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.
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence | Seeks advice and acts on feedback from supervisors and colleagues to plan, organise and complete own work activities, Follows instructions given and Uses available business technology appropriate to the task, under direct instruction |
Underpinning Knowledge* At this level the learner must demonstrate knowledge by recall in a narrow range of areas. | Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity Knowledge of the purpose of work goals, plans and priorities Relevant organisational policies, plans and procedures Knowledge of how to seek, acknowledge and interpret feedback |
Underpinning Skills | Literacy skills to identify work requirements and process basic, relevant workplace documentation Communication skills to request advice, effectively question, follow instructions, and receive feedback Organising skills to arrange work priorities and arrangements with assistance and to complete a given task Problem solving skills to solve routine problems related to the workplace under direct supervision Technology skills to use business equipment under direction Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities |
Resource Implications | The learner and trainer should have access to appropriate documentation and resources normally used in the workplace |
Consistency of Performance | In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations |
Context/s of Assessment | Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit |
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.
Unit Descriptor | The unit covers the skills and knowledge required to complete own work activities under direct supervision, and request assistance and feedback on work performance. This unit is related to BSBCMN202A Organise and complete daily work activities. |
Common |
Element | Performance Criteria |
1. Seek assistance to plan work schedule | 1.1 Assistance is sought from appropriate persons to identify work goals and plans 1.2 Assistance is sought to plan and prioritise own workload |
2. Follow instructions | 2.1 Instructions are acted upon within acceptable time frame 2.2 Effective questioning is used as required to prevent misunderstandings 2.3 Progress of task is communicated to supervisor or colleagues as required and feedback sought on work performance |
3. Complete work tasks | 3.1 Tasks are completed within designated timelines, to the required standard 3.2 Assistance is sought as required from supervisors and/or colleagues 3.3 Business technology is used as required according to instructions given 3.4 Personal presentation is appropriate to business context |
The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation, codes and national standards relevant to the workplace which may include: | award and enterprise agreements and relevant industrial instruments relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity relevant industry codes of practice |
Appropriate people may include: | supervisors, mentors or trainers colleagues other staff members |
Organisation’s requirements may be included in: | goals, objectives, plans, systems and processes legal and organisation policy/guidelines and requirements business and performance plans access and equity principles and practice anti-discrimination and related policy Occupational Health and Safety policies, procedures and programs ethical standards quality and continuous improvement processes and standards |
Factors affecting work requirements may include: | competing work demands technology/equipment breakdowns environmental factors such as time, weather, etc resource issues changes to procedures |
Feedback on performance may include: | formal/informal performance appraisals feedback from supervisors and colleagues personal reflection |
Standards may include: | standards set by work group specified work standards set by organisational policy or government legislation |
Opportunities for improvement may include: | coaching, mentoring and/or supervision internal/external training provision personal study workplace skills assessment Recognition of Prior Learning/RCC/initial assessment |
Business technology may include: | computers computer applications electronic diaries scanners email, internet, intranet photocopiers facsimile machines printers |
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 |
|---|---|---|---|
| Assistance is sought from appropriate persons to identify work goals and plans | |||
| Assistance is sought to plan and prioritise own workload | |||
| Instructions are acted upon within acceptable time frame | |||
| Effective questioning is used as required to prevent misunderstandings | |||
| Progress of task is communicated to supervisor or colleagues as required and feedback sought on work performance | |||
| Tasks are completed within designated timelines, to the required standard | |||
| Assistance is sought as required from supervisors and/or colleagues | |||
| Business technology is used as required according to instructions given | |||
| Personal presentation is appropriate to business context |
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: