Attached. Please finish the assignment and provide solution to every single tasks of the assignment and provide all the required documents such as excels and ppt and etc dddd
per the assessment requirement. Thanks.
Student Assessment Booklet OFFICE USE ONLYBSBHRM526 MANAGE PAYROLL Students to complete this section Assessment Task 1: Written Questions Assessment Task Result ☐ Satisfactory ☐ Not Satisfactory Is a reassessment or resubmission required? ☐ Yes ☐ No Resubmission Notes: Feedback: Assessment Task 2: Complete and Adjust Payrolls using Xero Assessment Task Result ☐ Satisfactory ☐ Not Satisfactory Is a reassessment or resubmission required? ☐ Yes ☐ No Resubmission Notes: Feedback: Assessment Task 3: Respond to Enquiries Assessment Task Result ☐ Satisfactory ☐ Not Satisfactory Is a reassessment or resubmission required? ☐ Yes ☐ No Resubmission Notes: Feedback: Assessor name: Assessor signature: Date: © 2021 Eduworks Resources Eduworks Resources is a division of RTO Advice Group Pty Ltd. 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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 Page 23 c Table of Contents Assessment Overview4 Assessment Task Summary4 Assessment Documents4 Required Additional Documents4 Assessment Task Cover Sheet4 The Assessment Process and Your Rights4 Submitting your Assessment Tasks4 Assessment Attempts and Resubmissions5 Assessment Outcomes5 Plagiarism, Cheating and Collusion5 Assessment Appeals5 Reasonable Adjustment6 Information about Assessment6 Dimensions of Competency6 Principles of Assessment and Rules of Evidence6 Principles of Assessment7 Rules of Evidence7 Glossary of Instructional Task Words7 Assessment Task 1: Written Questions9 Assessment Task 2: Complete and Adjust Payrolls using Xero14 Part A: Complete a Payroll15 Part B: Adjust a Payroll18 Assessment Task 3: Respond to Enquiries20 Assessment Overview This Student Assessment Booklet includes all your assessment tasks for BSBHRM526 Manage payroll. Assessment Task Summary This unit requires you to complete three assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit. Assessment Task Assessment Method Task Summary Assessment Task 1: Written Questions Written questions Students must answer six written questions in an open book written assessment. Assessment Task 2: Complete and Adjust Payrolls using Xero Project This task consists of two parts: · Part A: Complete a Payroll Part B: Adjust a Payroll Assessment Task 3: Respond to Enquiries Role play In this task, you will demonstrate how you will deal with an employee who is unaware of the details, particularly regarding superannuation. 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. Xero Payroll Guide Initial Payroll Data Spreadsheet Extra Payroll Data Spreadsheet 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 1. You have up to three attempts to complete each assessment tasks 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 on 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 1. 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 being 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 1. 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 of 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 1. Plagiarism, cheating and collusion on assessments is 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 passing 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 – unauthorised collaboration between students. 1. 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:2][1] [2: [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 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 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). 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 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 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. 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 through argument. You should provide reasons for and against. Examine – This means you must look at, or consider, the item or subject carefully and in detail to discover something about it. You will need to provide a detailed response with key points and features. You should provide a response with as