Student Assessment Booklet
BSBOPS503 DEVELOP ADMINISTRATIVE SYSTEMS
· Students to complete this section
OFFICE USE ONLY
· Assessment Task 1: Procure New System
· Assessment Task Result
· ☐ Satisfactory ☐ Not Satisfactory
· Is a reassessment or resubmission required?
· ☐ Yes ☐ No
· Resubmission Notes:
·
· Feedback:
·
·
·
· Assessment Task 2: Implement and Monitor New System
· Assessment Task Result
· ☐ Satisfactory ☐ Not Satisfactory
· Is a reassessment or resubmission required?
· ☐ Yes ☐ No
· Resubmission Notes:
·
· Feedback:
·
·
·
· Assessor name:
·
· Assessor signature:
·
· Date:
·
·
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Alice Spring College
Address: Level 8, 271 William Street, Melbourne, Vic 3000 Tel: 03 9642 2902
Website: ascollege.vic.edu.au
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Table of Contents
Assessment Overview 5
Assessment Task Summary 5
Assessment Documents 5
Required Additional Documents 5
Assessment Task Cover Sheet 6
The Assessment Process and Your Rights 6
Submitting your Assessment Tasks 6
Assessment Attempts and Resubmissions 6
Assessment Outcomes 6
Plagiarism, Cheating and Collusion 7
Assessment Appeals 7
Reasonable Adjustment 7
Information About Assessment 7
Dimensions of Competency 7
Principles of Assessment and Rules of Evidence 8
Principles of Assessment 8
Rules of Evidence 9
Glossary of Instructional Task Words 9
Assessment Task 1: Procure New System 10
Part A: Identify System Requirements 12
Part B: Develop Procurement Plan 13
Part C: Develop Request for Quote 16
Part D: Evaluate Suppliers 17
Assessment Task 2: Implement and Monitor New System 19
Part A: Develop Implementation Strategy 20
Part B: Implement System 22
Part C: Monitor System 23
Part D: Implement System Improvements 25
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for BSBOPS503 Develop administrative systems.
Assessment Task Summary
This unit requires you to complete two assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
a) Assessment Task
b) Assessment Method
c) Task Summary
d) Assessment Task 1:
Procure New System
e) Project and role-play
Students will procure a new system to meet organisational requirements. This task consists of four parts:
In Part A, you will be identifying system requirements
In Part B, you will be developing a procurement management plan
In Part C, you will be developing a request for a supplier quote document
In Part D, you will evaluate the responses from the suppliers
a) Assessment Task 2:
Implement and Monitor New System
b) Project and role-play
1. Students will implement the new system, including developing procedures and training users, and then monitor and make improvements to the system. This task consists of four parts:
In Part A, you will be developing a software implementation plan for the new system
In Part B, you will be undertaking activities in the implementation plan to implement the system
In Part C, you will be monitoring the system to determine issues and improvements
In Part D, you will be implementing identified improvements to the system and its users
Assessment Documents
Required Additional Documents
· The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
CBSA organisational policies and procedures
CBSA Procurement Management Plan
CBSA Request for Quote Template
CBSA Procurement Evaluation Template
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
a) You have up to three attempts to complete each assessment task satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to:
Resubmit incorrect answers to questions (such as written tasks and case studies)
Resubmit part or all of a project, depending on how the error impacts the total outcome of the task
Redo a role play after being provided with appropriate feedback about your original performance
Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback
b) When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
Be provided with feedback about your performance in a role play and then be required to complete the role-play again at a future meeting with your assessor
Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
c) Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion
d) Plagiarism, cheating and collusion on assessments are not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
Collusion – an unauthorised collaboration between students.
e) Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:
The views of the student
The potential effect of the adjustment on the student and others
The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.[footnoteRef:1][1] [1: [1] Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.
Information About Assessment
Dimensions of Competency
f) To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence
g) Assessment must be conducted in accordance with the rules of evidence and principles of assessment (definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
h) The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
Validity:
‘An assessment decision of the RTO is justified, based on the evidence of the performance of the individual learner.’
Validity requires:
Assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
Assessment of knowledge and skills is integrated with their practical application
Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability:
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.’
Flexibility:
‘Assessment is flexible to the individual learner by:
Reflecting the learner’s needs
Assessing competencies held by the learner no matter how or where they have been acquired
Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’
Fairness:
‘The individual learner’s needs are considered in the assessment process.
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
Validity:
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’
Sufficiency:
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’
Currency:
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.’
Authenticity:
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words
i) Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’ Use the below glossary to guide you on interpreting the words in the tasks.
Analyse – This means you should break an issue down into its component parts, discuss them and show how they relate. You should discuss the issue in detail and methodically.
Define – This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.
Describe – This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss – This means you must point out the important issues or features, key points, possible interpretations, and debate...