This subject is TAE
Unit codes TAEASS401 Plan assessment activities and processes (gap assessment) TAEASS502 Design and develop assessment tools TAEASS401 Plan assessment activities and processes Gap Assessment & TAEASS502 Design and develop assessment tools Planning Assessments Case Studies Task Learner Declaration Important Instruction You will need to complete this learner declaration before we can assess your work. You will also need to update the date every time you need to resubmit your work. You do not need to print this page and sign by hand – typing your name in the signature field is considered equivalent to a signature. However, bear in mind that this only applies to you – the student. Where you require documents to be signed by other people, they will need to be hand signed. Learner Declaration · I declare that no part of this assessment is identical or has been copied from another person’s work, except for where I have referenced external sources. · I declare that no part of this assessment has been written for me by another person. · I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature. Student full name: Click or tap here to enter text. Student signature: (can be typed) Click or tap here to enter text. Date submitted: Click or tap here to enter text. Case Studies Task Instructions How to get started – For each question, you must record your written response in the space provided. Before you start answering questions, we suggest you attempt and complete the Written Questions Task. Case studies give you an opportunity to apply skills and knowledge you have learnt while completing the written questions. While you might be able to find information online that can help you response to the case studies below, your responses will need to be in your own words. These case studies are unique to iLearn eCollege, so there won’t be any external sources of information that can give you answers to these specific questions. If you are unsure of the requirements of a question, contact a trainer using the online Discussion Boards, by sending us an email, or by giving us a call: Discussion Boards are available through the website by logging into your student account: http://ilearnonline.talentlms.com/ Email queries can be sent at any time to this email:
[email protected] For phone queries, you can call this number between 9 AM and 5 PM, Monday to Friday, Queensland time: 1300 737 006 Unit codes TAEASS401 Plan assessment activities and processes (gap assessment) TAEASS502 Design and develop assessment tools Now let’s get started… 1.2 TAEASS401(gap)_TAEASS502 – Case Studies Task Version 1.2Page 3 CASE SCENARIO 1 Jill works for a resource development organisation and has developed a basic and generic assessment for a unit of competency called BSBWOR204 Use business technology. The assessment contains two sections – see boxes 1 and 2 below. Do NOT attempt the assessment tasks contained in boxes 1 and 2. They are for you to refer to when completing the activities on the pages below. Box 1 SECTION 1 Answer the questions below based on an organisation you are familiar with or one you would like to work for. Q1. You have been asked to complete some data entry. Which program is best suited for this purpose? Q2. How might you use business technology to promote a safe work environment? Q3. What are some ergonomic requirements related to using business technology? Q4. What are some examples of “routine maintenance” tasks to ensure business technology is safe to use? Box 2 SECTION 2 Prepare a short report outlining how the organisation studied in Section 1 could improve on using business technology safely. Your report should be approximately 500 words and should be formatted to demonstrate the following components: Work health and safety requirements while using business technology (overview of organisation, current system/s used) Overview of the issue (describe a situation where work health and safety requirements have not been adhered to) Solution (describe a possible solution) Reporting procedures (mechanisms to check whether the solution is achieving the desired results, file naming and storage protocols, other routine maintenance tasks) Meanwhile, the owner of a local Super Burger Restaurant has identified that one of the managers, Mike, is using business technology incorrectly at work. As a result of this, Mike has been absent from work regularly due to minor injuries. The owner has decided that Jill’s assessment would be a great way to determine whether Mike is able to use business technology safely at Super Burger. The owner of Super Burger has asked you to analyse and contextualise the assessment developed by Jill so that it can be given to Mike. Before you begin contextualising the assessment, you are given Mike’s learner profile: Mike’s Learner Profile: · Mike is required to use Microsoft Excel for entering hourly wage data of Super Burger employees. · Mike is responsible for looking after office equipment, such as the company printer. · Mike has poor posture when he is sitting and lifting boxes. · Mike prefers to complete practical tasks instead of written tasks. TASK 1: Research the contextualisation advice provided by the training package developer of BSBWOR204 Use business technology. Copy and paste the information into the text box below. Contextualisation of units of competency by RTOs RTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit of competency is maintained. Industry requirements, as described in training or job specifications, can be used to contextualise a unit of competency. Hint: These guidelines can be found in the Volume 2 Implementation Guide for the BSB Business Services Training Package. A link can be found on the BSBWOR204 Use business technology training.gov.au page. Ensure you consult the latest version of the Implementation Guide. While there is now a Volume 3 of the BSB Business Services Training Package Implementation Guide, the unit BSBWOR204 was released with the Second Volume, therefore that is where you will fill information on contextualisation guidelines. TASK 2: Describe how you might contextualise Jill’s assessment to suit Mike. Consider: · The contextualisation guidelines provided by the training package developer · Mike’s learner profile · The work environment Click or tap here to enter text. TASK 3: You must contextualise Jill’s assessment so that it can be given to Mike. This will involve: · Changing Section 1 into a practical activity instead of a written activity. · Provide additional instructions in both sections on how you will administer the assessment. Click or tap here to enter text. Hint: The purpose of this task is for you to demonstrate that you can customise the existing assessment tool to suit Mike, the Super Burger manager. This is where you should refer back to the tasks in boxes 1 and 2 – make modifications to these tasks. The formatting of this document will allow you to copy-and-paste from the Boxes at the start of this case study. CASE SCENARIO 2 You work for Shaw Thing Training (a Registered Training Organisation) and have been asked to review a learner’s claim for Recognition of Current Competency (RCC, also commonly called Credit Transfer). Imogen Airey is a learner who has enrolled in the BSB42015 Certificate IV in Leadership and Management at Shaw Thing Training. She has not commenced any training and has provided you with a statement of attainment that she received from 123 Star Training, a different RTO. Figure 1 This is an example only and is not an official AQF document. It is provided for training and assessment purposes only. Task: Analyse the statement of attainment and determine which elective units can be approved through the RCC process. Your decision must still satisfy the packaging rules stated in BSB42015 Certificate IV in Leadership and Management – www.training.gov.au/Training/Details/BSB42015. The packaging rules for the BSB42015 qualification can also be accessed from the Supporting Resources folder. Record your selection and explain your decision in the space below. Click or tap here to enter text. Hint: Sometimes (but not all the time) a unit code will tell you what AQF level the unit was originally packaged at. This is the case for all BSB Business Services Training Package units. Look at the first numeral in the unit code. For instance, the unit BSBCMM101 is at AQF level 1, while the unit BSBFIM601 is at AQF level 6. Consider this when looking at the packaging rules for BSB42015 and when analysing the statement of attainment above. Outcome and Assessor Feedback STUDENT NAME: First submission feedback: Reasonable adjustments made: |_| Yes |_| No Details of reasonable adjustments (if applicable): Assessment outcome: |_| Satisfactory (S) |_| Not Yet Satisfactory (NYS) Assessor name and signature: Date: Second submission feedback: Reasonable adjustments made: |_| Yes |_| No Details of reasonable adjustments (if applicable): Assessment outcome: |_| Satisfactory (S) |_| Not Yet Satisfactory (NYS) Assessor name and signature: Date: Third submission feedback: Reasonable adjustments made: |_| Yes |_| No Details of reasonable adjustments (if applicable): Assessment outcome: |_| Satisfactory (S) |_| Not Yet Satisfactory (NYS) Assessor name and signature: Date: 1.2 TAEASS401(gap)_TAEASS502 - Case Studies TaskV1.2Page 10 .MsftOfcThm_Background1_Fill { fill:#FFFFFF; }