You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Critical aspects: | • where instructing others, instructions are clear with adequate explanation to allow the task to be completed • assistance and/or advice is provided to others • where instructing others, supervision is provided throughout the task in relation to: -ensuring that work is completed within timelines -ensuring that correct technical process is employed -checking produced document meets requirements -checking documents for mistakes -checking that document is saved appropriately -ensuring that confidentiality and security of information is maintained -ensuring that problems are solved efficiently • OHS guidelines relating to screen based equipment and ergonomic workstations are observed • speed and accuracy are to the firm’s standards. (This may be the standard in Standards Australia AS 2708-1991 Typing Speed or AS 3549-1989 Typing Accuracy) • difficulties, irregularities or uncertainties are resolved expediently • firm’s style, layout etc is followed in preparation of documents • defaults are set correctly • templates are used in preference over new layouts macros are established where any shortcuts are possible • disparate macros are integrated to facilitate more efficient document production where appropriate • improvements to the structure and design of existing documents are explained and demonstrated • document is produced and presented with correct enclosures if required, to designated person within agreed timelines • non-disclosable information is not communicated and where any doubt exists as to the information’s status it is not disclosed • all work is conducted within accepted codes of conduct including those relating to: maintaining confidentiality, use of company property, duty of care, ethical behaviours, privacy, non-discriminatory practice, conflict of interests and compliance with reasonable direction |
Resource implications: | The assessor must have access to appropriate documentation and resources normally found in the work environment and required to allow the job or task to be properly performed. These may include: • workplace manuals and reference materials such as company policy, procedural manuals and checklists • appropriate technology such as computers with relevant software, photocopier, colour printers and binding machine |
Consistency in performance: | This unit of competency will require evidence to be collected across a range of events, eg. dealing with different types of documents, and over a period of time to ensure that situational variables are consistently achieved. |
Context of assessment: | Evidence of competency can be met in different situations, including: • on the job assessment • off the job assessment placement in an enterprise • participation in a New Apprenticeship (traineeship) arrangement • use of a Practice Firm or simulated work environment • flexible delivery methods used by training providers to cater for distance education students • Recognition of Prior Learning, Recognition of Current Competencies (in skill areas where there has been no significant change to work practice in recent times). Evidence gathering methods may include: • demonstration • questioning • workplace performance • simulation • skills portfolio • third party reports |
Underpinning knowledge and skills | • appropriate software, document design and structure • developing and testing templates and macros • creating links between macros • a range of advanced functions and how to apply them appropriately • OHS • appropriate sources of assistance, content and technological • appropriate technology, short cuts, AutoText • application of a firm’s policies and procedures required in the full range of tasks covered Skills • literacy: follows complex legal procedures; considers aspects of context, purpose and audience when generating and formatting texts; reads a range of procedural and technical texts to identify the most appropriate software application; uses a variety of strategies for planning and reviewing own work; demonstrates drafting techniques • communication: follows and interprets oral instructions; provides clear and specific instructions about information required; • proofreading and editing: ensures clarity of meaning and conformity to enterprise requirements; checks for accuracy and consistency of information by consulting additional resources • problem solving: uses processes flexibly and interchangeably • numeracy: collates and presents data, graphs and annotated references; adheres to designated timelines • keyboarding; uses a range of advanced functions of software applications |
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This Unit covers using either a range of advanced functions within at least one software package, or integrating functions from at least two software packages to produce complex documents.
This Unit has been adapted from BSATEC401B Produce complex documents.
This Unit can be assessed alone or in combination with other units making up a job role.
Element of Competency | Performance Criteria |
Establish document design and structure | • Requirements of the task are identified • Software appropriate to the task is selected • Document design and structure are determined • Document is designed and structured to meet designated criteria • Existing precedent documents are reviewed for appropriateness • Can build new precedents from existing documents |
Develop precedents and macros for document design | • Precedents and macros are developed and used to ensure consistency of design and layout • Templates and macros are evaluated and amended to ensure document requirements can be met • Macros are linked as required • Improvements to the structure/design of existing documents are suggested and a review process of suggested improvements is facilitated |
Organise self or others to produce documents | • Documents are prepared using appropriate and available precedent documents according to a firm’s policies and procedures • Relevant data is entered and edited accurately • A range of advanced functions are used to ensure the accurate completion of the task • Documents are checked for spelling, grammar numeric data and layout • Documents are proofread for accuracy of contents and consistency of layout and style • Modifications are made to meet required specifications |
Organise self or others to print documents | • Documents are printed as required • Review of documents is arranged with the designated person/section • Final printing of document is undertaken |
Save file and exit system | • Document is saved and stored in appropriate directory or folder • File is closed and applications programs are exited without loss of data • Back up copies of files are made in accordance with specified procedures if required • Disks/data are filed and stored in accordance with a firm’s policies and procedures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: