and

TAEASS402B: Assess Competence

Assessment Project 1

Unit: Operate word-processing applications

Assessment Planning

• Assessment Plan

• Pre-Assessment Checklist

• Assessment Map

• Response to questions in project task sheet

• Record of Trial Outcomes

• Feedback Sheet

• Candidate Feedback

• Assessment Review Record

3

4

5

7

9

12

13

14

Assessor Materials

• Assessor Instructions

• Assessor Marking Guide

• Assessment Cover Sheet

• Assessor Checklist

• Assessor Report

15

16

20

21

25

Candidate Materials

• Candidate Instructions

• Assessment Exercise

• Appeals process (Appendix A)

26

28

33

Other Materials

Project 1 Videos – attached

Contents

Assessment Project 2

Unit: Develop keyboard skills

Assessment Planning

• Assessment Plan

• Pre-Assessment Checklist

• Assessment Map

• Response to questions in project task sheet

• Record of Trial Outcomes

• Feedback Sheet

• Candidate Feedback

• Assessment Review Record

34

35

36

37

39

42

44

46

Assessor Materials

• Assessor Instructions

• Assessor Marking Guide

• Assessment Cover Sheet

• Assessor Checklist

• Assessor Report

47

48

53

57

58

Candidate Materials

• Candidate Instructions

• Assessment Exercise

• Appeals process (Appendix A)

59

61

66

Other Materials

• evidence_tool (part of assessment tool)

Project 2 Video – attached

Assessment Plan 1

Unit of competency: Operate word-processing

applications.

Unit code: ICAICT102A.

Purpose of assessment: To award competency for this unit.

Context of the assessment: - A number of assessment methods and activities will be used to ensure sufficient evidence of the

candidate’s skills and knowledge is collected. For example, the assessment includes the production of two

word-processed documents for different purposes / contexts.

- The assessment will take place in a simulated off-the-job setting (with reference made to the workplace

simulation criteria in the Assessment Guidelines of the ICT Training Package). It will be conducted under

assessor supervision to ensure authenticity. It may be modified to suit other contexts (e.g., distance

delivery).

Target group (to be assessed) – Candidates are to have undertaken the unit of competency, and are

assumed to have basic skills in operating a computer. Reasonable adjustments can be made to ensure fairness

in the assessment (guidance is provided in the Assessor Marking Guide, and the Assessment Guidelines of the

ICT Training Package).

Assessor: Sam Capurso.

Place for assessment to occur: Simulated work environment.

Assessment arrangements confirmed with appropriate personnel: Yes.

Method of assessment: - Various – includes direct observation,

questioning and structured activities.

- Outlined in Assessment Map and Assessor

Instructions.

Assessment tools required: - Various – see Assessor Instructions.

- Include instructions for assessor and candidate,

assessment exercise, and marking guide /

observation checklists.

Materials/resources needed for assessment: - Materials: Assessment exercise and accompanying materials (as outlined in Assessor and Candidate

instructions).

- Resources: PC / laptop with Internet access and Microsoft Office Word (2010 version preferable).

Assessment procedures and related policies to follow (e.g., self-assessment, RPL) – - Assessment will be conducted according to the performance criteria in the unit of competency, and

Assessment Guidelines of the ICT Training Package.

Evidence required: - All practical work produced by the candidate must be saved (demonstration of required skills), and all oral

responses to questioning must be recorded by the assessor (demonstration of required knowledge).

- All questions must be answered and must meet the standards outlined in the Assessor Marking Guide.

Special arrangements/contexts for assessment (e.g., OHS, assessment tasks and control

strategies, access and equity, organisational procedures and documentation) - The assessor has a duty of care to undertake the assessment in an environment that has been evaluated

and controlled for risks and hazards, and to report and take reasonable steps to reduce the likelihood of

risks occurring from any new potential hazards.

- The candidate is to observe sound ergonomic work practices – this forms part of their assessment.

Timelines for assessment: 1 hour.

Reporting arrangements for assessment: - Records of assessment outcomes are: produced in the Assessment Report, kept for 30 years, and only to

be released with the permission of the candidate (as per Privacy Act 1988 (Cwlth)).

- Reporting for regulatory purposes must also be followed, and candidate feedback documents will be

collected and stored accordingly.

Pre-Assessment Checklist 1

Candidate name: Sara Assessor Name: Sam Capurso

Date: 14/10/2013 Location: Simulated work environment.

Unit/s to be assessed during this assessment

Unit code Unit name CO/NYC

ICAICT102A Operate word-processing

applications.

Competent

Checklist for conducting the assessment �

Candidate confirms readiness to be assessed. �

Time and date of the assessment was diarised and agreed to by the candidate.

Date: 14/10/2013 Time: 1 hour Location: Simulated work

environment

�

Criteria against which the candidate’s performance will be assessment are explained to the candidate. �

Assessment method, process and documentation have been explained to candidate. �

Has candidate any special requirements? E.g. LLN, accessibility, location & attendance, reasonable

adjustment & support

No

Special requirements: N/A

Confidentiality of assessment outcomes has been explained. �

Right to appeal assessment decision has been explained to the candidate. �

Have all hygiene, occupational health and safety requirements been met? �

Comments: N/A

In signing this form, the candidate acknowledges that s/he is ready for assessment and that the assessment

process has been fully explained. The assessment information gathered (including candidate name, but no

other personal details) will be used by the training organisation for specific record keeping purposes.

The candidate also agrees to being filmed for the purposes of Sam Capurso’s assessment submission for the

Certificate IV in Training and Assessment.

Candidate’s signature:

Assessor’s signature:

Assessment Map 1

Assessment instruments

Activity 1.1: Observation.

Activity 1.2: Questioning.

Activity 2: Structured activity and observation.

Activities 3 and 4: Structured activities – production of two word-processed documents.

Assessment requirement Assessment instrument

1. Apply OHS practices

1.1. Use workplace ergonomic work practices and

strategies

Activity 1.1

Activity 1.2: Question 1

1.2. Organise work area ensuring an ergonomic work

environment

Activity 1.2: Question 2

2. Create documents

2.1. Open word-processing application, create

document and add data according to information

requirements

Activity 3: in particular, Questions 1, 4

Activity 4: in particular, Question 1, 3

2.2. Use document templates as required Activity 2: Question 1

2.3. Use simple formatting tools when creating the

document

Activity 4: Questions 2, 3b, 4, 7c

Activity 3: Question 5

2.4. Save document to directory Activity 2: Question 5


3. Customise basic settings to meet page layout

conventions

3.1. Adjust page layout to meet information

requirements


Activity 4: Question 3a

3.2. Open and view different toolbars Activity 3: Questions 1-5, 7-9

Activity 4: Questions 2-7

3.3. Change font format to suit the purpose of the

document

Activity 3: Questions 1, 4


3.4. Change alignment and line spacing according to

document information requirements



3.5. Modify margins to suit the purpose of the

document


3.6. Open and switch between several documents Activity 4: Question 4

4. Format documents

4.1. Use formatting features and styles as required Activity 3: Questions 4, 5, 7


4.2. Highlight and copy text from another area in the

document or from another active document


4.3. Insert headers and footers to incorporate

necessary data.


Activity 4: Question 3c

4.4. Save document in another file format Activity 2: Questions 2, 3

4.5. Save and close document to a storage device Activity 4: Question 8

5. Create tables

5.1. Insert standard table into document Activity 3: Question 5

5.2. Change cells to meet information requirements Activity 3: Question 5

5.3. Insert and delete columns and rows as necessary Activity 3: Question 6

5.4. Use formatting tools according to style

requirements


6. Add images

6.1. Insert appropriate images into document and

customise as necessary

Activity 4: Question 7a, 7b

Assessment Map 1

6.2. Position and resize images to meet document

formatting needs

Activity 4: Questions 7

7. Print documents

7.1. Preview document in print preview mode Activity 2: Question 4a

7.2. Select basic print settings Activity 2: Question 4b

7.3. Print document or part of document from printer Activity 2: Question 4b

Required skills

Communication skills to:

Communicate with peers and supervisors

Seek assistance and expert advice

Activities 1.2 (Question 2), Activities 3 and 4


Literacy skills to:

Interpret user manuals and help functions

Read and write basic workplace documents



Activity 3 (namely, Questions 4, 5) and Activity 4

Problem-solving skills to address common operational

problems when using word-processing applications Activity 2: Question 3


Technical skills to:

Operate a personal computer (PC)

Use a keyboard to enter text and numerical data

Integrated into Activities 2-4


Required knowledge

Formatting styles and their effects of formatting,

readability and appearance of documents Activities 3, 4

Organisational requirements for ergonomics, such as

work periods and breaks Activities 1.1, 1.2.

Organisational style guide Activity 3

Purpose, use and function of word-processing

software Integrated into Activities 3, 4

Critical aspects for assessment and evidence

required to demonstrate competency in this unit

Follow OHS requirements Refer to Element 1

Create, open and retrieve documents Refer to Element 2

Customise basic settings Refer to Element 3

Format documents Refer to Element 4

Create tables Refer to Element 5

Add text, objects and images Refer to criterion 2.1. and Element 6

Save and print documents Refer to criteria 2.4, 4.4 and 4.5, and Element 7

Explanation of how each assessment covers the… (1)

I have developed my own assessment instrument from scratch for this course.

a. Principles of assessment

i. Validity – The assessment has been designed to collect sufficient evidence of all of the performance

criteria relating to the unit of competency, with the use of an assessment map.

ii. Reliability – The assessment prescribes a number of different activities and assessment methods,

including the development of two word-processed documents, in order to produce consistent and

accurate results. A marking guide has been provided to guide assessment at different times or

settings, or by different assessors.

iii. Flexibility – Reasonable adjustments can be made to the assessment through the use of verbal

questioning and physical demonstration where appropriate (instead of written questions and

responses). Technological resources, such as a screen magnifier or Narrator, can also be employed to

accommodate special needs. Additional timing can also be negotiated. While basic computer skills are

assumed, candidates who are not confident in operating a computer (outside of using a word

document) may receive assistance, provided this does not undermine the validity of the assessment.

iv. Fairness – The assessment does not discriminate against particular candidates or groups, and allows

for reasonable adjustments to be made so as to ensure access and equity. The candidate is given the

opportunity to be involved in the assessment process before the assessment exercise is undertaken.

b. Rules of evidence

i. Validity – The assessment map shows the alignment between the assessment exercise and the

benchmark requirements (the performance criteria, required skills and knowledge, and critical

evidence of the unit of competency).

ii. Authenticity – The assessor will observe the completion of the entire assessment exercise to ensure

authenticity, and will also require the candidate to sign a declaration of authenticity for

completeness. When the assessor is unable to directly observe the candidate, they will question the

candidate to verify the relevant skills.

iii. Currency – Direct evidence will be collected (and the date will be recorded).

iv. Sufficiency – A number of activities, assessment methods and contexts have been used to ensure

sufficient evidence has been gathered to support the assessment decision. The candidate is often

required to perform different skills a number of times. If further evidence of knowledge is required,

the assessor may ask the candidate why they are performing certain tasks.

c. Dimension of competency

i. Task skills – Task skills are integrated into Activities 2 to 4.

ii. Task management skills – Activities 3 and 4 require the candidate to carry out the process of creating

and saving documents to produce a finish product that meets various information and style

requirements. Activity 2 requires the candidate to follow instructions to demonstrate printing

procedures.

iii. Contingency management skills – Question 2 of Activity 1.2 requires the candidate to discuss

strategies to manage potential ergonomic risks in the workplace. Question 3 of Activity 2 requires the

candidate to explore solutions to a problem scenario.

iv. Job/role environment skills – Activities 3 and 4 require the candidate to produce two word-processed

business documents and to understand how these are set up to meet different purposes and

specifications. An effort has been made to use examples that may be found in the real workplace.

Activity 1 requires the candidate to demonstrate the ability to work in a safe work environment.

d. What employability skills have been covered?


i. Communication – this assessment covers the ability to present written information with a clear

purpose, and follow instructions (in Activities 3 and 4).

ii. Problem-solving – the demonstration of contingency management skills above tie in closely with

demonstrating the ability to solve problems.

iii. Learning – this skill is embedded in the very process of undertaking training and assessment.

iv. Technology – this candidate is required to operate a personal computer, and use a keyboard to enter

text and numerical data.

Record of Trial Outcomes 1

As it was difficult for me to access a panel of subject matter experts, colleagues or a group of individuals that

were representative of the target candidates for the purpose of this assessment, I did the best I could - I

enlisted a subject matter expert to trial the assessment tool I developed.

Participant: John

Expertise: Small IT business owner; also studying Certificate II in Computer Assembly and Repair

Assessor: Sam Capurso

Date: 02/10/2013

Signed:

Sam Capurso

John

The following changes have been made based on the outcomes of the trial, including assessor observation

and candidate feedback.

Candidate Instructions

• The following text was initially present below the training outcomes, and has now been removed.

The candidate may ask the assessor to be provided with a more detailed copy of the unit of competency, or a map between these criteria and the assessment activities they will undertake.

• The following text under Assessment was amended to read:

The candidate will be advised by the assessor what method of assessment will be undertaken at the beginning of each

activity.

• The following text was added under the candidate’s allowable interaction with others, including the

assessor

If the candidate feels they are unable to perform a particular task, they are advised to spend approximately two minutes

exploring the tools available in Microsoft Word, or using the Microsoft Office Help tool. If they are still unable to perform

the task after this time, they must inform the assessor, who will then advise them to proceed onto the next question in

the assessment activity.

Assessment Exercise

Activity 1.1.

Okay.

Activity 1.2.

2. Some ambiguity existed in the term ‘work environment’, as the participant thought this meant ‘workstation’

(making the question substantively the same as Activity 1.1., and therefore redundant).

Previous: What are two factors that must be considered in ensuring an ergonomic work environment, and how can these

be managed?

Amended: Activity 1.1 required you to make sure your workstation was set up ergonomically.


What are two other aspects of your physical work environment that must meet ergonomic requirements, and how can these

be managed?

Activity 2

1. This question previously required the candidate to Open a new letter template, which was vague as this task

required a number of steps to be performed and provided a number of letter template options from which to

choose. Hence, the question has been changed to: Open a new Memo (Elegant) template.

2. It was suggested by the trial participant that an rtf file format was redundant in work practice, but it was

decided that this question would be retained to fulfil the performance criteria of the unit of competency.

3, 4. Okay.

5. The following question was amended for the quality of expression used.

Previous: Save this document, and name it Activity 2 in the IT_Candidate_Assess folder located on the desktop.

Amended: Save this document in the IT_Candidate_Assess folder located on the desktop, and name it Activity 2.

Activity 3

1, 2, 3, 4. Okay.

5. The wording of the following was amended for clarity of expression:

Previous: The column headings of the table are centred, bolded, and the cells are shaded.

Amended: The column headings of the table are centred and made bold, and the cells are shaded.

The following question contained ambiguity in the skills required, and so further instruction was provided.

Previous: The width of the last column of the table is adjusted so that is narrower, and the first two columns are of equal

width.

Amended: The first two columns are of equal width. To do this, highlight the first two columns using the cursor, right click

and choose Distribute columns evenly.

6. The following question was amended to ensure the required formatting was used by the candidate.

Previous: Insert the following row at the end of the table you have just generated.

60 mins

Amended: Insert a row at the end of the table you have just generated. Type 60 mins in the last cell, and make this centred

and bold. (Row example removed).

7. Okay.

8. and 9. The following question was amended as greater instruction was needed to produce the header and

footer which were being sought after.

Previous: Enter the following into a header / footer, using the appropriate header / footer tool.

Amended: Enter the following into a header / footer, by selecting the Blank (Three Columns) built-in header / footer (and

deleting the middle textbox for the footer).



Previous: Save this document, and name it Activity 3 in the IT_Candidate_Assess folder located on the desktop.

Amended: Save this document in the IT_Candidate_Assess folder located on the desktop, and name it Activity 3.

Activity 4

2c. The following question was initially present, and has now been removed as it did not contribute to the

performance criteria of the unit of competency. Instead, the term ‘spreadsheet’ has now been added to the

Microsoft Office dictionary by the assessor.

Use the Spell Check tool to ‘Ignore All’ of the errors relating to the spelling of spreadsheet.

2d. The following question was amended to reduce ambiguity in the task that was required to be observed.

The candidate was not required to use the Find and Replace tool to complete this task, but may have been led

to think so because of the previous question (2b).

Previous: Change the word optional to mandatory, and then use the Undo tool to revert back to optional.

Amended: Change the word optional to mandatory (note: you do not need to use the Find and Replace tool to do this; you

may make the changes manually). Now use the Undo tool to revert back to optional.

3b. The word a was replaced with any was added: Insert any page border.

4. Okay.

5, 6. These questions asked the candidate to change the font colour which, when reviewed, was deemed to

not really fit the list of formats in the range statement, and hence were removed to improve the validity of the

tool.

7c.

The words Microsoft Office were added in front of Help function, as this is the correct name for this tool.

Assessor note: If the candidate already knows how to perform this task without having to use help tool, the

assessor must ask the candidate to demonstrate using the help tool to verify the process they used to answer

this question.


Previous: Save this document, and name it Activity 4 in the IT_USB_Assess folder on the USB flash drive provided.

Amended: Save this document in the IT_USB_Assess folder located on the USB flash drive provided, and name it Activity

4.

Circle the response that reflects your opinion on each of the following statements… Feedback Sheet 1

Please outline any comments or suggestions you have for improving this assessment on the back of this page.

1. The assessment requirements were clearly explained at the beginning of the assessment process.

Strongly Agree Agree Undecided Disagree Strongly Disagree

2. The assessment satisfied its objectives.


3. The following assessment strategies allowed me to demonstrate my skills and knowledge.

i. Assessor observing me complete tasks.


ii. Answering questions – whether in writing or verbally.


iii. Structured activities (e.g., Activities 3 and 4).


4. The assessment activities were easy to understand.


5. Adequate time was given to complete the assessment.


6. The assessment environment was comfortable and safe.


7. Adequate feedback was provided at the end of the assessment.


8. The required resources were available and readily accessible.

Resources may include: materials such as hard-copy instructions and assessment exercise; equipment such as

laptop with Internet access.


9. List any resources you did not have access to or were in short supply.

10. Did you require special services or support?

Yes No

11. If you answered Yes to 10, was this assistance was provided?

Yes No

12. If you answered No to 11, what services or support did you require?

Candidate’s Feedback 1

Please outline any comments or suggestions you have for improving this assessment on the back of this page.

1. The assessment requirements were clearly explained at the beginning of the assessment process.


2. The assessment satisfied its objectives.


3. The following assessment strategies allowed me to demonstrate my skills and knowledge.

iv. Assessor observing me complete tasks.


v. Answering questions – whether in writing or verbally.


vi. Structured activities (e.g., Activities 3 and 4).








7. Adequate feedback was provided at the end of the assessment.


8. The required resources were available and readily accessible.

Resources may include: materials such as hard-copy instructions and assessment exercise; equipment such as





Yes No


Yes No


Assessment Review Record 1

Assessment review

Assessment activity/unit

of competency

Operate word-processing

applications.

Assessor Sam Capurso

Date 14/10/2013

What went well? Why? Overall, the assessment went smoothly because I came prepared, the assessment

resources were checked and all in order before the assessment, the candidate was

briefed on the assessment process prior to commencement, and a comfortable

environment was provided. I think the assessment methods worked well, as I was

able to capture the evidence I required to make an assessment decision.

What could be

improved? How?

• I need to be more patient in waiting for the candidate to complete the task,

and allow them time to work things out, as the assessor is to remain an

independent observer, and this also allows the candidate to demonstrate

job/role environment skills.

• The formatting instructions in some of the questions should have been placed

at the start of the question, as the candidate would start the question and

then have to go back and change what they had done.

• The candidate would have benefitted from trying out my computer

beforehand, and having a mouse provided.

• While the distractions in the background would have been manageable (as a

private tutor, I often have to deal with teaching in busy households and keep

the student focused), this was really not ideal for the purposes of filming. This

may have been unavoidable in a noisy workplace, but it has shown me the

importance of finding an appropriate training room if feasible. Briefing others

on the terms of the assessment would have been impractical (it would

disruptive to turn away from the assessment and inform every person

entering the room that an assessment was taking place), but perhaps a sign

on the door would have been appropriate. In any event, the candidate was

not perturbed.

Did the activity meet the

requirements? If not,

how could it be

improved?

Yes, the activity met the requirements. The only thing could be to make the

assessment more flexible so as to facilitate asking the candidate to demonstrate

skills later on in the assessment that they did not get previously. The other

contingency that had to be managed was the fact that we were not seated in a

proper office environment with an adjustable chair, which had to be considered

when assessing the ergonomic set-up of the workstation in the first activity.

Did the activity follow

the assessment plan? If

no, why?

Yes, the activity followed the assessment plan. There were no unforeseen

technological ‘hiccups’ as well, which was good.

Did I feel confident and

comfortable with the

assessment activity?

Explain.

Yes, I felt confident and comfortable with the assessment activity because I had

prepared and reviewed what was to be undertaken ahead of time, and had all the

relevant resources at hand. I think one thing I need to practice is prompting the

candidate to provide the information that is being sought by the assessor without

giving them the answer, as this was allowed for in some cases in the marking

guide. Yes, there were factors beyond my control, such as disruptions in the

background, which were irritating, but this was mainly because I was worried that

it would detract from the quality of the video more than anything else.

Did the candidate/s

understand what

needed to be done?

Explain.

Yes, the candidate understood what needed to be done. There were some times

when the candidate required clarification on what was being asked, but this was

not a regular occurrence, and this was allowed for in the candidate instructions.

All in all, I think I was able to clearly articulate the instructions required.

Other comments: In summary, I think the assessment exercise went well, and being prepared and organised

definitely helped. The main improvement to the way I conduct assessments is to practice prompting the

candidate appropriately, and anticipating contingencies and planning suitable management strategies.

Assessor Instructions 1

Benchmarks/standard that apply to this assessment

Unit of competency: ICAICT102A – Operate word-processing applications.

National training package: ICA11 Information and Communications Technology Training Package.

Detailed breakdown of the competencies being assessed and the instruments used to

gather the evidence

See Assessment Map.

Timing of the assessment (when, how long, over what period the assessment will take

place)

When: 14/10/2013.

How long: 1 hour.

Over what period: 1 session.

Location: Simulated work environment

Resources and materials need for the assessment

Resources: personal computer or laptop with Internet Access and Microsoft Office Word (2010 version

preferable).

Materials:

Hard-copy: Assessment Exercise and Candidate Instructions, Assessor Marking Guide, Assessment Checklist.

It is advised that the assessor has a copy of the assessment exercise, as the assessment questions are not

contained in the marking guide.

Electronic files: flyer_raw_data.docx; excel_icon.png

Explicit instructions the assessor needs to give the candidate

The assessor will need to advise the method of assessment for each activity as they proceed.

Activity 1.1: Observation.

Activity 1.2: Questioning.

Activity 2: Structured activity and observation.

Activities 3 and 4: Structured activities – production of two word-processed documents.

As the candidate is advised to regularly save their work during the assessment process, the assessor will

highlight the following questions prior to the assessment commencing: Activity 2 (Question 5), Activity 3

(Question 10), and Activity 4 (Question 8).

The procedure to be followed by the candidate

The candidate is to complete all components of the assessment exercise under observation of the assessor. All

activities will be prescribed in a written hard-copy document.

Evidential requirements: All work produced by the candidate must be saved (the relevant instructions are

prescribed in the activities), and all oral responses to questioning must be recorded by the assessor.

Please also note that the Code of Practice for assessors, as enumerated in the assessment guidelines of the

TAE10 Training and Education Training Package, must be observed.

Assessor Marking Guide 1

Activity 1.1 – Ergonomic set-up (observation checklist)

Before operating the computer, the candidate is required to set up their workstation (chair, footrest, monitor

and keyboard) according to sound ergonomic practice.

Ergonomic

practice

Factors to observe COY NYC

Chair height - The candidates’ elbows are at desk height and at right angles (chair may

be raised or lowered accordingly). Candidate’s knees are also relaxed at

right angles.

- The candidate is sitting all the way back in their chair, with their neck

and shoulders relaxed, and back upright (if chair has an active back

mechanism, it may be used).

�

Footrests - The candidate’s feet are on the ground (a footrest may be used for

shorter people).

�

Monitor

alignment

- The top of the monitor is at eye level.

- The candidate is not straining forward to see the screen, and their head

should be about an arm’s length away from the screen (the screen view

size may be adjusted for vision).

�

Keyboard

alignment

- The keyboard is at or just below elbow level.

- The candidate’s wrists are relaxed and in a neutral position (not flexing

up or down).

�

Monitor

reflection angle

- Adequate lighting is ensured. If there is glare from sunlight or artificial

lighting, appropriate measures are taken (for example, the monitor is

repositioned, or the room’s curtains/blinds are drawn).

�

Practices other

than those in

range statement

- Items used more frequently (for example, hard-copy documents,

stationary, telephone) are placed in reach.

�

Note on assessor input: if any ergonomic practices are not evident, the assessor may inform the candidate of

them, and observe how they remedy the issue for the purposes of assessment.

Another idea for an assessment activity is to produce a diagram of a person sitting at a computer, and having

the candidate point out (in writing or stated verbally) the various ergonomic practices that need to be taken.

Activity 1.2 – Ergonomic work practices (verbal questioning)

1. The candidate is required to give two examples of pause exercises (which relate to task or postural

variety). The answer may be a physical demonstration or verbal explanation.

Examples of pause

exercises

Examples of specific strategies

Muscle stretches - Head turns, rolls (in a circle or up-and-down)

- Arm, wrist stretches

- Shoulder shrugs

- Lower back arches

Eye exercises - Closing or blinking

- Staring and then relaxing

- Looking around (without moving neck)

Moving - Changing posture regularly

- Walking away from workstation (regularly, e.g. every hour for two to five

minutes)

Others possible - Use professional discretion

Note on assessor input: If just the general pause exercise is given by the candidate, the assessor may prompt

the candidate to provide a specific example or physical demonstration.


2. The candidate is required to give two examples of factors that need to be considering in ensuring a sound

ergonomic work environment, and explain how these can be managed.

Examples of factors Examples of management

Air quality / ventilation - Open window, use fan, close doors to avoid dust.

Furniture and storage - Make sure is available and accessible.

- Make sure environment is neat and tidy for safety, equipment is stored

properly instead of being left out.

Lighting - Adjust lighting so it is not too bright or too dark.

- Use natural lighting when possible.

- Adjust your position or equipment so as to avoid glare (on monitor, in eyes).

Temperature - Use air-conditioning system or fans to ensure temperature is not too hot or

cold.

- Wear appropriate clothing (e.g., multiple layers when it is cold).


Note on assessor input: If just the factor is given by the candidate, the assessor may prompt the candidate to

provide a management strategy.

* This activity may be presented in written form, but has been made flexible by being presented as oral

questioning for this assessment. This can be used a reasonable adjustment for candidates with visual

impairments or LLN (e.g., reading) difficulties.

Activity 2

Question 2 may be in assessed in writing or by observation.

Steps: File – Save or Save As – Select Rich Text Format in the ‘Save Type As’ drop-down menu

Question 3

a. Look for these three points:

- This is an attachment from an E-mail message sent by someone using Microsoft Outlook.

- The message is in Rich Text Format (or HTML) format.

- The file is not recognised (cannot be read) by other E-mail clients – it can only be read by Outlook.

b. Look for at least one of these two points:

- You can ask the sender to re-send the attached files, but using a plain text E-mail message (not Rich Text

Format or HTML).

- You can download a decoder from the Internet, and use this to read the attached files. (Note: this is

enough explanation; the candidate is not required to outline the steps of downloading and using the

decoder).

Note on assessor input: A Google search of ‘winmail.dat’ will provide the candidate with the necessary

information to answer the question. If the candidate is unfamiliar with using the Internet to troubleshoot, the

assessor may briefly explain how one would do so, or provide the candidate with one of the following links or a

copy of the information contained within (reasonable adjustment, as the candidate will still be required to

read the information and respond to the hypothetical).

• http://support.microsoft.com/kb/278061

• http://email.about.com/od/outlooktips/qt/Prevent_Winmail_dat_Attachments_from_Being_Sent_in_Outlook.htm

• http://support.appstate.edu/answers/why-are-some-my-email-attachments-winmaildat-files

Below are examples of Activities 3 and 4, which can be used as a marking guide by the assessor.

Professional Services Pty Ltd Government Client Sector Team Meeting Agenda

Activity 3 Example

Monthly meeting

Objective: To develop the industry focus of this team and provide an update on the progress made on this account.

Date: Friday 29 November 2013

Time: 10am – 11am.

Location: Meeting Room 6, Level 7.

Facilitator: George Cooperman.

Note taker: Lisa Huntington.

Apologies: Georgina Harvey, Norman Phillips, David Meyers, Joanna Lindsay.

Item Member responsible Time allocated

Action items from previous meeting

Distribution of strategic plans for each committee to the whole team 4 committees 5 mins

Agenda items

Whole-of-firm vision for the upcoming year Cynthia Scarlet 10 mins

Last year’s results George Cooperman 10 mins

Corporate finance committee update Arthur Spiros 10 mins

Market pitch delivery training Leanne Spagnola 20 mins

Announcement of new software package for next month Sun Ti Lu 5 mins

60 mins

New actions:

Activity 4 Example

Professional development training series

Session Two – An introduction to using

spreadsheet applications

Date: 29 November 2013

Duration: 2pm – 5pm

Venue: Boardroom, Level 6

Trainer: Sam Capurso

Employee requirement: Optional

Topics include:

Create spreadsheet files and enter data

Use simple formulae and functions

Create a chart in spreadsheet

Save spreadsheet to directory or folder

Assessment Cover Sheet 1

Candidate’s name: Sara

Assessor’s name: Sam Capurso

Date of assessment: 14/10/2013

Benchmark/s being used as the reference point:



Description of task to be performed: The candidate must undertake the assessment exercise, which consists of four activities.

Indication of version control: Version 1.1

Signed declaration of authenticity – to be completed post-assessment

Assessor – Sam Capurso: Candidate – Sara:

Assessor Checklist 1

Candidate name: Sara

Assessor name: Sam Capurso

Unit of competency: ICAICT102A – Operate word-processing applications

Name of workplace/organisation: Simulated workplace

Dates of assessment: 14/10/2013

Procedure/activity: See Assessment Map

Refer to the Assessment Exercise and Marking Guide to assess competence.

CO

Y

NYC Map to performance criteria (if NYC) Details / Comment

Activity 1.1 � Refer to assessor marking guide

Activity 1.2

Question 1 � Enter candidate response: Take a break, rest / close eyes, avoid glare

� Enter candidate response: Rest wrists and arms; flex/pull fingers and wrists

Question 2 � Enter candidate response: Lighting – not too bright…

Assessor comment: … Or too dark

� Enter candidate response: Temperature – not too cold / hot, use air conditioning

and wear suitable clothing

Overall �

Activity 2

Question 1 �

Question 2 �

Question 3a �

Question 3b �


CO

Y


Question 4a �

Question 4b �

�

�

�

�

Question 5 �

Overall �

Activity 3

Question 1 �

� Change alignment and line spacing according to

document information requirements.

Checking 1.15 spacing between lines

�

�

Question 2 �

Question 3 �

Question 4 �

Question 5 �

�

�

�

Question 6 �


CO

Y


Question 7 �

�

�

Question 8 �

Question 9 �

Question 10 �

Overall �

Activity 4 �

Question 1 �

Question 2a �

Question 2b �

Question 2c �

Question 2d �

Question 3a �

Question 3b �

Question 3c �

Question 4 �

�

�

Question 5 �

�


CO

Y


�

�

�

Question 6 �

Question 7a �

Question 7b �

Question 7c �

Question 8 �

Overall �

The candidate is: Competent: � Not Yet Competent: Reassessment date: N/A

Feedback to candidate: On subsequent page


Signature:

Date:

14/10/2013

Candidate: Sara

Signature:

Date:

14/10/2013

Candidate Feedback: Overall, Sara, you demonstrated a sound knowledge of word-processing applications, and used initiative to complete the required

tasks. In particular, you were able to apply font formats well. You don’t need to doubt your skills in using word-processing documents, as you have been

able to successfully complete this assessment exercise. After the assessment, you will be shown how to adjust line and paragraph spacing, and how to

change the line width of tables more efficiently.

Assessor Report 1

Candidate’s name: Sara Assessor’s name: Sam Capurso

Date competency achieved: 14/10/2013 Assessor’s signature and date:

14/10/2013

Unit of competency: Competent: Not yet competent:

ICAICT102A – Operate word-processing

applications.

�

Comments: N/A

File reference: …

RTO details: …

ICAICT102A – Operate word-processing applications Assessment Exercise 1

Assessment Activity 1.2


Benchmarks/standards that apply to this assessment



The following training outcomes will be assessed:

1. Apply OHS practices

3.1. Use workplace ergonomic work practices and

strategies

3.2. Organise work area ensuring an ergonomic work

environment

4. Create documents

4.1. Open word-processing application, create

document and add data according to information

requirements

4.2. Use document templates as required

4.3. Use simple formatting tools when creating the

document

4.4. Save document to directory

5. Customise basic settings to meet page layout

conventions

7.4. Adjust page layout to meet information

requirements

7.5. Open and view different toolbars

7.6. Change font format to suit the purpose of the

document

7.7. Change alignment and line spacing according to

document information requirements.

7.8. Modify margins to suit the purpose of the

document.

7.9. Open and switch between several documents.

8. Format documents

8.1. Use formatting features and styles as required

8.2. Highlight and copy text from another area in the

document or from another active document.

8.3. Insert headers and footers to incorporate

necessary data.

8.4. Save document in another file format

8.5. Save and close document to a storage device

9. Create tables

9.1. Insert standard table into document

9.2. Change cells to meet information requirements

9.3. Insert and delete columns and rows as necessary

9.4. Use formatting tools according to style

requirements

10. Add images

10.1. Insert appropriate images into document

and customise as necessary

10.2. Position and resize images to meet

document formatting needs

11. Print documents

11.1. Preview document in print preview mode

11.2. Select basic print settings

11.3. Print document or part of document from

printer

Assessment

The assessment will consist of four activities. A combination of observation of practical skills, questioning and

structured activities (production of word-processed documents) will be used. The candidate will be advised by

the assessor what method of assessment will be undertaken at the beginning of each activity.

All components of the assessment must be completed, and all questions must be answered in full.

Timing of the assessment

When: 14/10/2013

How long: 1 hour

Location: Simulated work environment.

Resources available to the candidate

Resources: personal computer or laptop with Internet Access and Microsoft Office Word.

Materials:

Hard-copy: Assessment Exercise and Candidate Instructions.



Electronic files: flyer_raw_data.docx; excel_icon.png (use of these explained in relevant assessment

questions).

Any resources that the candidate may need to provide: N/A.

The candidate’s allowable interaction with others, including the assessor

The candidate may ask the assessor for clarification on the wording of assessment questions, but may not seek

advice on the completion of the activities or demonstration of skills being assessed.

If the candidate feels they are unable to perform a particular task, they are advised to spend approximately

two minutes exploring the tools available in Microsoft Word, or using the Microsoft Office Help tool. If they are

still unable to perform the task after this time, they must inform the assessor, who will then advise them to

proceed onto the next question in the assessment activity.

The candidate will have had the opportunity to negotiate the context of the assessment in the pre-assessment

stage.

Health and safety messages

The candidate is advised to regularly save their work during the assessment process. Before the assessment is

commenced, the assessor will outline how this is to be done for the purposes of assessment.

The candidate is to observe sound ergonomic work practices – this forms part of the assessment.

The candidate is to heed all health and safety messages delivered by the assessor before, during and after the

assessment is conducted, including the safe use of the technological equipment being operated.

Post-assessment process

If deemed not yet competent, the candidate and assessor may arrange a reassessment of the relevant parts of

the assessment.

The candidate has the right to appeal the assessment decision. Please refer to the relevant assessment policy

reproduced in Appendix A for more information.

The outcome of this assessment decision will be kept on record for 30 years.

The candidate must give their permission for any confidential information relating to this assessment to be

disclosed to those who have a stake in the assessment outcome.

Additional verbal instructions

If unforeseen circumstances arise, additional verbal instructions may need to be provided, and will be

documented by the assessor.

If you have any questions regarding the assessment instructions, please ask the assessor now.



Assessment Exercise

Activity 1.1 – Ergonomic set-up

Before starting, make any changes to ensure that your workstation is set up ergonomically (e.g.,

chair, footrest, monitor and keyboard).

Activity 1.2 – Ergonomic work practices

1. Explain two specific pause exercises you can use when operating a computer for a long time.

2. Activity 1.1 required you to make sure your workstation was set up ergonomically.

Identify two other aspects of your physical work environment that must meet ergonomic

requirements, and how can these be managed.

Activity 2 – Using word-processing documents

1. Open a new Memo (Elegant) template.

2. Outline the steps of how you would save this document in the rtf file format.

3. Read the following scenario:

You have received an E-mail attachment that your browser cannot read. It is a file labelled

winmail.dat.

Now, use the Internet to find a solution to the problem, and answer the following by typing your

answer in the memo document.

a. Explain what winmail.dat file is, and why your browser cannot read it.

b. Briefly outline one or two ways you would go about obtaining the information in this file.

4. Printing skills – the assessor will need to observe you perform the following tasks.

a. Show how to preview this document in Print Preview mode.

b. Show how you would print this document, and apply each of the following print settings.

Note: some of the settings are not realistic for the current document, and are just for the

purposes of demonstration for assessment.

� Print 5 copies.

� Print page 2.

� Print pages 5-7.

� Print double-sided pages.

� Print 2 pages on the one sheet.

5. Save this document in the IT_Candidate_Assess folder located on the desktop, and name

it Activity 2.



Activity 3 – Creating a business meeting agenda

1. Create a new word-processing document.

For this activity, please observe the following.

�� There is a space after each paragraph by default; remove this.

�� Make sure the spacing between lines is 1.15 lines (this should also be the default setting).

�� Unless otherwise specified, the text entered should be the default size (11 pt).

�� Use the default text (Calibri).

2. Change the Page Layout to Landscape.

3. Change the Margins to the Narrow setting.

4. Enter the following data in the word document.

Text

to be entered

Formatting

to be applied

Monthly meeting

Bold, size 14

Objective: To develop the industry focus of this team and provide an update on the

progress made on this account.

Date: Friday 29 November 2013

Time: 10am – 11am.

Location: Meeting Room 6, Level 7.

Facilitator: George Cooperman.

Note taker: Lisa Huntington.

Apologies: Georgina Harvey, Norman Phillips, David Meyers, Joanna Lindsay.

Headings bold

(as shown)

5. Below the text you have just entered, generate the following table.

Item Member responsible Time

allocated

Action items from previous meeting

Distribution of strategic plans for each

committee to the whole team

4 committees 5 mins

Agenda items

Whole-of-firm vision for the upcoming year Cynthia Scarlet 10 mins

Last year’s results George Cooperman 10 mins

Corporate finance committee update Arthur Spiros 10 mins

Market pitch delivery training Leanne Spagnola 20 mins

Announcement of new software package for

next month

Sun Ti Lu 5 mins

Ensure that each of the following formats has been applied:

�� The column headings of the table are centred and made bold, and the cells are shaded.



�� The headings in the body of the table are bold and italicised – that is, Action items from previous

meeting and Agenda Items.

�� A bolder line separates these two categories (use 1.5 pt thickness).

�� The width of the last column of the table is adjusted so that is narrower.

�� The first two columns are of equal width. To do this, highlight the first two columns using the

cursor, right click and choose Distribute columns evenly.

6. Insert a row at the end of the table you have just generated. Type 60 mins in the

last cell, and make this centred and bold.

7. Below that table you have just produced, generate the following table.

New actions:

Ensure that each of the following formats has been applied:

�� The table has a dotted border.

�� The text - New actions: - is bold.

�� The enter key is hit about five times after entering this text to leave some place under this

heading (to allow for handwritten notes to be taken on the hard-copy version).

8. Enter the following into a header, by selecting the Blank (Three Columns) built-

in header.

Professional Services Pty Ltd Government Client Sector Team Meeting Agenda

9. Enter the following into a footer, by selecting the Blank (Three Columns) built-in

footer and deleting the middle textbox.

Activity 3 Your Name (Your Student ID)

10. Save this document in the IT_Candidate_Assess folder located on the

desktop, and name it Activity 3.



Activity 4 – Creating a flyer for a training session

1. Open the word document labelled flyer_raw_data in the

IT_Candidate_Assess folder located on the desktop.

2. Perform the following tasks, which require you to use simple formatting tools.

Note: The assessor will observe you perform each task now, or will otherwise ask you to explain how

you performed them after the completion of this activity.

a. Use the Spell Check tool to correct all misspelt words in the document.

b. Use the Find and Replace tool to replace every excel term in the document to spreadsheet.

c. Change the word optional to mandatory (note: you do not need to use the Find and Replace tool to

do this; you may make the changes manually). Now use the Undo tool to revert back to optional.

Leave this document open – you will be coming back to it later.

3. Open a new word document, and perform the following tasks.

a. Change the Page Size to A5.

b. Insert any page border.

c. Enter the following into a footer, using the same process as question 9 of Activity 3:

Activity 4 Your Name (Your Student ID)

4. Copy the text in the flyer_raw_data document into your new document.

Note: Make sure the default spacing still applies – 1.15 spaces between lines; 0pt above each

paragraph; 10pt below each paragraph (if this formatting does not apply, change it accordingly).

5. Consider the following text:

Professional development training series

Session Two – An introduction to using spreadsheet applications

Apply the following formatting:

�� Change the text alignment to centred.

�� Change the font size to 14pt.

�� Change the font type to Century Gothic.

�� Make the text bold.

�� Make the second line italicised as well.

6. Consider the rest of the text in the document.

Bold the following headings: Date; Duration; Venue; Trainer; Employee requirement; Topics include.



7. Perform the following tasks in order to insert and format images in the

document.

a. Insert a suitable image from Clipart, and position it to the right of the text that begins with Date

and ends with Optional. Resize the image so that it fits the current formatting of the document.

b. Insert the image labelled excel_icon from the IT_Candidate_Assess folder located on

the desktop, and position it to the right of the text that begins with Topics and ends with folder.

Resize the image so that it fits the current formatting of the document.

c. Use the Microsoft Office Help function to explore how you can format this picture and change its

colour. Once you open up the correct dialogue box, change the colour of this image to the one

labelled: Blue, Accent Colour 1 Light.

8. Save this document in the IT_USB_Assess folder located on the USB flash

drive provided, and name it Activity 4.

Appendix A (1)


The following has been adapted from Section 4.11 of the TAFE SA Assessment Policy and Procedures

Policy for providing a process for students to appeal against assessment processes and decisions

1. The right of students to lodge an academic appeal related to student progress and assessment is

recognised. Throughout the appeals process, students have the right to be accompanied or

represented by a support person, such as a family member, friend or counsellor.

2. There are three stages through which an appeal may progress. Each stage of the process id free

of charge.

3. In the first instance, students should discuss their complaint with the lecturer involved to

resolve the disputed matter. The lecturer will endeavour to make a decision regarding the

matter and inform the student of the outcome as soon as possible, but always within 1 week.

The lecturer is encouraged to confer with colleagues in making a decision about the matter.

4. If unsatisfied with the response or time taken to resolve the matter, a student may lodge an

appeal in writing to the lecturer’s manager outlining the nature of the dispute. The manager will

ensure the complaint is referred to the appropriate academic staff to be dealt with and that the

student is advised of the outcome in a reasonable timeframe, usually no longer than 2 weeks

from receipt of the written complaint. Another assessor may be called upon to re-assess all or

parts of the assessment.

5. If not satisfied with the decision overseen by the manager, the complainant may request that

the matter is dealt with through an independent dispute resolution process external to the

program. In this case, the student may refer their appeal to the Training Advocate. The Office of

the Training Advocate provides a free and independent mechanism for the resolution of

grievances for domestic and overseas students. Details can be found at

www.trainingadvocate.sa.gov.au

6. At each stage of the process, complainants and/or respondents are entitled to full explanations

in writing, if requested, of any decisions or actions taken as part of these procedures.

7. Records relating to student grievances and applications for review of student grievance decisions

will be stored securely and made accessible to all authorised parties. Parties to the complainant

will be allowed supervised access to these records in line with the Freedom of Information Act.

Assessment Plan 2


Units of competency: Develop keyboard skills.

Unit code: BSBITU102A.

Purpose of assessment: RCC / RPL

Context of the assessment: - A number of assessment methods and activities will be used to ensure sufficient evidence of the

candidate’s prior knowledge and skills is collected. The candidate will either be required to provide valid,

authentic, current and sufficient evidence of their prior learning, or demonstrate these skills to the

assessor.

- The assessment will take place in a simulated off-the-job setting.

Target group (to be assessed) – Candidates are assumed to have basic skills in operating a computer,

data entry, and opening, making minor changes to and saving electronic documents. The nature of proof-

reading also assumes some very basic LLN skills (though an effort will be made to be flexible in accommodating

varying capabilities in the assessment).

Assessor: Sam Capurso.

Place for assessment to occur: Simulated work environment.

Assessment arrangements confirmed with appropriate personnel: Yes.

Method of assessment: Depending on which activities are applicable to the

candidate at hand, assessment may include:

observation of documentation of prior learning,

questioning (oral or written), observation of physical

skills, structured activities involving data entry and

proof-reading.

Assessment tools required: Assessment tools include:

instructions for assessor and candidate, assessment

exercise, electronic files, marking guide / observation

checklists, online typing tests.

Materials/resources needed for assessment: - Materials: As outlined in Assessment tools above.

- Resources: PC / laptop with Internet access, external keyboard and Microsoft Office Word and Excel.

Assessment procedures and related policies to follow (e.g., self-assessment, RPL) – - This is an RPL assessment procedure, and follows the RPL rules in the Assessment Guidelines of the

Business Services Training Package.

Evidence required: - If the candidate chooses to provide evidence of prior learning, the assessor must keep a hard copy and

ensure all the evidential requirements outlined in the Candidate Materials are met.

- All practical and written work produced by the candidate must be saved, and all oral responses to

questioning must be recorded by the assessor.

- All activities must be completed and must meet the standards outlined in the Assessor Marking Guide.

Special arrangements/contexts for assessment (e.g., OHS, assessment tasks and control

strategies, access and equity, organisational procedures and documentation) - The assessor has a duty of care to undertake ensure the assessment is undertaken in an environment that

has been evaluated and controlled for risks and hazards, and to report and take reasonable steps to

reduce the likelihood of risks occurring from any new potential hazards.

- The candidate is to observe sound ergonomic work practices – this forms part of their assessment.

Timelines for assessment: 0.5 hours

Reporting arrangements for assessment: - Records of assessment outcomes are to be: produced in the Assessment Report, kept for 30 years, and

only released with the permission of the candidate (as per Privacy Act 1988 (Cwlth)).

- Reporting for regulatory purposes must also be followed, and candidate feedback documents will be

collected and stored accordingly.

Pre-Assessment Checklist 2


Candidate name: Sina Assessor Name: Sam Capurso

Date: 14/10/2013 Location: Simulated work environment.

Unit/s to be assessed during this assessment

Unit code Unit name CO/NYC

BSBITU102A Develop keyboard skills Competent

Checklist for conducting the assessment �

Candidate confirms readiness to be assessed. �

Time and date of the assessment was diarised and agreed to by the candidate.

Date: 14/10/2013 Time: 0.5 hr Location: Simulated work

environment

Criteria against which the candidate’s performance will be assessment are explained to the candidate. �

Assessment method, process and documentation have been explained to candidate. �

Has candidate any special requirements? E.g. LLN, accessibility, location & attendance, reasonable

adjustment & support

No

Special requirements: N/A

Confidentiality of assessment outcomes has been explained. �

Right to appeal assessment decision has been explained to the candidate. �

Have all hygiene, occupational health and safety requirements been met? �

Comments: N/A

In signing this form, the candidate acknowledges that s/he is ready for assessment and that the assessment

process has been fully explained. The assessment information gathered (including candidate name, but no

other personal details) will be used by the training organisation for specific record keeping purposes.

The candidate also agrees to being filmed for the purposes of Sam Capurso’s assessment submission for the

Certificate IV in Training and Assessment.

Candidate’s signature:

Assessor’s signature:

Assessment Map 2


Assessment instruments

Activity 1: Past evidence or observation checklist.

Activity 2: Questioning.

Activity 3: Observation and questioning.

Activity 4: Past evidence or structured activity.



Assessment requirement Assessment instrument

1. Use safe work practices

5.1. Adjust workplace, furniture and equipment to

suit user ergonomic requirements

Activity 1

Activity 2 – Question 2

5.2. Ensure work organisation meets organisational

and occupational health and safety (OHS)

requirements for computer operation

Activity 2 – Questions 1 and 3

6. Identify and develop keyboard skills

6.1. Identify and apply keyboard functions for both

alpha and numeric keyboard functions

Activity 3

Activity 5

Activity 6 – Question 1 of Option 2 (if applicable)

Activity 7

6.2. Apply touch typing technique to complete a task Activity 4

6.3. Develop speed and accuracy in accordance with

workplace requirements for level of responsibility

Activity 5

7. Check accuracy

11.4. Proofread document carefully to identify

errors

Activity 6

11.5. Amend document, correct errors and

complete a final accuracy check

Activity 6

Activity 7 – Option 2 (if applicable)

Required skills

Communication skills to identify lines of

communication, to request advice, to effectively

question, to follow instructions and to receive

feedback

Activity 6

Integrated into other activities as well

Literacy skills to identify work requirements, to

comprehend basic workplace documents, and to

produce and proofread simple documents

Activity 6

Activity 7

Problem-solving skills to solve routine problems in the

workplace, while under direct supervision

Activity 3

Technology skills to use equipment safely while under

direction, and to use basic keyboard, touch typing and

mouse skills to produce simple documents

All activities

Required knowledge

Key provisions of relevant legislation from all forms of

government that may affect aspects of business

operations, such as OHS

Activities 1 and 2

Organisational benchmarks for keyboarding Activity 5

Critical aspects for assessment and evidence

required to demonstrate competency in this unit

Applying touch typing techniques to enter

alphanumeric characters

Refer to Element 2

Safely using keyboard Refer to Element 1



I have developed my own assessment instrument from scratch for this course.

e. Principles of assessment

v. Validity – The assessment has been designed to collect sufficient evidence of all of the performance

criteria relating to the unit of competency, as shown in the assessment map.

vi. Reliability – The assessment prescribes a number of different activities and assessment methods in

order to produce consistent and accurate results. Data entry in different contexts – such as in both

alpha and numerical data, different software applications, and online typing tests being used – is

required. Where applicable, two examples or demonstrations must be completed for each question

or skill in the assessment. A marking guide has also been provided to guide assessment at different

times or settings, or by different assessors, for the purposes of consistency.

vii. Flexibility – Reasonable adjustments can be made to the assessment through the use of verbal

questioning instead of written questions and responses, where appropriate. Technological resources,

such as a screen magnifier or Narrator tool, can also be employed to accommodate special needs.

viii. Fair – The assessment does not discriminate against particular candidates or groups, and allows for

reasonable adjustments to be made so as to ensure access and equity. The candidate is given the

opportunity to be involved in the assessment process before the assessment exercise is undertaken.

f. Rules of evidence

v. Validity – The assessment map shows the alignment between the assessment exercise and the

benchmark requirements (the performance criteria, required skills and knowledge, and critical

evidence of the unit of competency).

vi. Authenticity – Most instances of evidence of prior learning must be accompanied by a signed

declaration of authenticity. If valid, authentic, current and sufficient evidence cannot be produced by

the candidate to verify prior learning, the candidate has the option to demonstrate the relevant skills

in person and, in this case, the assessor will observe the completion of these activities to ensure

authenticity.

