Assessor Resource

BSBEBUS508A
Build a virtual community

Assessment tool

Version 1.0
Issue Date: March 2024


Not applicable.

This unit covers development of a virtual business community built around a common interest / area of business.

Consider co-assessment with BSBEBUS507A Manage the business aspects of a website.

e-business

This unit covers development of a virtual business community built around a common interest / area of business.

Consider co-assessment with BSBEBUS507A Manage the business aspects of a website.

e-business

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

Not applicable.




Evidence Required

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

Integrated demonstration of all elements of competency and their performance criteria

Level of member satisfaction with the virtual community

Evaluating and influencing the culture of the virtual community

Underpinning knowledge*

* Required knowledge/skills is to be limited to that which is sufficient to perform the particular workplace competency

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Internet / World Wide Web

e-business environment

e-business terminology

Website business management

Legal, ethical and security issues relating to websites

Culture of e-business community versus traditional business community

Underpinning skills

Computer technology skills

Literacy skills to interpret policies and procedures and provide information to others

Numeracy skills for reviewing website data

Communication skills for consultation with members

Ability to relate to stakeholders 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

Three levels of performance denote level of competency required to perform a task.

1. Perform

2. Administer

3. Design

Collecting, analysing and organising information - to determine the focus and membership of the virtual community, and identify the technical support, communication process and financial commitment necessary to support the business community (3)

Communicating ideas and information - through the virtual community website to recruit members and to assist them to access services and to contribute to the community (3)

Planning and organising activities - to launch the virtual community, to respond to change and to deal with contingencies as they arise, especially in the area of website security (3)

Working with teams and others - to develop the virtual community, to gather feedback from website users and community members, to recommend changes and to encourage co-operation and contribution from members (3)

Using mathematical ideas and techniques - for data analysis of website users (1)

Solving problems - to improve services and contributions, to develop community membership and to resolve potential conflicts as they arise (3)

Using technology - to build a virtual community (2)

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

Integrated demonstration of all elements of competency and their performance criteria

Level of member satisfaction with the virtual community

Evaluating and influencing the culture of the virtual community

Underpinning knowledge*

* Required knowledge/skills is to be limited to that which is sufficient to perform the particular workplace competency

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Internet / World Wide Web

e-business environment

e-business terminology

Website business management

Legal, ethical and security issues relating to websites

Culture of e-business community versus traditional business community

Underpinning skills

Computer technology skills

Literacy skills to interpret policies and procedures and provide information to others

Numeracy skills for reviewing website data

Communication skills for consultation with members

Ability to relate to stakeholders 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

Three levels of performance denote level of competency required to perform a task.

1. Perform

2. Administer

3. Design

Collecting, analysing and organising information - to determine the focus and membership of the virtual community, and identify the technical support, communication process and financial commitment necessary to support the business community (3)

Communicating ideas and information - through the virtual community website to recruit members and to assist them to access services and to contribute to the community (3)

Planning and organising activities - to launch the virtual community, to respond to change and to deal with contingencies as they arise, especially in the area of website security (3)

Working with teams and others - to develop the virtual community, to gather feedback from website users and community members, to recommend changes and to encourage co-operation and contribution from members (3)

Using mathematical ideas and techniques - for data analysis of website users (1)

Solving problems - to improve services and contributions, to develop community membership and to resolve potential conflicts as they arise (3)

Using technology - to build a virtual community (2)


Submission Requirements

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)


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.

Not applicable.

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 may include:

award and enterprise agreements

national, State/Territory legislative requirements especially in regard to Occupational Health and Safety

industry codes of practice

OECD International Guidelines for Consumer Protection in E-Commerce

copyright laws

defamation laws

privacy legislation

intellectual property, confidentiality requirements

legal and regulatory policies affecting e-business

Virtual community refers to:

a website where members / clients contribute and access information

Guidelines may include:

legal, ethical and security issues

pre-requisites for membership

roles, rights and responsibilities of members

open posting and viewing of free materials

moderated postings

roles, rights and responsibilities of moderator

viewing restricted by log-on and/or password

subscription conditions and fees

Net etiquette (netiquette) refers to:

protocols for discussion groups

accepted (not mandated) rules for being a good net citizen (netizen)

remember you're dealing with real people not computers

if you wouldn't do it in real life don't do it in cyberspace

adjust to the style and tone of discussion groups

respect other's time and bandwidth

look good online (spelling, grammar, and something worth saying)

share expert knowledge

keep flames under control (flaming is making personal attacks on others)

respect other people's privacy

don't abuse your power

be forgiving of other's mistakes

from Virginia Shea (1994) Netiquette, Albion Books SanFrancisco pp 32 - 33

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 may include:

award and enterprise agreements

national, State/Territory legislative requirements especially in regard to Occupational Health and Safety

industry codes of practice

OECD International Guidelines for Consumer Protection in E-Commerce

copyright laws

defamation laws

privacy legislation

intellectual property, confidentiality requirements

legal and regulatory policies affecting e-business

Virtual community refers to:

a website where members / clients contribute and access information

Guidelines may include:

legal, ethical and security issues

pre-requisites for membership

roles, rights and responsibilities of members

open posting and viewing of free materials

moderated postings

roles, rights and responsibilities of moderator

viewing restricted by log-on and/or password

subscription conditions and fees

Net etiquette (netiquette) refers to:

protocols for discussion groups

accepted (not mandated) rules for being a good net citizen (netizen)

remember you're dealing with real people not computers

if you wouldn't do it in real life don't do it in cyberspace

adjust to the style and tone of discussion groups

respect other's time and bandwidth

look good online (spelling, grammar, and something worth saying)

share expert knowledge

keep flames under control (flaming is making personal attacks on others)

respect other people's privacy

don't abuse your power

be forgiving of other's mistakes

from Virginia Shea (1994) Netiquette, Albion Books SanFrancisco pp 32 - 33

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.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Registration / membership requirements and guidelines for participating in the virtual community are determined in accordance with the website marketing strategy 
The virtual community website is developed and marketing strategies implemented to launch the site and the community 
Member organisations/individuals are recruited and authenticated in accordance with organisational requirements 
Members are supported to access services and contribute to the community by sharing expertise and business/market intelligence in accordance with accepted net etiquette 
Contributions to the virtual community are monitored and strategies adjusted to enhance cooperation and build the community in accordance with the website communication strategy 
The culture of the developing community is monitored and processes for dealing with contingencies are developed and implemented in accordance with level of responsibility and authority 
Customer satisfaction with the virtual community is evaluated and strategies to improve customer service are developed and implemented in accordance with organisational requirements 
Opportunities are identified to adjust policies and processes to respond to the changing needs of members and the organisation 

Forms

Assessment Cover Sheet

BSBEBUS508A - Build a virtual community
Assessment task 1: [title]

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:


Assessment Record Sheet

BSBEBUS508A - Build a virtual community

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: