Assessment Booklet

Cluster 3: Task 14
Workplace Assessment
from TAE40116 Certificate IV in Training and Assessment

TAEASS401
Plan assessment activities and processes
TAEASS502
Design and develop assessment tools
TAEASS402
Assess competence
TAEASS403
Participate in assessment validation

This document belongs to:

 Workplace Assessment  Assessment Booklet

Copyright
© 2018 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is
used under license. It may only be reproduced or copied strictly in accordance with the terms of that
license.

PO Box 4253 p +(61) 409 910 002

Balgowlah Heights NSW 2093 w blackwaterprojects.com.au
Australia e [email protected]

Version control & document history

Date Summary of modifications made Version no.

June 2018 Customise assessment booklet v1.0

August 2018 Modification to format, instructions and some templates v1.1

September 2018 Modification to format, instructions and some templates v2

May 2019 Updated task instructions and templates v3

Jan 2020 Updated task instructions and templates v4

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Introduction
This assessment booklet contains instructions and templates for the assessment tasks you are
required to complete for the Delivering Training Cluster.

Note: Throughout this booklet your assessor/trainer is referred to as the trainer. Where reference is
made to Training Packages this also includes Accredited Curriculum.

UNITS OF COMPETENCY ASSESSED

The assessment tasks contained in this workbook assess the following units of competency:
 TAEASS401 Plan assessment activities and processes
 TAEASS502 Design and develop assessment tools
 TAEASS402 Assess competence
 TAEASS403 Participate in assessment validation
Download these units and their assessment requirements from the National VET Register—
training.gov.au.
In order to successfully complete these units of competency you must complete all tasks contained
in this workbook.

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ASSESSMENT REQUIREMENTS
Please read the following instructions about your assessment. They will help you to achieve the level
of performance required to achieve success.
It is important that you clearly understand all the requirements of your assessments. If you are having difficulty
with the terminology or the steps to follow, please speak to your trainer prior to commencing.
During or following the assessment, you may be asked by your trainer to explain various aspects of work
submitted or completed to test your underlying knowledge and skills.

RE-ASSESSMENT
If you do not achieve the required standard, you will be given the opportunity to be re-assessed. Arrangements
will be made on an individual basis; however, you must be proactive to ensure that an appropriate time can be
found for this.

ASSESSMENT APPEALS
If you disagree with the outcome of an assessment task, you have the right to request a review of the
assessment. In the first instance, such requests will ensure that your work is reviewed by a second person
within the teaching area and you will be advised of the outcome of this review in writing, most likely by email.
If you wish to take the matter further, a formal appeal will need to be lodged. Please contact the Manager.

SUBMIT YOUR ASSESSMENTS

Your trainer will advise you of the submission date for your assessments. If you are unable to finalise your
assessments by the due date, you must contact the Manager to seek an extension.

You must include the TAFE Assessment Coversheet given to you by your trainer. Please include your
name and contact details. Your submission cannot be assessed if this form is not included.

CONTACT US
Contact us any time with questions or for support. Reach us on:
Victoria University, City King Campus
In person to
Level 12, Room 12.012

 Phone 9919 7888

@ Email [email protected]

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Task 14
Plan assessment activities and processes (twice)

Task overview
Assesses: TAEASS401 Plan assessment activities and processes

PART A.
Plan one competency-based assessment that covers one complete unit of competency and
its assessment requirements using the scenario (RPL assessment for BSBITU312 Create
electronic presentations), then develop one assessment instrument to support the
assessment plan.
PART B.
Plan one competency-based assessment that covers one complete unit of competency and
its assessment requirements using the scenario (training and assessment pathway for
BSBCMM401 Make a Presentation), then develop one assessment instrument to support the
assessment plan.

Instructions
To complete this task, you will use the case studies (Part A) and (Part B) which are on the following
pages of this booklet.
All parts of the task must be successfully completed in order to achieve a ‘Satisfactory’ result.

Conditions
Assessment will take place in a simulated environment that is typical of those experienced in training
and assessment environments. Your assessor may clarify questions to assist in your understanding.
You will be provided with templates for plans and assessment instruments to use for this
assessment. Your peers will work with you in reviewing your work and other activities.

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PART A

Plan an RPL assessment for BSBITU312 Create electronic presentations

and develop one assessment instrument—RPL portfolio checklist

Scenario
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are
members of the public who come from a wide range of employment and educational backgrounds.

Many of the learners participating in courses have a background in delivering and developing
presentations. You have been asked to develop a plan and a portfolio instrument to facilitate a
recognition of prior learning pathway for the unit BSBITU312 – Create electronic presentations.

1. Complete missing information in the background document

This will identify and describe who and what is being assessed, how to ensure that the process is
safe and other details relevant to the assessment.
2. Analyse and Contextualise the unit of competency
Analyse the unit by determining what type of evidence should be gathered and potential assessment
methods suitable to gather this evidence. Remember that the intended cohort for this tool will come
from a wide range of backgrounds and workplaces.
Contextualise the unit by determining the type of evidence you would need to gather for your chosen
candidates and their workplace / industry. Think about the type of evidence that the candidates are
likely to have available.

3. Prepare mapping and an Assessment Plan for BSBITU312 Create electronic presentations
Complete a competency map.
Document the assessment plan for BSBITU312 Create electronic presentations in the template
provided.
All documents are to be version controlled V1

4. Develop an assessment instrument

Develop a portfolio checklist based on an RPL assessment of the unit BSBITU312 Create electronic
presentations using the template provided.
Assessment instrument is to be version controlled V1

5. Review and improve the assessment instrument

Review your Portfolio checklist with a minimum of 2 other people. Use the review checklist to
identify improvements.
Where necessary, make improvements to the assessment instrument, plan and mapping based on
feedback during the review. These documents are to be version controlled V2

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Step 1 – Background document

Unit of competency BSBITU312 Create electronic presentations
Assessment pathway Recognition of prior learning
Industry / workplace Nature of the industry-description of the industry or workplace which
description provides individuals opportunities to produce and present presentations
Number of Candidates Unknown

Candidate profile General public – broad range of industry backgrounds with experience in
designing and delivering presentations.

What is the purpose of the The purpose is to assess already attained skills and knowledge of
assessment in this case? individual against the nationally recognised standards
Why might candidates
want to achieve a
statement of attainment Statement of attainment is an evidence that the candidate possess the
skills and knowledge required to develop and deliver presentations
for BSBITU312?

Who else should be N/A

involved in or informed of
the assessment?

Outline any safety N/A

considerations for this
assessment.

What other Assessment activities, unit of competency

documentation, apart from
training package
information, will you use
to inform and guide the
development of the
assessment plan and
instrument?

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Step 2 - Contextualise the unit of competency and its assessment requirements

Contextualise BSBITU312 Create electronic presentations for the target candidate. Refer to
participant manual for example.
The assessment methods used for this assessment tool are Portfolio, third party and verbal
questioning (interview)

Elements and performance criteria Contextualisation

1 Prepare to create presentation

1.1 Organise personal work environment (including Desk, chair, computer, monitor, peripherals etc.
furniture and equipment) in accordance with
ergonomic requirements
Company or WHS legislative standards, individual
adjustments etc.

1.2 Identify purpose, audience and mode of Mode of presentation( display on one
presentation in consultation with content author or computer and control from another, speaker,
presenter self-running presentation, conference
presentation audience

1.3 Identify organisational and task requirements

relating to supporting documents and equipment
•identify start time , date , length of
presentation
•Identify location and /or room
size/microphones/projectors etc Laptop, video
projector, network access, slide projector,
handouts, print outs copyright

1.4 Select most appropriate application or platform to

produce presentation, in accordance with available
resources and organisational policies •What are the applications/platforms to
produce presentations
•use advanced software features Google
slides, LinkedIn slides,, keynote, show pad,

2 Create presentation

2.1 Plan and prepare slides, notes and handouts Company colour scheme, company logo,
according to organisational and task requirements corporate image, music, organisation name
and image and style requirements and date, video clip, copyright legislation

2.2 Use application functions for consistency of design Editing, checking, background, colour scheme,
and layout, to meet identified presentation creating templates, slide master, place
requirements holders,
Correction, condensation, spell checking

2.3 Balance presentation features for visual impact and Animation, graphics, titles, music, logos,
emphasis object, pace, pictures, sound, text context
transitions, considering the impact of design
features

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2.4 Use advanced application features to streamline Agenda slides, process to create agenda
and customise presentation for different audiences slides, process of custom show

2.5 Prepare presentation within designated timeline Deadline requirements, timeline agreed with
internal and external stakeholders, time
management

2.6 Use relevant help functions to overcome issues Problems with production and design, help
relating to presentation creation, if necessary options

3 Finalise presentation

3.1 Check presentation for spelling and consistency in Proofreading, steps of proofreading
presentation features and style, in accordance with
task requirements

3.2 Prepare presentation materials for delivery in Audience requirements, change in

accordance with presenter or audience presentation, language, means of delivery
requirements

3.3 Name and store presentation appropriately, in Storing and recording presentation,
accordance with organisational requirements and Organisational requirements in relation to
exit application without information loss storage and recording of information, use of
application

Foundation Skills

Reading Evaluates and integrates Integration of information , how to construct

information and ideas to construct meaningful presentation
meaning in an effort to design and
create a presentation

Writing Communicates relationships create a relationship between ideas

between ideas and information in a information , different styles of writing ,
style appropriate to audience and difference in audience , preparation of tasks in
purpose in accordance with accordance with task requirements and
organisational and task organisational requirements
requirements

Oral Listens to discussions and participate in discussions , information

communication participates in exchange of exchange
information to choose appropriate
actions to create presentation

Navigate the world Recognises and follows explicit and understand protocols , work according to the
of work implicit protocols and meets organisational requirements and expectations
expectations associated with own associated with the job role
role

Interact with others Collaborates with others to achieve establishing interaction and trust with other
joint outcomes team members

Get the work done Uses advanced features within Knowledge all applications to complete tasks
applications to address routine and
complex work tasks

Performance evidence

● follow correct ergonomic requirements and demonstrate ability to use ergonomic settings,
organisational policies and procedures knowledge of WHS legislations

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● produce electronic presentations that align to task ability to produce documents according to the
purpose and are appropriate to target audience targeted audience

● adhere closely to task requirements and understand deadlines ,establish consistency

organisational policies and procedures relating to:
with design and layout , use appropriate
o following designated timelines strategies to add it and device the document
o consistency of design and layout
o editing and style requirements

● use relevant help functions to rectify presentation ability to demonstrate rectify presentations
issues

● produce presentation in appropriate format for ability to produce presentation in a write format
review

● communicate effectively with personnel demonstrate ability in communicating

affectively with relevant personal

● store presentation in accordance with organisation have knowledge about storage and recording
policies and procedures relating to data security. of organisational documents

Knowledge evidence

● Key provisions of relevant legislation, standards demonstrate knowledge of legislations

and codes that affect aspects of business standards and other code of conduct in relation
operations to business

● Key elements of design features and their effect demonstrate knowledge of various design
on the readability and appearance of electronic features and also that impact on the readability
presentations and appearance of the presentation

● Key functions of relevant applications for understand and have knowledge of range of
producing electronic presentations applications for producing range of
presentations

Key features of organisational requirements for demonstrate knowledge of the WHS

ergonomics requirements at work place

Key features of organisational style and have knowledge of organisational style and
presentation guide. presentation

Conditions for assessment

● Assessment must be conducted in a safe

environment where evidence gathered
demonstrates consistent performance of typical
activities experienced in the information and
communications technology – IT use field of work
and include access to:
 office equipment and materials
 relevant digital applications
 examples of electronic presentations
 relevant organisational policies and
procedures
 relevant workplace documentation and
resources including style guide.

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Step 3 - Complete a competency map (matrix) and assessment plan

Develop a competency map by completing the template below. Refer to participant manual for
example.

Unit Covered BSBITU312 Create electronic presentations

Version Version number V4 Date 7/06/21

List evidence or assessment instruments here 

Instrument 1: Portfolio of evidence:
1.1 record of documents

Record of documents
1.2 Project

Task 3 - Interview
Task 2 - 3rd party
1.3
1.4
1.5
Instrument 2: 3rd Party Report

project
Instrument 3: Interview

1.1 1.2
2 3
Task 1 – Portfolio of evidence
Elements and performance criteria

1 Prepare to create presentation

1.1 Organise personal work environment (including

furniture and equipment) in accordance with 1.2
ergonomic requirements

1.2 Identify purpose, audience and mode of

presentation in consultation with content author or 1.2 2 3
presenter

1.3 Identify organisational and task requirements 3

relating to supporting documents and equipment
1.2

1.4 Select most appropriate application or platform to

produce presentation, in accordance with available 3
resources and organisational policies

2 Create presentation

2.1 Plan and prepare slides, notes and handouts

according to organisational and task requirements 1.2 3
and image and style requirements

2.2 Use application functions for consistency of design

and layout, to meet identified presentation 1.2 2 3
requirements

2.3 Balance presentation features for visual impact and 2 3

emphasis
1.2

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List evidence or assessment instruments here 

Instrument 1: Portfolio of evidence:
1.1 record of documents

Record of documents
1.2 Project

Task 3 - Interview
Task 2 - 3rd party
1.3
1.4
1.5
Instrument 2: 3rd Party Report

project
Instrument 3: Interview

1.1 1.2

Use advanced application features to streamline

2 3
2.4 3
and customise presentation for different audiences

2.5 Prepare presentation within designated timeline 1.1 1.2 3

2.6 Use relevant help functions to overcome issues 3

relating to presentation creation, if necessary

3 Finalise presentation

3.1 Check presentation for spelling and consistency in

presentation features and style, in accordance with 1.2 2
task requirements

3.2 Prepare presentation materials for delivery in

accordance with presenter or audience 1.2 2 3
requirements

3.3 Name and store presentation appropriately, in

accordance with organisational requirements and 1.1 1.2 2 3
exit application without information loss

Foundation Skills

Reading Evaluates and integrates information

and ideas to construct meaning in an 2 3
effort to design and create a
presentation

Writing Communicates relationships between

ideas and information in a style
appropriate to audience and purpose in 1,1 2
accordance with organisational and task
requirements

Oral Listens to discussions and participates

communication in exchange of information to choose 3
appropriate actions to create
presentation

Navigate the Recognises and follows explicit and

world of work implicit protocols and meets 1.1 2
expectations associated with own role

Interact with Collaborates with others to achieve joint

others outcomes
1.1

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List evidence or assessment instruments here 

Instrument 1: Portfolio of evidence:
1.1 record of documents

Record of documents
1.2 Project

Task 3 - Interview
Task 2 - 3rd party
1.3
1.4
1.5
Instrument 2: 3rd Party Report

project
Instrument 3: Interview

1.1 1.2

Uses advanced features within

2 3
Get the work
done applications to address routine and 1.1 1.2
complex work tasks

Performance evidence

● follow correct ergonomic requirements and 3

organisational policies and procedures

● produce electronic presentations that align to task

purpose and are appropriate to target audience
1.2 2 3

●  adhere closely to task requirements and

organisational policies and procedures
relating to:
o following designated timelines
2
o consistency of design and layout
o editing and style requirements

● use relevant help functions to rectify presentation

1.1
issues

● produce presentation in appropriate format for 1

review . 2
2

● communicate effectively with personnel 3

● store presentation in accordance with organisation 3

1.1
policies and procedures relating to data security.

Knowledge evidence

● Key provisions of relevant legislation, standards

and codes that affect aspects of business 3
operations

● Key elements of design features and their effect on

the readability and appearance of electronic 3
presentations

● Key functions of relevant applications for producing 3

electronic presentations

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List evidence or assessment instruments here 

Instrument 1: Portfolio of evidence:
1.1 record of documents

Record of documents
1.2 Project

Task 3 - Interview
Task 2 - 3rd party
1.3
1.4
1.5
Instrument 2: 3rd Party Report

project
Instrument 3: Interview

1.1 1.2

Key features of organisational requirements for 1 2 3

●
ergonomics .
2

● Key features of organisational style and 1

presentation guide. . 2
2

Conditions for assessment

Assessment must be conducted in a safe environment

where evidence gathered demonstrates consistent
performance of typical activities experienced in the
information and communications technology – IT use field
of work and include access to:
 office equipment and materials
 relevant digital applications
 examples of electronic presentations
 relevant organisational policies and procedures
 relevant workplace documentation and resources
including style guide.

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RPL assessment plan

Document your plan by completing the template below. Refer to participant manual for example.
General information

RTO

Date prepared ABC Training House

Version no. V4

Competency standards BSBITU312 Create electronic presentations

Training &
☐ Program name 
Assessment
Assessment pathway
 Recognition of Prior Learning (RPL)

Candidate/s

Assessor/s

Assessment activities

Method Instrument/Evidence When/where completed

1 Portfolio of evidence The portfolio evidence should

be
Record of documents showing
preparation and delivering gathered by the candidate and
presentation (reports, Memo)
submitted prior to the interview
with the assessor.
.Project/samples
Record of presentation delivered at
workplace

2 Interview Interview in real time wherein the

candidate will answer questions and
The verbal questioning will be
demonstrate understanding of the unit
of competency completed with the assessor
as the final part of the
assessment process.

Resources needed for the assessment

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Venue or equipment No specific venue or equipment will be required for this assessment
requirements

Documentation needed
to assess competence

Portfolio of evidence, Third party reports, interview checklist

Safety, assessment administration and other logistics

Safety No specific safety requirements will be required for this assessment

apart from the interview environment being checked for hazards prior to
use

People to be informed Candidate and assessor

of the assessment

Provision for: Assessment support available to all candidates includes:

●Assessment support • ability to clarify any evidence requirements, including questions,
●Anticipated with the trainer
reasonable
The need for reasonable adjustments or additional support to be
adjustments
determined on a case-by-case basis and may accommodate:
• LLN support
• an identified disability
Please note that any reasonable adjustments made will not impact the
criteria being assessed.

Recording and • All assessed evidence will be scanned and maintained in the
reporting: electronic file containing the candidate’s evidence at ABC Training
House.
●How will results be
recorded? • Outcomes of all assessments will be provided to the candidate within 3
●To whom will results weeks of evidence being submitted, as per ABC Training policy.
be reported?
• Assessment outcomes will be shared with the candidate and relevant
RTO staff only.

Other logistics

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Step 4 - Develop an assessment instrument

Develop the portfolio checklist that you will use to review RPL candidate portfolios. To do this,
complete the template below. Refer to participant manual for example.

Task 1 – Portfolio of evidence

Information and instructions

General information about this assessment activity

Candidate

Assessor

Competency standard/s BSBITU312 Create electronic presentations

Version no V4

Instructions

Candidate instructions  You are required to provide portfolio, third party reports and take an
interview to gain certificate of attainment.
 In this, you must provide evidence which must contain evidence of
your participation in producing and delivering presentation as per
task and organisational requirements.
 You must submit the portfolio and Third-party reports to the
/Assessor.
.
Documents must be submitted in Microsoft Word format and videos in
aright format.
 Read the policy and procedure carefully to understand the
consequences that you could face if your work is not authentic.
 Seek clarification regarding the assessment required to be done.
 Students with special needs can seek assistance from assessors
depending upon the nature of the need.
 Your trainer will provide you feedback and notify you about the
results within two weeks of submission.

Requirements for  In order to gain competency in this you must provide evidence
satisfactory completion questions related to the unit topics to the required standards.

Your portfolio must be your own work.

Assessor instructions  You must inform the candidate that the evidence is provided as part
of the process
 A framework regarding the evidence provided must be read and
understood before giving the outcome

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 Mark the outcome of this task as successful or not successful by

completing the outcome record at the end
 This will form the part of the evidence gathered for the overall RPL
assessment for this unit.
You and student must both sign and date the record to validate that the
assessment has taken place, and this should be attached to the student’s
work.

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Assessment checklist

Evidence S NYS Assessor comments

1.1 Record of documents ☐ ☐

Letter from supervisor must not
be old then 12 months. It includes
1.Work experience clearly stating
your understanding / participation
in creating presentation. following
correct ergonomic requirements
and organisational procedures.
2. followed designated time
lines ,consistency of design and
layout , desired editing and styling
3. 2 copies of emails for use of
effective communication with
personnel
4.2 documents to show that
storing of presentation in
accordance with organisational
policies and procedures relating
to data security.

1.2 Project /memo ☐ ☐

Created with in last 18 months.
1.Evidence of handling of project
on creating presentation that align
to task purpose and appropriate
to target audience
2. evidence of drafted
presentation being approved by
management.
Letter of approval from
supervisor.
3. evidence of creating
presentation and simplifying it to
suit different audience

1.3 ☐ ☐

1.4 ☐ ☐

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Assessment checklist

Evidence S NYS Assessor comments

2.1 ☐ ☐

2.2 ☐ ☐

2.3 ☐ ☐

2.4 ☐ ☐

2.5 ☐ ☐

2.6 ☐ ☐

3.1 ☐ ☐

3.2 ☐ ☐

3.3 ☐ ☐

Result for this assessment activity

Result ☐ Satisfactory ☐ Not Yet Satisfactory

Assessor comments

Assessor signature Date signed

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Step 5 – Review and improve the assessment instrument

Instructions
Ask another program participant to review your assessment instrument—the RPL portfolio checklist
—and identify improvements. Ask the person who reviews your instrument to:
– Complete the Review Checklist below
– List recommended improvements on the next page
– Sign where indicated.
–

Name of reviewer(s)

Instrument developed by

Assessment Instrument: Review Checklist Yes No

General content and formatting

1. Do the instructions include clear and complete information for candidates? ☐ ☐

2. Do the instructions include clear and complete information for assessors? ☐ ☐

3. Is there enough space to document quality of evidence and make comments? ☐ ☐

4. Is there space to note results for the assessment task or activity (S or NYS?) ☐ ☐

5. Is version control noted? ☐ ☐

Wording

6. Is the instrument valid? ☐ ☐

● Does the instrument cover the intended parts of the unit (and its assessment
requirements)?
To answer this question, return to the competency map and see if all parts of
the unit that the developer of the instrument intended to cover, are covered.
● Is it free of unnecessary assessment requirements?

7. Is the instrument reliable? Are instructions and assessment criteria clear, ☐ ☐

complete and in plain English?

8. Is the instrument flexible enough to cater to the diverse needs of the target ☐ ☐
candidate/s?

9. Is the instrument fair? Are assessment activities achievable by the target ☐ ☐

candidate/s? Does the instrument feature objective, unbiased wording?

Typos

10. Is the instrument free from spelling and grammatical errors? ☐ ☐

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General feedback and recommendations for improvement

There are few typos in the assessment instrument and there is need to bring some more clarity in the candidates’
instructions,

Date
Reviewer’s signature 25/01/2021
signed

/
Review and reflect
1. Reflect on this activity.
2. Summarise key improvements that you will make to your existing assessment plan and
instrument

I will add some more instructions in the instructions to candidate section to make sure there is no gaps
between the standards required and evidence provided.

Finalise the RPL plan & instrument

Use the feedback provided to improve and finalise your RPL assessment plan and instrument. This
will be version 2. Submit version 1 & 2 of this instrument.

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PART B

Plan a training and assessment pathway assessment for BSBCMM401 Make a

presentation - and develop one assessment instrument

Get started - Read the Presentations with Panache scenario on the next page
1. Complete the background document
This will identify and describe who and what is being assessed, how to ensure that the process is
safe and other details relevant to the assessment. You have been provided with a case study to
base this task on (detailed over the next two pages).

2. Analyse and Contextualise the unit of competency

Analyse the unit by determining what type of evidence should be gathered and potential assessment
methods suitable to gather this evidence. Remember that the intended cohort for this tool will come
from a wide range of backgrounds and workplaces.
Contextualise the unit by determining the type of evidence you would need to gather for your chosen
candidates and their workplace / industry. Think about the type of evidence that the candidates are
likely to have available.
Make comments on the table on the following pages.

3. Prepare mapping and an Assessment Plan for BSBCMM401 Make a presentation

Complete a competency map.
Document the assessment plan for BSBCMM401 Make a presentation in the template provided.
All documents are to be version controlled V1

4. Develop an assessment instrument

Develop a portfolio checklist based on an RPL assessment of the unit BSBCMM401 Make a
presentation using the template provided.
Assessment instrument is to be version controlled V1

5. Review and improve the assessment instrument

Review your Portfolio checklist with a minimum of 2 other people. Use the review checklist to
identify improvements.
Where necessary, make improvements to the assessment instrument, plan and mapping based on
feedback during the review.

These documents are to be version controlled V2

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Case study 2
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s
clients are often corporate or industry clients who require that the course structure is
tailored to meet the needs of the specific workplace.
Scenario
ABC Training House has been approached by Broadchurch hospital to run an onsite
course covering the unit BSBCMM401 Make a presentation. After discussion with ABC
Training House it has been decided to run the training over 3 days with the assessment
tasks to be conducted on the third day.

Learners
Broadchurch hospital has identified a need to upskill their team leaders in presentation
skills. These are all long term employees (over 5 years) with previous training in various
medical fields but no formal training around presentation. These team leaders are
familiar with delivering handover information at the end of each shift and some have
previous experience delivering training within their own field.
The participants range in age from 32-56 and have varied technological skills. Some
staff members do not have well developed written skills.

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More information about the learning program

Delivery mode Face to face

Program duration
(total)
2 days, 9:00am – 5:00pm

Assessment
During training To be confirmed

In workplace To be confirmed

Number of learners 12
Target learner group ● Employees from Broadchurch hospital
(profile)
● Participants are all staff members
● All learners have existing qualifications in various medical fields and want to
develop presentations based on their own expertise
● Some will complete this program as a stand-alone unit of competency;
others have enrolled in BSB42015 Certificate IV in Leadership and
Management
Special needs Some learners need foundation skill development
Oral communication skills—speaking skills needed to present information
clearly and with impact
Writing skills needed to produce presentation plans and aids
All learners have completed an oral communication and writing assessment
before finalising enrolment.
Training topics ● Welcome and introduction
(Activities and
● Characteristics of effective presentations
assessment tasks not
included) ● How to plan a presentation:
● How to deliver a presentation:
● Principles of communication
● Managing nerves
● Handling questions
● How to gather and respond to feedback on a presentation

Other information about this program

Up to 2.5 hours are available during training time for summative assessment activities. When planning
your assessment, you may decide whether or not to incorporate one or more assessment task/s into the
training time.

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Step 1 – Background

Unit of competency BSBCMM401 Make a presentation

Assessment pathway Training and assessment pathway
Industry / workplace
description

Number of Candidates

Candidate profile

What is the purpose of the

assessment in this case?
Why might candidates
want to achieve a
statement of attainment
for BSBCMM401?

Who else should be

involved in or informed of
the assessment?

Outline any safety

considerations for this
assessment.

What other
documentation, apart from
training package
information, will you use
to inform and guide the
development of the
assessment plan and
instrument?