vii. Currency – Evidence of prior learning must relate to work completed within the last 12 months (also

note, the unit of competency was released in April 2008). Otherwise, the evidence will be collected by

direct observation (and the date will be recorded).

viii. Sufficiency – A number of activities, assessment methods and contexts have been used to ensure

sufficient evidence has been gathered to support the assessment decision. Questioning may be used

to gather additional evidence when assessing RPL evidence.

g. Dimension of competency

v. Task skills – Task skills are integrated into Activities 3 to 7.

vi. Task management skills – Activity 7 requires the candidate to carry out the process of entering data

into an electronic document while also observing touch typing technique.

vii. Contingency management skills – Questions 2 and 3 of Activity 2 require the candidate to discuss

strategies to manage ergonomic risks. Activity 3 requires the candidate to explore solutions to various

problem scenarios when using a keyboard and mouse to enter data.

viii. Job/role environment skills – Activity 1 and 2 require the candidate to demonstrate the ability to

work in a safe work environment. Activities 6 and 7 require the candidate to enter and edit different

excerpts of data according to different purposes and specifications. Speed and accuracy benchmarks

relate to organisational requirements. An effort has been made to use examples that may be found in

the real workplace.

h. What employability skills have been covered?



v. Communication – this assessment covers the ability to present, proof-read and amend written

information with a clear purpose, and in a timely and accurate manner (Activities 4 to 6).

vi. Problem-solving – the demonstration of contingency management skills above tie in closely with

demonstrating the ability to solve problems.

vii. Learning – this skill is embedded in the very process of undertaking training and assessment.

viii. Technology – this assessment is centred upon the safe and ergonomic use of information technology,

including equipment such as a keyboard and mouse, and software data-entry applications.



As it was difficult for me to access a panel of subject matter experts, colleagues or a group of individuals that

were representative of the target candidates for the purpose of this assessment, I did the best I could - I

enlisted two individuals to trial the assessment tool I developed.

Participant: Jess

Expertise: Financial adviser for whom data entry is part of their job description, Bachelor of Finance graduate

Date: 07/10/2013

Participant: Georgia

Expertise: Accountant for whom data entry is part of their job description, Bachelor of Commerce (Accounting)

Date: 07/10/2013

The following changes have been made based on the outcomes of the trial, including assessor observation

and candidate feedback. As the tool was significantly restructured, a new version was produced.


Previously, a signed declaration was asked for each activity requiring RPL evidence to be submitted (Activities 1

and 4-7).

Firstly, this was not ideal as it made the instructions repetitive. It was also felt that it was not necessary for a

work supervisor to sign off on each activity (which was previously required). Hence, the requirement to

provide a signed declaration of authenticity has been removed from each activity (as outlined below), and a

declaration of authenticity template has since been designed, where the candidate only needs to sign once to

verify all RPL evidence submitted is their own work. Instead of this being stated in each question, it has now

been included in the Candidate Instructions.

Secondly, it was deemed that oral questioning was a more accurate means of verifying authenticity. Guidelines

on the types of evidence that is recommended to be gathered when asking questions to verify authenticity for

these activities are provided in the Assessor Marking Guide.

Previously, a detailed breakdown of the names and assessment methods of each assessment activity was

provided under the Assessment heading of the Candidate Instructions. This has now been replaced with a

more succinct outline of what the assessment will entail.

Activity 1

Option 1

Removed from instructions for reasons described above: Please sign and date this document.

Replaced: Your assessor will also ask you to provide details of where and when this task was completed.

Option 2

Previous: Your assessor will set up a simulated workstation and observe you fulfilling sound ergonomic practices.

Amended to increase clarity: Your assessor will set up a simulated workstation and observe you fulfilling sound

ergonomic practices based on the same factors above.

Activity 2



The following questions were amended to reflect better expression, and use action words relevant to the

Certificate I AQF level.

1. Previous: What are two other aspects of your physical work environment that must meet ergonomic requirements, and

how can these be managed?

Amended: Identify two other aspects of your physical work environment that must meet ergonomic requirements, and

how can these be managed.

2. Previous: Outline a strategy you could use to minimise glare on your monitor screen.

Amended: State a strategy you could use to minimise glare on your monitor screen.

3. Previous: What are two specific pause exercises you can use when operating a computer for a long time?

Amended: Explain two pause exercises you can use after operating a computer for a long time.

Activity 3

The heading was changed from Managing contingencies to Problem-solving when using a keyboard as this

was more user-friendly language.

1. Previous: … Follow these instructions for your assessor to observe you using your keyboard to save the document:

Alt – F – S – Enter.

Amended to increase clarity: Follow these keyboard instructions for your assessor to observe you using your

keyboard to save the document: Alt – F – S.

2. Previous: Imagine the number pad is not working. What is the first common-sense strategy you would try to remedy

this?

Amended: Imagine the number pad is not working. State the first common-sense strategy you would try to remedy

this.

Activity 4

The heading was changed from Touch-typing to Touch-typing technique to express the performance criteria

standards more accurately.

Previously, only Option 2 was presented to the candidate. The following option was added to increase

flexibility in the RPL process.

Originally added: You may produce evidence of having undertaken a touch-typing course (whether this was a stand-alone

exercise or part of training or other course you completed). A signed declaration verifying authenticity (that it was you who

completed the task, and where and when this task was completed must also be provided.

Italicised component since amended: Your assessor will also ask you to provide details of where and when (must be

within the last 12 months) this task was completed.

Activity 5

Option 1

Previous: Completion of the test within the last 12 months.

Amended for clarify of expression and expectation: Date of completion of the test, which must be within the

last 12 months.

Removed from evidential requirements for reasons described above: Your signature, authorising authenticity (that

it was you who completed the test).



Activity 6

Option 1

The expectation was deemed too high, and did not equate to Option 2.

Previous: Can you produce evidence of a word-processed document/s that amount to 500 words, which you have proof-

read?

Amended: Can you produce evidence of a word-processed document/s that amount to no less than 300 words, which you

have proof-read?

The evidential requirements were adjusted in the following way.

For clarity of expression and expectation

Previous: Completion of the test within the last 12 months.

Amended: Date of completion of the test, which must be within the last 12 months.

Amendments to candidate’s instructions, in line with the changes discussed under Candidate Instructions:

Previous: A declaration verifying authenticity (that it was you who proof-read the document, and where and when this task

was completed), signed by you and a work supervisor, must also be provided.

Amended: Location of completion …

Added: Your assessor will now ask you some questions to verify the authenticity of this evidence.

Similar changes were made for Activity 7.

Feedback Sheet 2

Circle the response that reflects your opinion on each of the following statements…

1. The assessment requirements were clearly explained at the beginning of the assessment

process.


2. The assessment satisfied its objectives (i.e., recognition of prior learning).








6. Did you present any documentation as evidence of prior learning?

Yes No

7. If you answered Yes to 3, circle your response to whether this allowed you to

demonstrate your skills and knowledge for the purposes of assessment.


You were required to undertake at least some two activities in person (eg Activities 2& 3).

Circle your response to each of the following statements.

8. The following assessment strategies allowed me to demonstrate my skills and

knowledge.

vii. Assessor observing me complete tasks.


viii. Answering questions – whether in writing or verbally.


ix. Structured data-entry and proof-reading activities (e.g., Activities 4, 5 and 4).


N/A

Feedback Sheet 2

9. The required resources were available and readily accessible. Resources may include: materials such as hard-copy instructions and assessment exercise; equipment such as





Yes No


Yes No


14. Please outline any comments or suggestions you have for improving this assessment.


Circle the response that reflects your opinion on each of the following statements…

1. The assessment requirements were clearly explained at the beginning of the assessment

process.


2. The assessment satisfied its objectives (i.e., recognition of prior learning).








6. Did you present any documentation as evidence of prior learning?

Yes No

7. If you answered Yes to 3, circle your response to whether this allowed you to

demonstrate your skills and knowledge for the purposes of assessment.


You were required to undertake at least some two activities in person (eg Activities 2& 3).

Circle your response to each of the following statements.

8. The following assessment strategies allowed me to demonstrate my skills and

knowledge.

x. Assessor observing me complete tasks.


xi. Answering questions – whether in writing or verbally.


xii. Structured data-entry and proof-reading activities (e.g., Activities 4, 5 and 4).


N/A


9. The required resources were available and readily accessible. Resources may include: materials such as hard-copy instructions and assessment exercise; equipment such as





Yes No


Yes No


14. Please outline any comments or suggestions you have for improving this assessment.

Assessment Review Record 2

Assessment review

Assessment activity/unit

of competency

BSBITU102A – Develop

keyboard skills.

Assessor Sam Capurso

Date 14/10/2013 Others present Candidate (Sina)

What went well? Why? Overall, the assessment went smoothly because I came prepared, the assessment

resources were checked and all in order, the candidate was briefed on the

assessment process prior to commencement, and a comfortable environment was

provided. This time, the physical setting was much more facilitative of conducting

assessment. I think the assessment methods worked well, as I was able to capture

the evidence I required to make an assessment decision, and someone who had

not undertaken training but was able to demonstrate their prior learning through

the completion of the assessment activities without any issues arising.

What could be

improved? How?

• Again, I need to be more patient in waiting for the candidate to complete the

task, and allow them time to work things out in their own time. There was

perhaps some knowledge that was incorrectly assumed (navigating a word-

processed document). This will be considered during validation.

• The candidate would have benefitted from trying out my computer

beforehand, and having a mouse provided.

• I think the typing tests should have been conducted for a longer period of

time for the purposes of sufficiency.

Did the activity meet the

requirements? If not,

how could it be

improved?

One thing that had to be managed was the fact that we were not seated in a

proper office environment, with an adjustable chair and the like, which had to be

considered when assessing the ergonomic set-up of the workstation in the first

activity. The other thing was that an external keyboard was unable to be provided.

Did the activity follow

the assessment plan? If

no, why?

Yes, the activity followed the assessment plan on the most part. There were no

unforeseen technological ‘hiccups’ as well, which was good. The only thing is the

hard-copy instructions ought to have been provided in a larger font size for the

candidate.

Did I feel confident and

comfortable with the

assessment activity?

Explain.

Yes, I felt confident and comfortable with the assessment activity because I had

prepared and reviewed what was to be undertaken ahead of time, and had all the

relevant resources at hand.

Did the candidate/s

understand what

needed to be done?

Explain.

