Assessment Plan for BSBITU212

This document provides an assessment plan for the unit BSBITU212 Create and use spreadsheets. It includes the unit description, target group, context of assessment, assessment methods, resources required, assessment arrangements, and safety considerations. The assessment plan is designed for VET students completing a course that includes this unit.

Certificate IV in Training and Assessment
TAE40116 – UPGRADE ASSESSMENT

UNITS OF COMPETENCY
TAEASS502Design and develop assessment tools
TAEASS401Plan assessment activities and processes
Assessment Task 3 – Assessment Booklet

Assessment Task 2
In this task, you are required to plan and organise assessment processes for three units of competency.
This assessment template resembles one assessment tool for one unit of competency. You are to duplicate this
booklet three times.
You will need to engage a qualified colleague who has a TAE qualification or has vocational expertise in the
relevant area to provide feedback to you on your training and assessment plan.
There are clear instructions throughout this resource and if at any time you have questions please do not hesitate
to contact your trainer/assessor.
Step 1 - Assessment Plan
You are required to develop an assessment plan for three different units of competency (one in this resource).
The assessment plan template is to be used for each of the threetraining and assessing environment assessment
plans and must be completed using a different unit of competency for each.
You are welcome to use your own templates if you wish. It is your responsibility to ensure your templates provide
all the information required.
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ASSESSMENT PLAN
Unit name and code BSBITU212 Create and use spreadsheets
Purpose of the assessment This unit describes the skills and knowledge required to
correctly create and use spreadsheets and charts using both
cloud-based and non-cloud based spreadsheet applications.
It applies to individuals who perform a range of routine tasks in
the workplace using a limited range of practical skills and
fundamental knowledge of spreadsheet software/applications
in a defined context under direct supervision or with limited
individual responsibility.
Target group VET Students completing a course that this unit is part of
Context of assessment Training and Assessment Environment
Written and practical components assessment classroom
based
Specific needs of the cohort/individual being
assessed
All students completed an LLN prior to their enrolment
Any other special needs will be assisted as required
Personnel involved in the assessment
process?
Narelle Ward
Assessment information and evidence requirements
Assessment methods
Assessment instruments required for
each method
Unit requirements
this meets (PC1.2,
PE2, KE4 etc.)
1 Written test
Written questions
Instructions for candidate
Marking guide for assessor
See mapping at end
of document
2
Practical Tasks
Instructions
Company Policy & Procedures
Observation Check list
See mapping at end
of document
3 Group Discussion/Question Discussion/Question Guideline for the
assessor
Observation Checklist
See mapping at end
of document
Resources
Specialist support (if applicable/required) Integration Aids are available if required
Any tools or equipment required for
assessment
Desk, chair, computer
Any materials required for assessment Company policy and procedures folder
Any other resources required for assessment
(for example, supporting documentation)
Computer manual
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Any human resources required for assessment
(for example, other workplace personnel,
clients/customers etc.)
Not required for this unit
Assessment arrangements
Timeline for assessment – when will each item
be assessed?
All 3 assessments will be completed within the delivery of the
unit
How long will be given to each assessment? Written Assessment 30 mins
Practical Assessment 1 hour
Group Discussion 30 mins
Is integration of activities possible? The group discussion will lead into the practical assessment
Assessment arrangements continued
Work health and safety issues that may
impact on assessment activities being
conducted
No obvious health and safety issues are foreseen for this
assessment plan. It is expected that students will have a safe
environment at all times.
A sight safety assessment will be made as part of the group
discussion assessment
Privacy/confidentiality issues that may impact
on assessment activities/portfolios submitted
None at this stage as they will be handed to the assessor
directly
Any other issues that may impact on
assessment activities (for example,
sustainability)?
The practical assessment will be rescheduled if there is power
shortage
Any reasonable adjustments identified? Students may need additional time for assessments and this is
available if required
Where will assessment outcomes be
recorded?
A student record summary is used for recording all outcomes
and any feedback. A copy of this will be emailed to all student
Date of each assessment to be
submitted/conducted
All assessments are to be submitted and conducted with the
time allocated for the unit
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Step 2 - Assessment Instructionsand Instruments
You are required to develop a complete assessment tool for the unit of competency indicated in the assessment
plan you have developed in the previous step.
Templates for the assessment tasks and methods are includedfor you to use if you wish. Noteyou are required to
use a range of assessment methods throughout your assessment plans (x3).
Assessments methods suitable to VET are listed on the following ASQA fact sheet:
https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf
Delete any templates you don’t use. Create your own or use any other templates as you wish.
You are required to complete (in most cases) at least two instruments for each assessment method chosen. For
instance; a written test for candidates to complete and a written test with answers for the assessor.
You must create at least one of your own assessment instruments per assessment plan. Other existing
instruments can be usedif suitable (acknowledge the source) and must be contextualised to suit your assessment
plan/context.
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DEVELOP THE ASSESSMENT - Assessment Task Instructions
Note: When completing the following assessment questions,don’t forget to complete your mapping document.
ASSESSMENT TASK INSTRUCTIONS
Unit code and title BSBITU212 Create and use spreadsheets
Workplace/Location Classroom/ Simulated office environment
Purpose of assessment This unit describes the skills and knowledge required to correctly create and use
spreadsheets and charts using both cloud-based and non-cloud based
spreadsheet applications.
It applies to individuals who perform a range of routine tasks in the workplace
using a limited range of practical skills and fundamental knowledge of
spreadsheet software/applications in a defined context under direct supervision
or with limited individual responsibility.
Context of assessment Training and Assessment Environment
Written, Oral and Practical components assessment, classroom based
Resources required for
assessment
Assessment Task 1
Pen and Assessment Paperwork
Assessment Task 2
PC with Microsoft
Printer
Room set according to a proper office environment
Company Procedures and Policy
Assessment Task 3
Assessors guideline notes
Safety considerations The hazards that can take place are informed to the students as part of safety
considerations from the beginning of the training. All students are working
under the supervision.
Instructions to the candidate: Assessment Task 1
Assessment task 1 is a written assessment consist of 10 questions
candidates have to read the question and write the correct
answer in the blanks given.
The assessment is a closed book assessment
This assessment is completed in the training room in no longer
than 30mins.
Resources Required in task 1 are:-
 Desk, chair
 Pen
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ASSESSMENT TASK INSTRUCTIONS
 Written Assessment Document
Assessment Task 2
The assessment task 2 requires the students to read the SOP
carefully for the computer and create the excel spreadsheet
according to the instructions provided. After finishing each
staged students need to save and give in their results, there are 3
stages to the instruction about outcomes needed for the
assessment.
Resources Required
Instructions given for the computer
Desk and Chair
Computer
Network availability
Desk and Chair
Assessment Task 3
Assessment task 3 has to completed as a group and will be
checked according to input of group to discussions on excel
spreadsheets, troubleshooting and outcomes.
Conditions of Assessment
Students have to complete all tasks of the assessment
Assessment to take place in a secure atmosphere where evidence
collected will show the performance rate of representative
activities experienced in the field of work and involve access to:
• operational manuals
• organisational practices related to maintenance and
operation of equipment
• records about resources
• real situations and case studies.
The students will be given feedback on their performance by your
assessor.
The feedback will show how the students have the requirements
for each task or not met the requirements, the assessor has tgo c
clear the tasks. Students will have to re-attempt at a later time to
present a good performance.
Students have the right to ask for the result of the assessment
decisions incase they feel that they are treated unfairly or can
approach to other grounds for appeal.
What needs to be submitted? Assessment Task 1
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ASSESSMENT TASK INSTRUCTIONS
Answers to written questions
Assessment Task 2
A document to be created according to the computer task, document is to be
developed in 3 stages to demostrate the process has been done properly
Assessment Task 3
In the group discussion task, the assessor will check students’s involvement
Resubmission For the assessment to be conducted proeprly, students need to the answer
questionsand have to be correct. Incase they are unable to answer 100%
correct they may have to complete a task further to demonstrate competency
Reasonable adjustments
(assessor to indicate possible
adjustments):
students are asked to contact their trainers incase they are having issues with
their learning
incase any questions have to be cleared or clarified they can contact their
trainer.
Assessor name Date
Assessor signature
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Role Play/Scenario/Observation Task Template
ROLE PLAY / SCENARIO/OBSERVATION TASK
Instructions to the candidate1:
In this assessment task the students are required to utilize their skills and knowledge to create and
use spreadsheets and charts for both non-cloud based and cloud-based spreadsheet applications.
Students need to set their copumter system as per the practices that they learned earlier by using a
computer for creating spreadsheets and using it to carry out rouine tasks.
