please find the attached documents
Trainers Assessment Resource Australian Harbour International College RTO ID: 41338 CRICOS Provider Code: 03449J ABN: 74 603 036 102 T: 02 9268 0085 E:
[email protected] W: www.ahic.edu.au A: Level 4, 114-120 Castlereagh Street Sydney NSW 2000 Australia Assessment Details Qualification Code/Title BSB60215 - Advanced Diploma of Business Assessment Type Assessment -01 ( Project) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBSUS501 Develop workplace policy and procedures for sustainability Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ____________________________ Date: _____/______/__________ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................. Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Signature: _______________________________ Date: ______/_______/___________ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature: ________________________________________ Date: ______/_______/___________ Instructions to the Candidates · This assessment is to be completed according to the instructions given below in this document. · Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. · If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. · Please refer to the College re-submission and re-sit policy for more information. · If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. · Please read the Tasks carefully then complete all Tasks. · To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. · This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. · Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. · Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. · This is Individual Assessments. Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. · Plagiarism is copying someone else’s work and submitting it as your own. AHIC is using turnitin to prevent plagiarism. Any Plagiarism will result in a mark of Zero. Reasonable adjustments · Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. · Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. · The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. · Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. · Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) ( LLN ( Speaking ( Reading ( Writing ( Confidence ( Verbal assessment ( Presentations ( Demonstration of a skill ( Use of diagrams ( Use of supporting documents such as wordlists ( Non-English-Speaking Background ( Speaking ( Reading ( Writing ( Cultural background ( Confidence ( Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ( Use methods that do not require a higher level of language or literacy than is required to perform the job role ( Use short sentences that do not contain large amounts of information ( Clarify information by rephrasing, confirm understanding ( Read any printed information to the student ( Use graphics, pictures and colour coding instead of, or to support, text ( Offer to write down, or have someone else write, oral responses given by the student ( Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs ( Indigenous ( Knowledge and understanding ( Flexibility ( Services ( Inappropriate training and assessment ( Culturally appropriate training ( Explore understanding of concepts and practical application through oral assessment ( Flexible delivery ( Using group rather than individual assessments ( Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. ( Age ( Educational background ( Limited study skills ( Make sure font size is not too small ( Trainer/Assessor should refer to the student’s experience ( Ensure that the time available to complete the assessment takes account of the student’s needs ( Provision of information or course materials in accessible format. ( Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ( Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ( Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ( Changes to course design, e.g. substituting an assessment task ( Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift ( Educational background ( Reading ( Writing ( Numeracy ( Limited study skills and/or learning strategies ( Discuss with the Student previous learning experience ( Ensure learning and assessment methods meet the student’s individual need ( Disability ( Speaking ( Reading ( Writing ( Numeracy ( Limited study skills and/or learning strategies ( Identify the issues ( Create a climate of support ( Ensure access to support that the student has agreed to ( Appropriately structure the assessment ( Provide information or course materials in accessible format, e.g. a textbook in braille ( Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ( Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ( Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ( Changes to course design, e.g. substituting an assessment task ( Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is