Assessment Workbook BSBITU402 Develop and Use Complex Spreadsheets Version 2.2 Produced 8 January 2019 Copyright © 2019 Compliant Learning Resources. All rights reserved. No part of this publication...

Please have a look through it and respond thanks.
there is a task for video as well which I will do it myself but other than that there are tasks where other spreadsheet or word documents must be created. thanks.


Assessment Workbook BSBITU402 Develop and Use Complex Spreadsheets Version 2.2 Produced 8 January 2019 Copyright © 2019 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Version control & document history Date Summary of modifications made Version 1 March 2017 Version 1 final produced following assessment validation. 1.0 10 November 2017 Version 2.0 final produced with the following updates: · Streamlining of resource · Modifications in Written Questions, including: · Modifications in question type, questions, and assessor marking guide. · Updated ‘Written Questions’ to ‘Knowledge Assessment’ · Modifications in Practical Assessment, including: · Modifications in assessment tasks to address foundation skills. 2.0 22 August 2018 Minor changes to wording and format. 2.1 8 January 2019 Made minor changes to wording and formatting. Updated the following links: · Awesome Landscapes Staff Handbook link in Knowledge Assessment Questions 1-3 · Cascade Peak Walkway Audit Measurements in Case Study Part 2 Task 3 2.2 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Instructions4 What is Competency-Based Assessment4 The Basic Principles of Assessing Nationally Recognised Training5 The Dimensions of Competency6 Reasonable Adjustment7 The Unit of Competency8 Context for Assessment9 Assessment Requirements9 Assessment Methods10 Resources Required for Assessment10 Assessment Workbook Cover Sheet11 Knowledge Assessment12 Practical Assessment17 Instructions to Student17 Case Study Overview18 Part 1 - Follow safe work practices19 Part 2 – Develop and use complex spreadsheets21 Task 1 - Roleplay Activity23 Task 2 – Sales Summary27 Task 3 – Quality Audit Report32 Task 4 – Spreadsheet Template39 Task 5 – Balance Sheet43 Task 6 – Trading Statement45 Task 7 – Financial Ratios and Graphs46 Part 3 – Conclusion48 Workbook Checklist50 Appendix52 Instructions The questions in this workbook are divided into two categories: Knowledge Assessment and Practical Assessment. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Practical Assessment: Case Study. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting. What is Competency-Based Assessment The features of a competency-based assessment system are: · It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards. · Assessment should mirror the environment the learner will encounter in the workplace. · Assessment criteria should be clearly stated to the learner at the beginning of the learning process. · Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time. · In competency assessment, a learner receives one of only two (2) outcomes; competent or not yet competent. · The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. · The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of Competency Assessment in this context can be defined as: · The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The Basic Principles of Assessing Nationally Recognised Training Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions. The principles of assessment · Assessment must be valid · Assessment must include the full range of skills and knowledge needed to demonstrate competency. · Assessment must include the combination of knowledge and skills with their practical application. · Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. · Assessment must be reliable · Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. · Assessors must be trained in national competency standards for assessors to ensure reliability. · Assessment must be flexible · Assessment, where possible, must cover both the on and off-the-job components of training within a course. · Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. · Assessment must be made accessible to learners through a variety of delivery modes so they can proceed through modularised training packages to gain competencies · · Assessment must be mutually developed and agreed upon between assessor and the assessed. · Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. (Source: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current: · Valid Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. · Sufficient This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency. · Authentic When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. · Current This relates to the recency of the evidence and whether the evidence relates to current abilities. (Source: Training in Australia by M Tovey, D Lawlor) The Dimensions of Competency The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are: 1. Task skills 2. Task management skills 3. Contingency management skills 4. Job or role environment skills Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: · the same learning opportunities as learners without a disability · the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: · customising resources and assessment activities within the training package or accredited course · modifying the presentation medium · learner support · use of assistive/adaptive technologies · making information accessible both before enrollment and during the course · monitoring the adjustments to ensure learner needs continue to be met. Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g., If the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Unit of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency: BSBITU402 – Develop and Use Complex Spreadsheets 1. Prepare to develop spreadsheet 2. Develop a linked spreadsheet solution 3. Automate and standardise spreadsheet operation 4. Use spreadsheets 5. Represent numerical data in graphic form For a complete copy of the above unit of competency: Download them from the TGA website: http://training.gov.au/BSBITU402 Context for Assessment To complete the assessments in this workbook, candidates need to have access to their learning materials and the Internet. The Knowledge Assessment and Case Study may be completed wholly at the candidate’s home or chosen place of study. Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: 1. Performance Evidence · describes the subtasks that make up the element of the unit 2. Knowledge Evidence · describes the knowledge that must be applied to understanding the tasks described in the elements 3. Assessment Condition · describes the environment and conditions that assessments must be conducted under The associated assessment method in this kit covers all of these components as detailed in the matrix to follow: Units of Competency Assessment Activities BSBITU402 Knowledge assessment Practical Assessment Assessment Methods 1. Knowledge Assessment Written assessments to test candidate’s understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject. 1. Practical Assessment A set of tasks or activities to be completed according to set instructions and guidelines in a simulated work environment to meet the requirements of the relevant units. Resources Required for Assessment Candidate will need access to: · Computer with Internet and email access and a working web browser · Installed software: MS Word, MS Excel, Adobe Acrobat Reader · Cloud storage either Dropbox or Google Drive · A video and audio recording device · A volunteer (may be a friend, relative, or a colleague) · Access to office equipment and resources Assessment Workbook Cover
Nov 17, 2021BSBITU402Training.Gov.Au
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