Develop Assessment Tools: SITHCCC003

This document provides instructions for updating and creating assessment instruments for the unit of competency SITHCCC003 Prepare and present sandwiches. It includes information on accessing existing assessment instruments, creating additional instruments if needed, and updating the mapping to show how the assessment meets the competency. Templates for assessment instruments are available on the online portal.

Participant Name: INSERT NAME HERE
Day 3 Theory Assessment
Assessment Activity Task 1 – Develop Assessment Tools: SITHCCC003
As a group, you have just completed a review of an existing assessment for SITHCCC003 Prepare and
present sandwiches.
You will be required to:
a) Update the assessment instruments to ensure the unit of competency SITHCCC003 has been
sufficiently addressed (ensuring version control is applied).
b) Create additional assessment instruments if required.
c) Update the existing mapping to show how the assessment meets the unit of competency.
Your trainer will supply the existing assessment instruments and mapping documents, the
templates for assessment instruments are available on your online portal
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Participant Name: INSERT NAME HERE
Assessment Activity Task 2 – Create an Assessment Plan and Develop Assessment
Instruments (BSBADM101)
Scenario
Fiona is undertaking HLT23215 Certificate II in Health Support Services (Health Administration) as part of
her skilling to become a well-rounded Administration Support Assistant at a Sports Injury Rehabilitation
Centre. She is a part of a team of five who give administration support to several Physiotherapists who
provide treatment for acute pain, sporting injuries and back and neck pain.
Fiona’s role is a junior role in the organisation and she also acts the receptionist. Her standard duties
are:
 Welcome clients & provide exceptional customer service
 Answering incoming calls
 Manage a busy appointment book
 Accounts receivable
 Filing
 Using Fellowes Comb Pulsar+ 300 Binding Machine to produce rehab plans to hand to clients
 Assist the Practice Manager
 Looking after practitioners/patients
 General office administration duties
 Promote our services and events
The Sports Clinic where she works is open 7 days a week and Fiona’s roster is varied, and her hours are
not reliable each week, so she has chosen to do this course online with any exams or assignments to be
submitted via the online portal and assessments to be done in the workplace with her Manager, Elizabeth
as her workplace supervisor. Fiona has difficulty concentration for long periods of time, however she
finds the variety and fast paced environment works well for her.
Fiona will be undertaking BSBADM101 Use business equipment as part of her elective for the Cert II
course.
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Participant Name: INSERT NAME HERE
You will be required to develop an Assessment Plan for Fiona to undertake BSBADM101 Use business
equipment as well as develop the assessment tools and instruments.
a) Go to training.gov.au and search for the unit of BSBADM101 Use business equipment and
resources. Get familiar with the competency benchmarks for this unit
b) Conduct online research and identify other related documentation that may be relevant
c) Fill out the table below to determine the assessment approach.
What is being assessed (Unit
of Competency, or
Performance Criteria)?
Are there any special
requirements of the unit or
learner (explain why or why
not)?
What opportunities are there in
the learner’s current
employment for on the job
assessment in meeting the
objectives of the competency
standard?
With which parties will you
need to consult and obtain
agreement from in order to
successfully implement the
work based learning pathway
and assessment?
Are there any industry or
workplace standards that can
be used for this assessment?
d) As a group, determine the type of evidence required for each performance criteria, and identify what
you consider to be the most effective assessment method to collect evidence of competency.
Use the template provided below.
Element Performance Criteria Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
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Participant Name: INSERT NAME HERE
1. Select
equipment or
resources
1.1 Identify and access
business equipment or
resources required to
complete the task under
direct instructions
1.2 Estimate quantities and
resources correctly to
complete the task
1.3 Check equipment for
serviceability in
accordance with
equipment instructions
2. Operate
equipment
2.1 Operate equipment in
accordance with
manufacturer’s
specifications and under
direct instructions
2.2 Identify equipment faults
accurately and take
action to ensure
equipment is repaired in
accordance with
manufacturer’s
specifications
2.3 Report repairs outside
area of own
responsibility to
appropriate persons
3. Maintain
equipment or
resources
3.1 Maintain equipment or
resources to support
completion of tasks
under direct instructions
3.2 Undertake maintenance
to ensure equipment
meets manufacturer’s
specifications
3.3 Maintain records
concerning equipment or
resources under direct
instructions
3.4 Store equipment and
resources under direct
instructions
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Participant Name: INSERT NAME HERE
Knowledge Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
K1 describe the functions of available business
equipment
K2 list the key points in operating the available
business equipment safely and correctly
K3 identify common equipment faults
K4 describe how to maintain and store equipment
and resources
Skills Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
S1 choose equipment and resources required for
tasks
S2 operate equipment according to manufacturer
or organisational requirements
S3 report faults according to organisational
requirements
S4 maintain equipment and records according to
instructions
e) For the unit above, are there any specific assessment guidelines? If yes, explain them below.
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Participant Name: INSERT NAME HERE
f) Use the table below to prepare for the assessment plan.
How will it be assessed
(Indirect, Direct,
Supplementary)?
What assessment methods
and instrument will be used
(Verbal Questioning, Written &
Simulated workplace task)?
When will the assessment take
place (before, during, or after
the course)?
Where will the assessment
take place?
Do you have existing
assessment instruments that
can be used for this
assessment?
g) In your group, use the determined assessment methods from Task 3d to develop the assessment
instruments along with the instructions for the candidate and assessors (assessment tools).
1. Ensure instructions are provided for Fiona (as the student), her workplace supervisor
(Elizabeth) and the assessor.
2. Map the assessment instruments to the unit of competency to show how the evidence
collected addresses the assessment requirements.
Use the assessment instruments and assessment mapping matrix template provided in the online
portal
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Participant Name: INSERT NAME HERE
h) How do these assessment tools meet the principles of assessment and the rules of evidence?
Principles of Assessment
 Fair
 Flexible
 Valid
 Reliable
Rules of Evidence
 Valid
 Authentic
 Current
 Sufficient
i) How could these assessment tools meet different contextual needs/environments? Example,
applying this tool to a cohort of learners who are experienced administration assistants and are not
able to travel to your location for assessment.
j) Trial and refine the assessment tools
You are now required to conduct a peer review of the assessment tools using the table below.
Unit of Competency:
Reviewer Name/s:
Version Control Number:
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Participant Name: INSERT NAME HERE
Date of Review:
Criteria Yes/No If no, please provide comments
Does the tool address all assessment
requirements of the unit of competency? Y/N
The level of difficulty is appropriate to the
unit of competency Y/N
The tools will enable effective collection of
evidence Y/N
Clear instructions have been provided for
the candidate, third party and assessor Y/N
Do the contextualised Assessment Tools
meet the required competency standard
and for Fiona to use relevant business
equipment in her workplace?
Y/N
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Participant Name: INSERT NAME HERE
Action Required:
Action Plan for Review Results:
What needs to be done: Who is going to do it? When will it be due?
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Participant Name: INSERT NAME HERE
k) Draft an email to Fiona and her workplace supervisor Elizabeth to confirm the assessment
requirements to be completed in the workplace
To:
From:
Subject:
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Participant Name: INSERT NAME HERE
Assessment Activity Task 3 – Create an Assessment Plan and Develop Assessment
Tools: BSBCMM301
Scenario:
Clare is a 24 year old female, returning to work after being on maternity leave. She has been employed
full time by Pinnacle Mortgage and Finance as a Business Development Assistant. Her role as Business
Development Assistant sometimes involves having to deal with ‘unhappy’ customers. Pinnacle Mortgage
is a member of the Mortgage and Finance Association of Australia and are bound by certain legislative
requirements and if complaints are not resolved, the clients may refer to the Financial Ombudsman
Service Australia.
She will be undertaking BSBCMM301 Process customer complaints as a stand alone unit to develop her
skills in effectively dealing with some of her unhappy customers.
a) Go to training.gov.au and search for the unit of BSBCMM301 Process customer complaints. Get
familiar with the competency benchmarks for this unit
b) Conduct online research and identify other related documentation that may be relevant
c) Fill out the table below to determine the assessment approach.
What is being assessed (Unit
of Competency, or
Performance Criteria)?
Are there any special
requirements of the unit or
learner (explain why or why
not)?
What opportunities are there in
the learner’s current
employment for on the job
assessment in meeting the
objectives of the competency
standard?
With which parties will you
need to consult and obtain
agreement from in order to
successfully implement the
work based learning pathway
and assessment?
Are there any industry or
workplace standards that can
be used for this assessment?
Cert IV TAE – TAE40116 F2F UAT day 3 – V2.0 Page 11

Participant Name: INSERT NAME HERE
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Participant Name: INSERT NAME HERE
d) As a group, determine the type of evidence required for each performance criteria, and identify
what you consider to be the most effective assessment method to collect evidence of
competency.
Use the template provided below.
Element Performance Criteria Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
1. Respond to
complaints
1.1 Process customer
complaints using
effective communication
according to
organisational
procedures established
under organisational
policies, legislation or
codes of practice
1.2 Obtain, document and
review reports relating to
customer complaints
1.3 Make decisions about
customer complaints,
taking into account
applicable legislation,
organisational policies
and codes
1.4 Negotiate resolution of
the complaint and obtain
agreement where
possible
1.5 Maintain a register of
complaints/disputes
1.6 Inform customer of the
outcome of the
investigation
2. Refer
complaints
2.1 Identify complaints that
require referral to other
personnel or external
bodies
2.2 Make referrals to
appropriate personnel
for follow-up in
accordance with
individual level of
responsibility
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Participant Name: INSERT NAME HERE
2.3 Forward all documents
and investigation reports
2.4 Follow-up appropriate
personnel to gain
prompt decisions
3. Exercise
judgement to
resolve
customer
service issues
3.1 Identify implications of
issues for customer and
organisation
3.2 Analyse, explain and
negotiate appropriate
options for resolution
with customer
3.3 Propose viable options
in accordance with
appropriate legislative
requirements and
enterprise policies
3.4 Ensure matters for
which a solution cannot
be negotiated are
referred to appropriate
personnel
Knowledge Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
K1 identify the key provisions of relevant legislation
from all forms of government that may affect
aspects of business operations
K2 explain the communication skills required when
handling customer complaints
K3 outline organisational procedures and
standards for processing complaints
K4 list external bodies to which complaints could
be referred
Skills Evidence Type
Select either Direct, Indirect or
Supplementary
Assessment Method
Example, Q&A, Verbal,
Observation, Third Party Report
etc.
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Participant Name: INSERT NAME HERE
S1 process and document customer complaints
according to organisational and legislative
requirements
S2 use effective communication techniques to
discuss options and resolve complaints
S3 follow correct procedures when referring and
following up complaints.
e) In your groups of 4d, use the determined assessment methods from Task 4d to develop the
assessment instruments along with the instructions for the candidate and assessors (assessment
tools).
1. Ensure instructions are provided for the student and the assessor.
2. Map the assessment instruments to the unit of competency to show how the evidence
collected addresses the assessment requirements.
Use the assessment instrument and assessment mapping matrix template provided in the online
portal
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Participant Name: INSERT NAME HERE
Short Answer Questions
1. Outline the THREE (3) assessment pathways and explain the difference between the assessment
pathway and RPL.
The three types of assessment pathways are –
 Formative assessment – this assessment pathway is a crucial part of learning and teaching. But
this type of assessment utilizes the advice in the process of learning. It also highlights the good
and the bad thing about the work. It also affects the planning of the learner in the future.
 Summative assessment – through this assessment the level of success the learner has achieved
is exhibited, which is estimated by calculating the different objectives the learner has fulfilled. This
type of assessment pathway makes a contribution to the final marks. In addition to this, for the
next stage, it also offers data for selection. The two aspects dependability and logic of the
summative assessment are very crucial. Also, it can offer data, which has formative value.
 Work Integrated Assessment – in this type of assessment, the situations and the tasks are closely
related, with the learner’s experience. This type of assessment is very effective in developing the
skills and abilities of the learners, at the same time it also offers educational development.
Assessment Pathways is also known as opportunity maps, and evidence maps. The assessment
pathways can be defined as the opportunities that the learners attain in improving their skills, habits, and
knowledge, which can happen through both ways that are practically or through ultimate demonstrations.
On the other hand, recognition of prior learning (RPL) can be defined as the platform that offers
recognition to learning or informal learning, through work to attain or get equal amount of acceptance as
the formal levels. RPL is a type of assessment process of individual learning, in which the importance of
given only to the outcome rather than the process.