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Step 2 - Contextualise the unit

Contextualise the unit and its assessment requirements for your target candidates

Elements and performance criteria Contextualisation

1 Prepare a presentation

1.1 Plan and document presentation approach and

intended outcomes

1.2 Choose presentation strategies, format and delivery

methods that match the characteristics of the target
audience, location, resources and personnel needed

1.3 Select presentation aids, materials and techniques

that suit the format and purpose of the presentation,
and will enhance audience understanding of key
concepts and central ideas

1.4 Brief others involved in the presentation on their

roles/responsibilities within the presentation

1.5 Select techniques to evaluate presentation

effectiveness

2 Deliver a presentation

2.1 Explain and discuss desired outcomes of the

presentation with the target audience

2.2 Use presentation aids, materials and examples to

support target audience understanding of key
concepts and central ideas

2.3 Monitor non-verbal and verbal communication of

participants to promote attainment of presentation
outcomes

2.4 Use persuasive communication techniques to secure

audience interest

2.5 Provide opportunities for participants to seek

clarification on central ideas and concepts, and
adjust the presentation to meet participant needs
and preferences

2.6 Summarise key concepts and ideas at strategic

points to facilitate participant understanding

3 Review the presentation

3.1 Implement techniques to review the effectiveness of

the presentation

3.2 Seek and discuss reactions to the presentation from

participants or from key personnel involved in the
presentation

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3.3 Utilise feedback from the audience or from key

personnel involved in the presentation to make
changes to central ideas presented

Foundation Skills

Reading •Reviews and analyses documents to

identify information relevant to a specific
presentation
1.1, 1.2, 1.3, 2.2

Writing •Develops material to convey ideas and

information to target audience in an
engaging way
1.1, 3.3

Oral •Presents information using words and non-

communication verbal features appropriate to the audience
and context
•Uses listening and questioning techniques
to gather information required to develop or
modify presentations
•Interprets audience reactions and changes
words or non-verbal features accordingly
1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2

Interact with •Selects and uses appropriate conventions

others and protocols to encourage interaction or to
present information
•Demonstrates sophisticated control over
oral, visual and written formats, drawing on
a range of communication practices to
achieve goals
•Recognises the need to alter personal
communication style in response to the
needs or expectations of others
1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2

Get the work •Takes responsibility for planning,

done sequencing and prioritising tasks and own
workload to achieve outcomes
•Uses feedback from others, analytical and
lateral thinking to review current practices
and develop new ideas
•Uses the main features and functions of
digital tools to complete work tasks
1.1-1.5, 2.2, 2.5, 3.1-3.3

Performance evidence

● prepare and deliver presentations related to occupation

or area of interest which demonstrate the use of:
effective presentation strategies and communication

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principles
aids and materials to support the presentation

● select and implement methods to review the

effectiveness of own presentation and document any
changes which would improve future presentations.

Knowledge evidence

● identify information collection methods that will support

review and feedback of presentations

● identify regulatory and organisational obligations and

requirements relevant to presentations

● describe the principles of effective communication

● describe the range of presentation aids and materials

available to support presentations.

Conditions of assessment

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent

performance of typical activities experienced by individuals using interpersonal communication skills in the

workplace and include access to:

equipment, materials and business software packages for making a presentation

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

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Step 3 - Complete a competency map (matrix) and assessment plan

Units Covered BSBCMM401 Make a presentation

Version Version number v1.1 Date

List methods of assessment here 

Task 1:
Task 2:
Task 3:
Task 4:

1 2 3 4

Elements and performance criteria

1 Prepare a presentation

1.1 Plan and document presentation approach and intended outcomes

1.2 Choose presentation strategies, format and delivery methods that match
the characteristics of the target audience, location, resources and
personnel needed

1.3 Select presentation aids, materials and techniques that suit the format
and purpose of the presentation, and will enhance audience
understanding of key concepts and central ideas

1.4 Brief others involved in the presentation on their roles/responsibilities

within the presentation

1.5 Select techniques to evaluate presentation effectiveness

2 Deliver a presentation

2.1 Explain and discuss desired outcomes of the presentation with the target
audience

2.2 Use presentation aids, materials and examples to support target

audience understanding of key concepts and central ideas

2.3 Monitor non-verbal and verbal communication of participants to promote

attainment of presentation outcomes

2.4 Use persuasive communication techniques to secure audience interest

2.5 Provide opportunities for participants to seek clarification on central

ideas and concepts, and adjust the presentation to meet participant
needs and preferences

2.6 Summarise key concepts and ideas at strategic points to facilitate

participant understanding

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3 Review the presentation

3.1 Implement techniques to review the effectiveness of the presentation

3.2 Seek and discuss reactions to the presentation from participants or from
key personnel involved in the presentation

3.3 Utilise feedback from the audience or from key personnel involved in the
presentation to make changes to central ideas presented

Foundation Skills

Reading •Reviews and analyses documents to identify

information relevant to a specific presentation
1.1, 1.2, 1.3, 2.2

Writing •Develops material to convey ideas and information to

target audience in an engaging way
1.1, 3.3

Oral •Presents information using words and non-verbal

communication features appropriate to the audience and context
•Uses listening and questioning techniques to gather
information required to develop or modify presentations
•Interprets audience reactions and changes words or
non-verbal features accordingly
1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2