The important resources need to perform the task are :-
1. Chairs and tables
2. A room with computer providing facilities
3. PC and Microsoft spreadsheet
4. Student network on computer
5. Cloud-based and non-cloud based applications
6. Charts and spreadsheets
7. Connection to internet
8. Printer
Conditions of Assessment
Students have to complete all tasks of the assessment. Assessment to take place in a secure
atmosphere where evidence collected will show the performance rate of representative activities
experienced in the field of work and involve access to:
• operational manuals
1 Pınar Özdemir Kemahlı, Şevket B. Kemahlı and Halil Ekşi, "Being A Candidate For Special Talented
Identity: Assessment Of Parents' To The Student Identification Process Through Domestic Psychosocial
Experiences" (2018) 6(2) Journal of Qualitative Research in Education
Assessment Templates | TAE Training Academy | Page 9

• organisational practices related to maintenance and operation of equipment
• records about resources
• real situations and case studies.
The students will be given feedback on their performance by your assessor. The feedback will
show how the students have the requirements for each task or not met the requirements, the assessor
has tgo c clear the tasks. Students will have to re-attempt at a later time to present a good
performance. Students have the right to ask for the result of the assessment decisions incase they
feel that they are treated unfairly or can approach to other grounds for a appeal.
Task.1 this task has total 10 questions. Students have to read and write the answers. This
assessment is a closed book assessment.
Students have to read the questions and according to that answer in their respective assessment
document. They have to use the computer as per their previous learning practices.
Task 2 – read the SOP carefully for the computer and create the excel spreadsheet according
to the instructions provided
the students to read the SOP carefully for the computer and create the excel spreadsheet according
to the instructions provided. After finishing each staged students need to save and give in their
results, there are 3 stages to the instruction about outcomes needed for the assessment.
Task 3 students need to form group and discussions will be based on group input
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Studens have to form a group and will be checked according to input of group to discussions on
excel spreadsheets, troubleshooting and outcomes.
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ROLE PLAY / SCENARIO/OBSERVATION TASK CHECKLIST
Did the candidate: Yes No N/A Comments
1
Students has finished the closed
book assessment task and showed
an ability to have the skills that are
requirements of this unit
yes Has covered
the whole unit
2
The student should have the
knowledge of how to create
spreadsheets and for this they can
identify potential and existing tasks
in the workplace, report them to
assessors and record them according
to workplace procedures.
yes Students has
the required
knowledge
3
The student form group for group
discussions to achieve work
practices and they can follow
recordings related to resources
yes Role play
4
The students will doing the
following spreadsheet with help of
software functions, to change page
to meet information and cell layout
requirements, as per required style
and presentation
yes Contextualise
the units
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Reasonable adjustments
Candidates are encouraged to contact their trainer prior to attempting this task if they do not understand any
part of this task or if they have any learning issues/ needs that may hinder them when attempting any part of
the assessment.
Student name Date
Assessor name Date
Assessor signature
Task outcome  Satisfactory  Not satisfactory
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Role Play/Scenario/Observation Task Assessor Template
ROLE PLAY / SCENARIO/OBSERVATION TASK ASSESSOR GUIDE
Instructions to the assessor:
The assessors ned to read and follow according to the trainers and assessor’s handbook related to
assessment tasks. The handbook ensures all the things in details :
 Assessor instructions- pre-assessment
 Assessor instructions- during assessment
 Assessor instructions- post assessment
 Necessary guidelines for assessment tasks
Role of assessor includes:-
 The assessors first make contact with candidates and maintain it throughout the assessment.
 All the rule and regulations are to be ensured that the candidate is aware
 The students should be aware of their responsibility and own works during assessment.
 the students will be given accurate, written feedbacks, constructive oral to maintaining the
assessment process from beginning that involves recording and planning all necessary details
by their assessors.
 Maintaining students records and assessment achievement that could be used for internal
verification.2
2 Balakrishnan Nair et al, "Workplace-Based Assessment; Learner And Assessor Perspectives"
[2015] Advances in Medical Education and Practice.
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ROLE PLAY / SCENARIO/OBSERVATION TASK CHECKLIST- ASSESSOR MARKING GUIDE
Use the checklist below to observe the student performing the required task(s) and record their performance. If
the student misses a step, have the student perform the step again, so that you are confident they can
demonstrate that skill.
If the student cannot demonstrate the required skills, you may pose questions or hypothetical situations based
on your knowledge of their work environment and/or the unit requirements.
Use this Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity
observed.
Did the candidate: Marking guides
1 The student can focus on practices they learned
about the spreadsheets and for this they can reflect
on their levels of fatigue and stress, and report to
designated persons
Observation of the candidate that generated
from learning course.
2 Students has finished the closed book assessment
task and showed an ability to have the skills that
are requirements of this unit
Observation of students that he or she has
covered all the areas of the section.
3 The student should have the knowledge of how to
create spreadsheets and for this they can identify
potential and existing tasks in the workplace,
report them to assessors and record them according
to workplace procedures.