Yes, the candidate understood what needed to be done. There may have been a

couple of times when the candidate required further clarification on what was

being asked, but this was not a regular occurrence. All in all, I think I was able to

clearly articulate the instructions required.

Other comments: Overall, I was happy with how this assessment was conducted.

File reference: …

Assessor Instructions 2


Unit of competency: BSBITU102A – Develop keyboard skills.

National training package: BSB07 Business Services Training Package.

Detailed breakdown of the competencies being assessed and the instruments used to

gather the evidence

See Assessment Map.

Timing of the assessment (when, how long, over what period the assessment will take

place)

When: 14/10/2013.

How long: 0.5 hours.

Over what period: 1 session.


Resources and materials need for the assessment

Resources: personal computer or laptop with external keyboard, Internet Access, and Microsoft Office Word

and Excel.

Materials:

Hard-copy: Assessment Exercise and Candidate Instructions, Assessor Marking Guide, Assessment Checklist.

It is advised that the assessor has a copy of the assessment exercise, as the assessment questions are not

contained in the marking guide.

Electronic files: evidence_tool.docx

Explicit instructions the assessor needs to give the candidate

Refer to Assessor Marking Guide.

The assessor will need to guide the candidate to specific sections of the evidence_tool.docx file to complete

various components of the assessment. This is explained in the Assessor Marking Guide. Remind the candidate

to save regularly.

The procedure to be followed by the candidate

The candidate is to complete all components of the assessment exercise under observation of the assessor. All

activities will be prescribed in a written hard-copy document.

Evidential requirements: All work produced by the candidate must be saved (the relevant instructions are

prescribed in the activities), and all oral responses to questioning must be recorded by the assessor. Reminders

are given throughout the Assessor Marking Guide of the requirement to fill out the template provided to verify

authenticity of RPL documentation provided by the candidate.

Please also note that the Code of Practice for assessors, as enumerated in the assessment guidelines of the

TAE10 Training and Education Training Package, must be observed.


Activity 1: Ergonomic workstation

Option 1:

Remember to obtain the date, location and signature of the candidate to verify authenticity (see template).

If any of the correct ergonomic practices are not evident in Option 1, the assessor may use questioning or ask

for a physical demonstration to ensure competency.

…

The following checklist may be used for Option 1 or Option 2.

Ergonomic

practice

Factors to observe COY NYC

Correct chair

height

and

Correct posture

The candidate is not straining forward to see the screen, and their head

should be about an arm’s length away from the screen (the screen view size

may be adjusted for vision).

�

The candidate is sitting all the way back in their chair, with their neck and

shoulders relaxed, and back upright (if chair has an active back mechanism, it

may be used).

�

The candidate’s elbows are at desk height and at right angles (chair may be

raised or lowered accordingly).

�

The candidate’s wrists are relaxed and in a neutral position (not flexing up or

down).

�

Candidate’s knees are relaxed at right angles. �

The candidate’s feet are on the ground (a footrest may be used for shorter

people).

�

Position of…

Keyboard – is at or just below elbow level. �

Mouse – is close to keyboard, and on the side of the candidate’s preferred

writing hand.

�

Monitor – is at eye level. �

Items used more frequently (e.g., hard-copy documents, stationary,

telephone) – are placed within reach.

�

Wires / cables – are not in the way. �

Note on assessor input: if any ergonomic practices are not evident, the assessor may inform the candidate of

them, and observe how they remedy the issue for the purposes of assessment.

Activity 2: Ergonomic workplace practices

1.

If the candidate is to present this in writing, direct them to the relevant section in the evidence_tool.docx file.

Examples of factors Examples of management

Air quality / ventilation - Open window, use fan, close doors to avoid dust.

Furniture and storage - Make sure is available and accessible.

- Make sure environment is neat and tidy for safety, equipment is stored

properly instead of being left out.

Lighting - Adjust lighting so it is not too bright or too dark.

- Use natural lighting when possible.

- Adjust your position or equipment so as to avoid glare (on monitor, in eyes).

Temperature - Use air-conditioning system or fans to ensure temperature is not too hot or

cold.


- Wear appropriate clothing (e.g., multiple layers when it is cold).


Note on assessor input: If just the factor is given by the candidate, the assessor may prompt the candidate to

provide a management strategy.

2.

If the candidate is to present this in writing, direct them to the relevant section in the evidence_tool.docx file.

Examples of strategies may include:

- Adjusting the position of the monitor

- Closing blinds / curtains

- Installing partitions to block light

- Others possible: use professional discretion.

3. If the candidate is to present this in writing, direct them to the relevant section in the evidence_tool.docx

file.

Examples of pause

exercises

Examples of specific strategies

Muscle stretches - Head turns, rolls (in a circle or up-and-down)

- Arm, wrist stretches

- Shoulder shrugs

- Lower back arches

Eye exercises - Closing or blinking

- Staring and then relaxing

- Looking around (without moving neck)

Moving - Changing posture regularly

- Walking away from workstation (regularly, e.g. every hour for two to five

minutes)


Note on assessor input: If just the general pause exercise is given by the candidate, the assessor may prompt

the candidate to provide a specific example or physical demonstration.

Activity 3: Problem-solving when using a keyboard

1.

1. Note: direct the candidate to the relevant section in the evidence_tool.docx file to answer this question.


file.

Examples of strategies include:

- Exiting the document you are working on, and pressing the key a few times to try to get it unstuck.

- Cleaning the keyboard using a duster or keyboard vacuum.


file.

Answer: Press the num-lock key.

Activity 4: Touch-typing technique


Option 1:


Option 2:

1. The correct touch-typing set up is shown in the diagram below.

2. Refer to the following diagram to assist in marking this question.

Activity 5: Speed and accuracy when entering data

Option 1:


Option 2:

It is advised that either of the following two online typing tests is used. Once a test has been chosen, use the

same one for both typing activities for consistency.

http://www.typingtest.com/index1.html

http://www.typeonline.co.uk/typingspeed_alpha_numeric.php


Each test should go for two to three minutes.

Take a screenshot of the results, and insert that into the relevant section in the evidence-tool.docx file.

Compare to organisational requirements for –

Speed: 30 kpm

Accuracy: 90%

Activity 6: Proof-reading and editing

Option 1:


To provide for sufficiency and authenticity of evidence, the assessor may use questioning to ascertain how and

why certain changes have been made in the proof-reading process.

Processes by which changes may include:

- Using application tools such as:

- spell check

- find and replace

- track changes for version control

- Skim-reading for specific or commonly-made errors, or re-reading the data entered for accuracy.

Reasons for amendments may include:

- Grammar / spelling

- Formatting

- Accuracy against:

- original data

- organisational / information / style requirements.

Note: Specific explanations must be provided when answering this.

For example: The organisational style guide required all headings to have this particular formatting, so I

changed this line of text or I skipped a line when entering this text, and so I went back and inserted it.

Be sure to document the oral evidence you collect.

Option 2:



The purpose of the meeting was to discuss the new focus of the government client sector team for

capital T change r to ‘t’ change 2 to ‘to’ correct spelling of ‘government’

the comingh year.. Three new action items were decided upon: the delivery of marketing and sales

delete ‘h’ delete ‘.’ delete Enter change font to Calibri

training, a review of the sub-committee structure of this group, and the devellopment of software

change caps to lower-case change H to ‘h’ delete ‘l’

for a new reporting tool.

change font to Calibri


Mark this out of 12. 9 out of 12 is deemed competent.

the purpose of rhe meeting was 2 discuss the new focus of the govermnent client sector team for

the comingh year.. Three new

action items were decided upon: the delivery of marketing and sales training, a review OF

THE SUB-COMMITTEE structure of tHis group, and the devellopment of software for a new

reporting tool.

Activity 7: Data entry in different contexts

Option 1:


To provide for sufficiency of evidence, the assessor may ask the candidate how they entered the data, and

ensured its accuracy.

This might include asking:

- What the original source of raw data was

- How the document was opened and saved

- What tools or processes (if any) were used in the application to enter the data

- How the candidate reviewed the data for accuracy

- E.g., checking against original source of data

- Checking against organisational style guides

- Looking for specific or commonly made errors

- Using spell check.

Be sure to document the oral evidence you collect.

Option 2:

Data output should look like this:

Assessment Cover Sheet 2

Candidate’s name: Sina

Assessor’s name: Sam Capurso

Date of assessment: 14/10/2013

Benchmark/s being used as the reference point:



Description of task to be performed: The candidate must undertake the assessment exercise, which consists of six activities.

Rules of assessment decision: Assessment decision is based on marking guide.

Indication of version control: Version 2.0

Signed declaration of authenticity – to be completed post-assessment

Assessor – Sam Capurso: Candidate – Sina:

Assessment Checklist 2

Candidate name: Sina

Assessor name: Sam Capurso

Unit of competency: BSBITU102A – Develop keyboard skills

Name of workplace/organisation: Simulated workplace

Dates of assessment: 14/10/2013

Procedure/activity: See Assessment Map

Refer to the Assessment Exercise and Assessor Marking Guide to assess competence.

COY NYC Map to performance criteria (if NYC) Details / Comment Activity 1 �

Circle Option 1 Refer to assessor marking guide

Option 2 � Refer to assessor marking guide

Activity 2

Question 1 � Enter candidate oral response: Ventilation – use air conditioner, open window

� Enter candidate oral response: Comfortable chair (workstation), lighting (natural

/ artificial)

Question 2 � Enter candidate oral response: Adjust lighting, adjust seating / screen

Question 3 � Enter candidate oral response: Get up every ½ hour for 2mins, stand up

� Enter candidate oral response: Stretch arms / shoulders / back / neck

Activity 3

Question 1 �

Question 2 � Enter candidate oral response: Clean key

Question 3 � Enter candidate oral response: Press Num-lock key

Activity 4


COY NYC Map to performance criteria (if NYC) Details / Comment Option 1

Option 2

Question 1 �

Question 2 �

�

�

�

�

�

�

�

Activity 5

Circle

Option 1 Speed:

Accuracy:

Alpha-numeric data? Y/N

Option 2 � Speed: 41

Accuracy: 95

Time: 1 minute

� Speed: 36

Accuracy: 94


COY NYC Map to performance criteria (if NYC) Details / Comment Activity 6

Circle

Option 1 Original and proof-read version: Y/N

Evidence of changes: Y/N

Option 2

Question 1 �

Question 2 � Grade out of 12: 12

Activity 7

Circle

Option 1 Provision of documentation

Oral questioning

Option 2 �

The candidate is: Competent: � Not Yet Competent: Reassessment date: N/A

Feedback to candidate: On subsequent page


Signature:

Date:

14/10/2013

Candidate: Sina

Signature:

Date:

14/10/2013

Feedback: Well done Sina! You passed everything with ease, and have demonstrated sound keyboarding and touch-typing skills.