Interact with others •Selects and uses appropriate conventions and

protocols to encourage interaction or to present
information
•Demonstrates sophisticated control over oral, visual
and written formats, drawing on a range of
communication practices to achieve goals
•Recognises the need to alter personal communication
style in response to the needs or expectations of others
1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2

Get the work done •Takes responsibility for planning, sequencing and
prioritising tasks and own workload to achieve
outcomes
•Uses feedback from others, analytical and lateral
thinking to review current practices and develop new
ideas
•Uses the main features and functions of digital tools to
complete work tasks
1.1-1.5, 2.2, 2.5, 3.1-3.3

Performance evidence

● prepare and deliver presentations related to occupation or area of interest

which demonstrate the use of:
• effective presentation strategies and communication principles
• aids and materials to support the presentation

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● select and implement methods to review the effectiveness of own

presentation and document any changes which would improve future
presentations.

Knowledge evidence

● identify information collection methods that will support review and feedback
of presentations

● identify regulatory and organisational obligations and requirements relevant

to presentations

● describe the principles of effective communication

● describe the range of presentation aids and materials available to support

presentations.

Conditions of assessment

Assessment must be conducted in a safe environment where evidence gathered demonstrates

consistent performance of typical activities experienced by individuals using interpersonal

communication skills in the workplace and include access to:

 equipment, materials and business software packages for making a presentation

 business technology

 interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

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Assessment Plan

General information

RTO ABC Training House

Date prepared

Version No

Competency standards BSBCMM401 Make a presentation

Training &
 Program name 
Assessment
Assessment pathway
☐ Recognition of Prior Learning (RPL)

Candidate/s

Assessor/s

Assessment activities

Method Instrument/Evidence When/where completed

Resources needed for the assessment

Venue or equipment
requirements

Documentation needed
to assess competence

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Safety, assessment administration and other logistics

Safety

People to be informed
of the assessment

Provision for:
●Assessment support
●Anticipated
reasonable
adjustments

Recording and
reporting:
●How will results be
recorded?
●To whom will results
be reported?

Other logistics

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Step 4 - Develop an assessment instrument

Develop an observation checklist that will be part of the assessment tool for BSBCMM401 Make a
presentation.

Observation Checklist
Information and instructions

General information about this activity

Candidate name

Assessor name

Competency standard BSBCMM401 Make a presentation

Version no

Observation date

Information and instructions

Candidate instructions

Requirements for
satisfactory completion

Assessor instructions

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Observation criteria

Did the candidate: Yes No

1 ☐ ☐

2 ☐ ☐

3 ☐ ☐

4 ☐ ☐

5 ☐ ☐

6 ☐ ☐

7 ☐ ☐

8 ☐ ☐

9 ☐ ☐

10 ☐ ☐

Result for this assessment activity

Result ☐ Satisfactory ☐ Not Yet Satisfactory

Assessor comments We would normally add more space here

Assessor signature Date signed

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Step 5 – Review and improve the assessment instrument

Instructions
Ask another program participant to review your assessment instrument—the Observation checklist
—and identify improvements. Ask the person who reviews your instrument to:
– Complete the Review Checklist below
– List recommended improvements on the next page
– Sign where indicated.

Name of reviewer

Assessment Instrument: Review Checklist Yes No

General content and formatting

1. Do the instructions include clear and complete information for candidates? ☐ ☐

2. Do the instructions include clear and complete information for assessors? ☐ ☐

3. Is there enough space to document quality of evidence and make comments? ☐ ☐

4. Is there space to note results for the assessment task or activity (S or NYS?) ☐ ☐

5. Is version control noted? ☐ ☐

Wording

6. Is the instrument valid? ☐ ☐

● Does the instrument cover the intended parts of the unit (and its assessment
requirements)?
To answer this question, return to the competency map and see if all parts of the
unit that the developer of the instrument intended to cover, are covered.
● Is it free of unnecessary assessment requirements?

7. Is the instrument reliable? Are instructions and assessment criteria clear, ☐ ☐

complete and in plain English?

8. Is the instrument flexible enough to cater to the diverse needs of the target ☐ ☐
candidate/s?

9. Is the instrument fair? Are assessment activities achievable by the target ☐ ☐

candidate/s? Does the instrument feature objective, unbiased wording?

Typos

10. Is the instrument free from typos and grammatical errors? ☐ ☐

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General feedback and recommendations for improvement

Reviewer’s signature Date signed

Review and reflect

1. Reflect on this activity.
2. In the space below, summarise what you have learned about planning assessment activities and
processes, and developing assessment instrument:

Finalise the assessment plan & instrument

Use the feedback provided to improve and finalise your assessment plan and instrument. This will
be version 2 and this version is what should be submitted for this task.

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