Assessment Criteria for BSBADV507: Develop a Media Plan

Student’s Name:
Who is your
Trainer:
Date: 1st June, 2018
Teacher Remarks:
Syed Saqib
Hussain
Meenu Sharma
Dharna
Vyas

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Assessment criteria for BSBADV507
Develop a Media Plan
In this document, you will find the foundation of what is required to become competent in this unit.
For further information on each element, you can refer to the Assessment Matrix. Included in this
document are the elements for the unit, foundation skills, assessment requirements as well as an
assessment tool definition list and the crucial observation and third party check lists. As well as all of
the areas covered here, each student must also complete all workbook activities, case studies and
major activities, where stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have a maximum of two (2) reassessments attempts if competency is not achieved in
the first instance.
The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of
the unit of competency when all components or parts of the assessment are graded as ‘S’ for
Satisfactory. Unsatisfactory results are marked as NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. Define media requirements
2. Select media vehicles
3. Determine media schedule
4. Produce media plan
Performance Evidence:
Evidence of the ability to:
 Produce a media plan for an advertisement which:
o defines media requirements of an advertising brief
o specifies rationales for media vehicles chosen
o ensures media schedule meets requirements of the brief
o contains budgetary allocation for each advertising medium
 Develop measures to assess effectiveness of media vehicles selected.
Foundation Skills:
Reading

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 Identifies, analyses and evaluates complex texts to determine requirements of
advertising brief, and legislative, regulatory and business requirements
Writing
 Writes in a range of styles to suit job requirements and different audiences
Oral communication
 Uses appropriate techniques, including active listening and questioning, to convey
and clarify information
Numeracy
 Analyses and processes complex data to determine schedules and budget
Navigate the world of work
 Takes full responsibility for following implicit and explicit voluntary constraints
related to budget, legal and ethical requirements in selection of media vehicles
Get the work done
 Takes responsibility for planning, sequencing and prioritising tasks and own
workload for efficiency and effective outcomes
 Analyses relevant information to inform decisions about media requirements to
conform to the brief
 Utilises continuous improvement and testing strategies to ensure effectiveness of
final media plan
 Uses familiar digital technologies and systems to enter data, organise and present
information

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Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Outline and explain data analysis and matching techniques
 List organisational products and services offered
 Identify organisational budget and resource constraints
 Identify principles and characteristics of advertising media, types of media and
advertising strategies
 Identify and explain key provisions of relevant legislation, codes of practice and
national standards affecting business operations
 Identify and explain ethical principles relating to advertising industry
 Define terms for describing media audiences.
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the business development – advertising
field of work and include access to:
 Relevant legislation and codes of practice
 Organisational policies and procedures
 Industry software
 Office equipment
 Business technology.
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes

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Any observations and practical assessments must be recorded in the observation checklist. All
practical tasks should be demonstrated during the length of the course. As the instructor, you must
maintain a record demonstrating the date of the practical activities and any comments relevant to
the performance of each student. Where a student is not able to demonstrate competence in a
practical observation activity, further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.

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Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each student should be given a Learner Workbook which
will hold a number of activities, both formative and
summative, that all need to be completed in conjunction
with the appropriate sessions. The PowerPoint, Learner
Guide and instructor should provide further information to
help with the activities.
Observation/Demonstration
(To be completed for each numbered point as
stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
actions, a simulated environment is acceptable or a
demonstration can be set up. An observation checklist can
be found at the end of this document.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can be
found in the Learner Workbook, after all of the activities
are completed. This is an extended piece of summative
assessment which should take anywhere between 1-2
hours and every student should complete this work. It is a
requirement for each unit to check knowledge and
understanding.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative assessment
and is found before the Major Activity in the Learner
Workbook. This should take between 1-2 hours and every
student should complete this work. It is a requirement for
each unit to check knowledge and understanding of the
foundation skills and knowledge evidence.
Third Party
(To be completed for each numbered point as
stated on the checklist)
A Third Party checklist is very similar to an Observation
Checklist in its format, but it can be completed by someone
who works with the learner and has witnessed them
completing tasks which coincide with the elements of the
unit. The checklist can be found at the end of this
document.
Case Study
(Entire completion is required)
Not all units will have Case Studies but those that do will be
clearly stated within the PowerPoint and the Learner
Workbook. It will appear as any other activity but it will be
named ‘Case Study’ and will provide an example of a
possible real life situation for the learner to read, interpret
and then answer questions on.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as it
provides the information given during sessions and more. It
can help students to further their knowledge and to also
complete the activities.
Evidence Document
(Not a necessity for completion of unit but can be
used as an aid or to collect further evidence)
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports etc,
to add evidence to the student’s portfolio. It can be used
for any of the performance criteria, especially those which
may not have been covered by any other assessment tool.
The student can circle a number of the criteria that they
may feel they need further evidence of or it can be used as
a guide for completing further Observations and Third
Party reports.

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Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the elements
through observations or demonstrations. The observations and demonstrations will be completed as
well as the formative and summative assessments found in the Learner Workbook. An explanation of
demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Each
task must be observed. You will need to ensure you provide the learner with the correct equipment
and/or materials to complete the task. You will also need to inform the learner of the time they have
to complete the task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
1. Define media requirements
2. Select media vehicles
3. Determine media schedule
4. Produce media plan
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Get the work done.

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Observation/Demonstration Checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title) BSBADV 507 Developing a Media Plan
Date of Assessment 1st June, 2018
Location 75 Gozzard Street, Gungahlin 2912 ACT, at CBTC.
Demonstration Tasks Completed
Materials and Equipment Provided
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Define media requirements:
Did the learner demonstrate that they could
identify target audience characteristics from
advertising brief and prepare a detailed
consumer profile which uses the same terms
as those used to describe media audiences?
2. Define media requirements:
Did the learner demonstrate that they could
analyse product market factors to determine
reach and frequency requirements of
advertising media selected?
3. Define media requirements:
Did the learner demonstrate that they could
analyse creative requirements of advertising
message and determine media implications?
4. Define media requirements:
Did the learner demonstrate that they could
identify media merchandising requirements
from the advertising brief?
5. Define media requirements:
Did the learner demonstrate that they could
confirm media budget and identify legal and
voluntary constraints?
6. Select media vehicles:
Did the learner demonstrate that they could
weigh up relative merits of identified media
Syed Saqib
Hussain
Meenu Sharma
Dharna
Vyas