Declaration of authenticity of RPL evidence

Circle if

answered

Activity 1 – Option 1 Date

Location

Activity 3 - Option 1 Date

Location


Location


Location


Location

Verification of authenticity – I, the undersigned, can verify that I completed this task.

Name of candidate:

Signed:

Assessment Report 2

Candidate’s name: Sina Assessor’s name: Sam Capurso

Date competency achieved: 14/10/2013 Assessor’s signature and date:

14/10/2013

Unit of competency: Competent: Not yet competent:

Unit of competency: BSBITU102A – Develop

keyboard skills.

�

Comments: N/A

File reference: …

RTO details: …

BSBITU102A –Develop keyboard skills Assessment Exercise 2






The following training outcomes will be assessed:

1. Use safe work practices

1.1. Adjust workplace, furniture and equipment to suit user ergonomic requirements

1.2. Ensure work organisation meets organisational and occupational health and safety (OHS) requirements for

computer operation.

2. Identify and develop keyboard skills

2.1. Identify and apply keyboard functions for both alpha and numeric keyboard functions.

2.2. Apply touch typing technique to complete a task.

2.3. Develop speed and accuracy in accordance with workplace requirements for level of responsibility.

3. Check accuracy

3.1. Proofread document carefully to identify errors.

3.2. Amend document, correct errors and complete a final accuracy check.

Assessment

This assessment is for the purposes of recognising current competency or prior learning.

The candidate is required to undertake seven activities, which may include answering questions verbally or in

writing, practical demonstrations, and structured touch-typing, data-entry and proof-reading activities. Activity

1 and Activities 4-7 allow the candidate to present documentation as evidence of prior learning which will

allow them to not be required to undertake further assessment tasks for that activity - provided valid, current,

authentic and sufficient evidence is provided.

The candidate will be required to sign a declaration of authenticity verifying any evidence produced of their

prior learning is their own work.

Timing of the assessment

When: 14/10/2013.

How long: 0.5 hours.


Resources available to the candidate

Resources: personal computer or laptop with keyboard, Internet Access, and Microsoft Office Word and Excel.

Materials:

Hard-copy: Assessment Exercise and Candidate Instructions.

Electronic files: evidence_tool.docx (use of this explained in relevant assessment question).

Any resources that the candidate may need to provide: N/A.

The candidate’s allowable interaction with others, including the assessor

The candidate may ask the assessor for clarification on the wording of assessment questions, but may not seek

advice on the completion of the activities or demonstration of skills being assessed.

The candidate will have had the opportunity to negotiate the context of the assessment in the pre-assessment

stage.



Health and safety messages

The candidate is advised to regularly save their work during the assessment process.

The candidate is to observe sound ergonomic work practices – this forms part of the assessment.

The candidate is to heed all health and safety messages delivered by the assessor before, during and after the

assessment is conducted, including the safe use of the technological equipment being operated.

Post-assessment process

If deemed not yet competent, the candidate and assessor may arrange a reassessment of the relevant parts of

the assessment.

The candidate has the right to appeal the assessment decision. Please refer to the relevant assessment policy

reproduced in Appendix A for more information.

The outcome of this assessment decision will be kept on record for 30 years.

The candidate must give their permission for any confidential information relating to this assessment to be

disclosed to those who have a stake in the assessment outcome.

Additional verbal instructions

If unforeseen circumstances arise, additional verbal instructions may need to be provided, and will be

documented by the assessor.

If you have any questions regarding the assessment instructions, please ask the assessor now.



Activity 1: Ergonomic workstation

Choose either Option 1 or Option 2 to complete.

Option 1:

Can you provide photographic evidence of you following sound ergonomic practice when working

at a computer in the workplace?

Be sure to consider the following:

- Correct chair height.

- Correct posture – head, neck, shoulders, back, elbows, wrists, knees, feet.

- Position of keyboard, mouse, screen, hard-copy documents and equipment at workstation.

Your assessor will also ask you to provide details of where and when this task was completed.

Also note: if you are to perform any keyboard tasks later on in person for assessment, you will still be

required to abide by sound ergonomic practice.

… If you are unable to complete Option 1, complete Option 2 …

Option 2:

Your assessor will set up a simulated workstation and observe you fulfilling sound ergonomic

practices based on the same factors above.

Activity 2: Ergonomic workplace practices

You must answer all of the following questions.

1. In Activity 1, you were required to demonstrate how your workstation was set up ergonomically.

Identify two other aspects of your physical work environment that must meet ergonomic

requirements, and how can these be managed.

You may answer verbally or by writing in the word document prescribed by your assessor.

2. State a strategy you could use to minimise glare on your monitor screen.

You may answer verbally or by writing in the word document prescribed by your assessor.

3. Explain two pause exercises you can use after operating a computer for a long time.

You may answer verbally, physical demonstration or by writing in the word document prescribed

by your assessor.

Activity 3: Problem-solving when using a keyboard

Consider the following scenarios.



1. Open the word document prescribed by your assessor. Now, imagine your computer mouse has

stopped working. Follow these keyboard instructions for your assessor to observe you using your

keyboard to save the document: Alt – F – S.

2. Imagine one of your keys is stuck on your keyboard. Explain one common-sense strategy you

could use to remedy this.

You may answer verbally or by writing in this document.

3. Imagine the number pad is not working. State the first common-sense strategy you would try to

remedy this.

You may answer verbally or by writing in this document.

Activity 4: Touch-typing technique

Question 1 - Choose either Option 1 or Option 2 to complete.

Option 1:

You may produce evidence of having undertaken a touch-typing course (whether this was a stand-

alone exercise or part of training or other course you completed).

Your assessor will also ask you to provide details of where and when (must be within the last 12

months) this task was completed.


Option 2:

Complete the following checklist for your assessor to observe.

1. Place your fingers on the keyboard to demonstrate touch-typing.

2. Press the following keys slowly using touch-typing techniques: g, e, o, n, 1, space bar, Enter.

Activity 5: Speed and accuracy when entering data


Option 1:

Can you produce a copy of the results of a certified typing test you have undertaken?

The following evidence must be provided:

- Data that was required to be entered, which include both alpha and numeric data.



- Speed and accuracy results.

- Details of the organisation that conducted the test.

- Date of completion of the test, which must be within the last 12 months.


Option 2:

Complete the two typing tests presented by your assessor, who will record the results upon your

completion.

Activity 6: Proof-reading and editing


Option 1:

Can you produce evidence of a word-processed document/s that amount to no less than 300

words, which you have proof-read?

The evidence must meet the following requirements:

- The data may be entered by yourself or another person, but you must have proof-read the

document.

- Both the original/raw version and proof-read version of the document must be presented.

- Evidence of changes / amendments made must be highlighted.

- Date of completion of the task, which must be within the last 12 months.

- Location of completion.

Your assessor may now ask you some questions to verify the authenticity of this evidence.


Option 2:

Complete the following activities.

1. Enter the following text in the word document prescribed by your assessor.

- After you have finished typing it, identify and correct any errors you made when typing.

WHAT IS A TRAINING/LEARNING OUTCOME? Training outcomes describe exactly what the learner will be able to do after the training. In competency-based training, when Training Packages are used, learning outcomes can be found in the performance criteria within each element of competency for a unit. An example of a learning outcome is “develop session plans and document these for each segment of the learning program (TAEDEL401A: Performance Criteria #2.2).



2. Open the word document prescribed by your assessor. Proof-read and amend the text for basic

grammatical and formatting errors (shown below). You may use the spell check function to

correct spelling mistakes.

the purpose of rhe meeting was 2 discuss the new focus of the govermnent client sector team for

the comingh year.. Three new

action items were decided upon: the delivery of marketing and sales training, a review OF

THE SUB-COMMITTEE structure of tHis group, and the devellopment of software for a new

reporting tool.

Activity 7: Data entry in different contexts


Option 1:

Can you provide evidence of alpha-numeric data entry using an application other than a word-

processed document? For example, this may be a spreadsheet or database.

The following evidence must be provided:

- Date of completion of the task, which must be within the last 12 months.

- Location of completion.

Your assessor may now ask you some questions to verify the authenticity of this evidence.


Option 2:

- Open a new Excel spreadsheet and enter the data below .

- After you have finished typing it, proof-read your work to correct any errors.

- Save this document for marking. Name it Excel_Assess.

In the first column, enter the following:

Product ID Sold ’07-08 ’16-45 ’09-90 ’23-54 Total:

In the second column, enter the following:



Price $13.65 $27.90 $44.30 $167.80 = B2+B3+B4+B5

Competency_standard_BSBITU102A

The following has been adapted from Section 4.11 of the TAFE SA Assessment Policy and Procedures.

Policy for providing a process for students to appeal against assessment processes and decisions

8. The right of students to lodge an academic appeal related to student progress and assessment is

recognised. Throughout the appeals process, students have the right to be accompanied or

represented by a support person, such as a family member, friend or counsellor.

9. There are three stages through which an appeal may progress. Each stage of the process id free

of charge.

10. In the first instance, students should discuss their complaint with the lecturer involved to

resolve the disputed matter. The lecturer will endeavour to make a decision regarding the

matter and inform the student of the outcome as soon as possible, but always within 1 week.

The lecturer is encouraged to confer with colleagues in making a decision about the matter.

11. If unsatisfied with the response or time taken to resolve the matter, a student may lodge an

appeal in writing to the lecturer’s manager outlining the nature of the dispute. The manager will

ensure the complaint is referred to the appropriate academic staff to be dealt with and that the

student is advised of the outcome in a reasonable timeframe, usually no longer than 2 weeks

from receipt of the written complaint. Another assessor may be called upon to re-assess all or

parts of the assessment.

12. If not satisfied with the decision overseen by the manager, the complainant may request that

the matter is dealt with through an independent dispute resolution process external to the

program. In this case, the student may refer their appeal to the Training Advocate. The Office of

the Training Advocate provides a free and independent mechanism for the resolution of

grievances for domestic and overseas students. Details can be found at

www.trainingadvocate.sa.gov.au

13. At each stage of the process, complainants and/or respondents are entitled to full explanations

in writing, if requested, of any decisions or actions taken as part of these procedures.

14. Records relating to student grievances and applications for review of student grievance decisions

will be stored securely and made accessible to all authorised parties. Parties to the complainant

will be allowed supervised access to these records in line with the Freedom of Information Act.

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