2. List THREE (3) organizational, legal or ethical requirements of which an assessor must be aware.
Explain how these requirements affect/influence the assessor.
Organizational, Legal
or Ethical
Requirements
How it relates to an Assessor
The assessors should
have all the credentials.
The learning and training are only offered by the assessors who have
knowledge and skills in the current vocational training and learning. The
credentials are proof that the assessor has undergone a professional
development course. This is helpful for knowing the assessor’s credibility.
Declaration of code of
conduct
The assessor should provide a code of conduct report that is offered to him
from the places, where they have worked initially. In addition to this, the code
of conduct is also a confidentiality deal, which binds the assessor in many
rules and regulations, which are punishable, if prohibited.
The assessor should
have vocational
competencies.
The assessor should have vocational competencies, especially they should
be appropriate to the current standards. This will help in understanding the
knowledge and skills of the assessor, which in return are extremely beneficial
for the assessor.
3. For each of the below assessment methods, outline how it is used and what tools an assessor would
require in order to use this form of assessment.
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Participant Name: INSERT NAME HERE
Assessment Method How this assessment is used
in the assessment
Tools required to use this
assessment method
Observation in a simulated
work environment
This assessment method is used
by observing the assessor during
different events, like social
gatherings, study sessions,
meetings, team works, and many
others. Through the observation
method information regarding
assessor’s attitude and behavior
can be obtained.
The tools that can be utilized are
questionnaires and surveys.
Interview Interviews are conducted in
different forms like structured
interviews and unstructured
interviews. Both the interviews
are conducted in a different
manner. For the structured
interview, the questions are
prepared prior to the interview.
On the other hand, in an
unstructured interview, there is
no such preparation done. The
structured interviews are
conducted in a formal manner,
whereas in the unstructured
interviews, the interviewee and
interviewer communicate in an
informal manner.
The tools that are utilized for this
approach are question and
answers.
Portfolio In the portfolio assessment
method, the assessor’s work is
assessed according to a scoring
guide.
The tools used for this
assessment method are reports,
tests, papers, exams, etc.
Third-Party Report In this assessment method, a
third party prepares a report
about the assessor and
evaluates his abilities, skills, and
knowledge according to the
required standards.
In this method, the tools needed
are personal and professional
information about the assessor.
4. What evidence would you as the assessor need to collect to prove the student has the required skill and
knowledge required to meet industry benchmarks?
As an assessor, the student information that will be needed are –
 Results about post and pre-tests.
 Results of comprehensive exams.
 Certificate of the exam.
 Other institutional data.
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Participant Name: INSERT NAME HERE
5. What is the difference between an assessment tool and an assessment instrument?
An assessment tool can be defined as an overarching document that explains all the factors of
assessment performance criteria and assessment process. In the assessment tool, the target groups,
conditions, and context are some of the main factors of an assessment tool. For the assessment tool, It is
extremely crucial to collect different evidence of knowledge and skills about the assessor. The
information about the assessor is gathered through the different evidence that is provided. On the other
hand, an assessment instrument can be defined as one of the component of assessment tool, which
exhibits a specific criteria for assessment or may be evidence. Some of the main aspects of assessment
instrument are assignments and written tests. For the assessment instrument, the most crucial factors
that govern their functioning is work diaries and logbooks. It is through these work diaries and logbooks,
that the functioning of the assessment tool can also be monitored effectively.
6. List the FIVE (5) components that make up an assessment tool.
1. Performance criteria
2. Performance evidence
3. Knowledge evidence
4. Assessment conditions
5. Elements
7. There are many reasons to conduct an assessment (such as meeting a compliance requirement) and
the context of assessment will need to consider different variables as they will influence the
development of the assessment and how evidence is gathered.
Name THREE (3) considerations for the context of assessment
1. For identifying the need for training or to be part of a new learning process
2. To identify the root cause of poor performance, which has further added to organizational failure.
3. To improve the skills and knowledge, which matches the organizational standards.
8. Information from a student’s workplace can identify areas of opportunity for contextualization of an
assessment. List THREE (3) pieces of workplace information that can be included:
1. The information obtained from interviews.
2. The organization information
3. The employees' information about the organization.
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