BSBTWK503 - Manage meetings Assessment

Assessment Instructions

Overview

Prior to commencing the assessments, the trainers and/or assessors will explain each assessment task including the terms and conditions which relate to the submission of your assessment task. Learners must read and understand all the information regarding the unit of competency requirements (UoC) before performing assessment activities. Please consult with the trainers and/or assessor if there is any question. It is important that learners understand and adhere to the terms and conditions, and address fully each assessment task. 

1. Written work

Assessment tasks are used to measure learners’ understanding and underpinning skills and knowledge of the overall unit of competency (UoC). When undertaking any written assessment tasks, learners are required to address the following criteria:

• Address each question including any sub-points
• Demonstrate that learners have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Learners’ assessment tasks are well presented, well-referenced and word processed

1. Observation/practical work /Project

Assessment tasks are related to learners’ practical activities which are used to assess their knowledge and skills for units of competency (UoC). When undertaking any practical assessment activities, learners are required to address the following criteria:

• Address each action required to perform during assessment activities
• Demonstrate the abilities to the topic thoroughly
• Address requirements in the training packages
• Learners’ assessment activities are performed safely,
  • Active Participation

It is a condition of enrolment that learners actively participate in their studies. Learners’ active participation is required in order to complete all the assessment tasks on time.

1. Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When learners have any doubts about including the work of other authors in your assessment, they are expected to consult their trainers and/or assessors. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally.
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

1. Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

1. Confidentiality

The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

• Competency outcome

There are two outcomes in each assessment activity/task: S = Satisfactory and NS = Not Satisfactory (requires more training and experience and/or assessment resubmission).

Once the learner has successfully completed all the assessments for the unit of competency, the learner will be awarded “Competent” (C). However, if the learner has not successfully completed all the assessments required in the unit of competency on time, they can be given “Not Yet Competent” (NYC) for the unit of competency. Learners will be provided with clear and constructive feedback based on the assessment decision.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the UoC. To demonstrate competence in this unit, learners must undertake all assessment activities and have them deemed satisfactory by the trainer and/or assessor. Once learners have demonstrated the required level of performance, they will be deemed competent in this UoC.

As part of the assessment process, all learners must abide by the assessment policy and procedure and any other relevant policies.

1. Re-assessment conditions

• If the evidence is graded as NS – Not Satisfactory, learners will be given the opportunities to re-submit the assessment evidence. In this case, learners will be provided with clear and constructive feedback based on the assessment decision so that they can improve their skills / knowledge prior to reassessment.
• Where a ‘NS – Not Satisfactory’ judgement is made, learners will be given guidance to improve their performance and provided the opportunity to resubmit evidence to demonstrate competence based on the assessment policy and procedure. The trainers and/or assessors will determine and provide the feedback for NS – Not satisfactory on any of the criteria.
• If learners do not complete the assessment, they should notify their trainers and/or assessors as to why they did not complete the assessment and if due to illness, a medical certificate must be produced.

1. Intervention strategies

• College’s has intervention strategies, including learner support services available to enable learners to complete qualification in the expected time frame. Learners at risk of not completing within this time frame are identified as early as possible and an intervention strategy may be put in place.

Additionally, learners are permitted during their study to request:

1. Reduction of study hours

Learners will be able to apply for reduction of study hours in case a learner has been granted credit transfer or based on the learner’s progression during training and assessment, or both. Learners will be required to prove that their prior knowledge is relevant to the qualification. They may get a reduction in the qualification duration after they prove their relevant knowledge and skills. Also, the assessment completed by learners will help in deciding whether learners will be allowed the reduction in study hours or not. Reduction of study hours will be granted as per the assessment policy and procedure.

1. Special needs

Learners with special needs (e.g., sickness, disability, etc) should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately . Additionally, trainers and assessors can refer learners to any other services available in the college such as:

• assessment and exam adjustments
• alternative formatting
• timetable adjustments
• access to assistive technology
• training and assessment support
• learning support

Eligibility for these services is determined on an individual needs basis, upon review of the recommendations made in learners’ supporting documentation and consultation with a college staff such as trainers/assessors, and learner support officers.

1. Reasonable adjustment

‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate 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 are we considering to make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that candidates with disabilities have:

• The same learning opportunities as candidates without disabilities, and
• The same opportunity to perform and complete assessments as those without disabilities.

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 enrolment and during the course
• Monitoring the adjustments to ensure candidate 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, and digital note-takers.

Assessment Requirements Summary

The assessment requirements are divided into written work and observation/practical work, each with specific criteria. For written work, students must address every question and sub-point, demonstrate thorough research, structure their answers logically, and ensure the work is well-presented and referenced. The observation/practical tasks require students to perform actions safely, demonstrate skills, and meet the requirements of the training package.

All students must show active participation by completing tasks on time. The instructions also strictly prohibit plagiarism and collusion, defining these terms and outlining the consequences. The competency outcome is determined by a "Satisfactory" (S) or "Not Satisfactory" (NS) grade for each task, leading to a final "Competent" (C) or "Not Yet Competent" (NYC) grade for the unit. The document also details policies on re-assessment, intervention strategies, and accommodations for special needs and reasonable adjustments, ensuring a fair and supportive learning environment.

The Mentor's Approach and Achieved Outcome

The academic mentor used a structured, step-by-step process to guide the student, ensuring all aspects of the assessment requirements were understood and met.

The Process

1. Initial Overview and Clarification: The mentor first broke down the entire assessment document, explaining the purpose of each section—from written tasks to practical observations. They clarified the key terms and conditions, such as the importance of referencing and active participation. This initial phase ensured the student had a clear roadmap of what was expected.

2. Deconstructing Assessment Tasks: The mentor worked with the student to analyze both the written and practical task requirements. For written work, they helped the student create an outline to ensure all questions were addressed logically and that the research was thorough. For practical tasks, they reviewed the required actions and discussed how to demonstrate the necessary skills safely and effectively.

3. Emphasis on Academic Integrity: A critical part of the process was a detailed discussion on plagiarism and collusion. The mentor provided clear examples of what constitutes these offenses and demonstrated how to properly cite sources to avoid unintentional academic misconduct. This section was crucial for teaching the student not just how to complete this assessment, but how to maintain academic honesty throughout their career.

4. Reviewing Support and Policies: The mentor concluded the guidance by reviewing the support systems available. They explained the grading system (S and NS), the re-assessment conditions for unsatisfactory work, and the procedures for requesting special accommodations or adjustments. This part of the guidance was about empowering the student, showing them that the college provides a supportive framework for success.

Outcome and Learning Objectives

Through this comprehensive guidance, the student successfully completed the assessment and was deemed "Competent" for the unit of competency. The process achieved several key learning objectives:

• Understanding of Assessment Criteria: The student gained a deep understanding of what constitutes a satisfactory submission for both written and practical assessments.

• Academic Skills Development: The student learned how to conduct effective research, structure their work logically, and present it professionally.

• Ethical Conduct: The student developed a strong sense of academic integrity by understanding and avoiding plagiarism and collusion.

• Knowledge of Support Systems: The student became aware of the various policies and support services, such as re-assessment opportunities and special needs accommodations, which are available to them.

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