Did the candidate went through all the
guidelines and procedures while performing
this assessment?
4 The student form group for group discussions to
achieve work practices and they can follow
recordings related to resources
Did the candidate follow all the rules as per
the instustions to perform the assessment?
Reasonable adjustments
Students are encouraged to contact their trainer prior to attempting this task if they do not understand any part of
this task or if they have any learning issues/ needs that may hinder them when attempting any part of the
assessment.
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You should list possible examples of reasonable adjustments that would be appropriate
Student name Date
Assessor name Date
Assessor signature
Task outcome  Satisfactory  Not satisfactory
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Written Questions Template
WRITTEN QUESTIONS
In this assessment task 1 students, they need to read the questions and write the necessary correct
answer in the blanks being provided and where incited.they need to use their skills and knowledge they
learned during the course.
Resources Required
 Desk, chair
 Pen
 Written Assessment Document
Conditions of Assessment
 It is a closed book assessment to be completed in 40 minutes. they need to answer every
questions.
 The students will be given feedback on their performance by your assessor. The feedback will
show how the students have the requirements for each task or not met the requirements, the
assessor has tgo c clear the tasks. Students will have to re-attempt at a later time to present a
good performance.
 Students have the right to ask for the result of the assessment decisions incase they feel that
they are treated unfairly or can approach to other grounds for a appeal.
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Question 1
Why would it be important to for creating spreadsheets?
 Satisfactory  Not satisfactory
Question 2
provide an example of any spreadsheets you have made?
 Satisfactory  Not satisfactory
Question 3
state the importance data layout in spreadsheet?
 Satisfactory  Not satisfactory
Question 4
What is the type of functions and process used for evaluating formulas in spreadsheet?
 Satisfactory  Not satisfactory
Add and delete questions as required.
Remember your assessment instruments need to cover the whole unit of competency – so remember to map as you go
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Written Questions Assessor Template
WRITTEN QUESTIONS – ASSESSOR GUIDE
In this assessment task 1 students, they need to read the questions and write the necessary correct
answer in the blanks being provided and where incited.they need to use their skills and knowledge they
learned during the course.
Resources Required
 Desk, chair
 Pen
 Written Assessment Document
Conditions of Assessment
 It is a closed book assessment to be completed in 40 minutes. they need to answer every
questions.
 The students will be given feedback on their performance by your assessor. The feedback will
show how the students have the requirements for each task or not met the requirements, the
assessor has tgo c clear the tasks. Students will have to re-attempt at a later time to present a
good performance.
 Students have the right to ask for the result of the assessment decisions incase they feel that
they are treated unfairly or can approach to other grounds for a appeal.
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Question 1
Why would it be important to for creating spreadsheets?
It used for organising the tasks according.
 Satisfactory  Not satisfactory
Question 2
provide an example of any spreadsheets you have made?
Excel helps in the calculations like additions sunstractions.
 Satisfactory  Not satisfactory
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Question 3
What is the type of functions and process used for evaluating formulas in spreadsheet?
With the help of Evaluate Formula we can use it spreadsheets to bring solutions
 Satisfactory  Not satisfactory
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Mapping document
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Unit Details
Unit Summary
Assessment Type
Assessment Methods
Assessment One Questions
Assessment two Practical activity
Element and Performance criteria
Element Performance Criteria AT1 AT2
1.1 Follow workplace policies and procedures Observation
Checklist 1
Q5
Performance Evidence
Knowledge Evidence

Step 3–Review your assessment tool
You are required to complete a review of your completed assessment tool for the unit of competency indicated in
the assessment plan you have developed in the previous step.
A template ‘assessment quality review checklist’ follows to guide you through the review.
If when reviewing you respond with a no (N) when it should be a yes (Y), make the necessary changes on your
assessment tool and add a brief comment of the review tool (comments/suggestions) of what you altered to
rectify the situation.
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Assessment Quality Review Checklist
The following document is to be used by you to review your own assessment questions. Please complete all areas.
ASSESSMENT QUALITY REVIEW CHECKLIST
Unit reviewed:
List all documents that are to be reviewed as part of this process
Assessment plan
Assessment instructions
Assessment
Review Question Y/N/NA Comments and suggestions
a) The unit of competency is sufficiently addressed
including:
 performance criteria
 performance evidence
 knowledge evidence
 assessment conditions
Have i covered the necessary portions
b) Mapping clearly shows how each task relates to
unit requirements
Have i seen all the points related to it
c) The assessment instructions for the student are:
 written in plain English and are clear and easy
to follow
 when and how the tasks are to be completed
 under what conditions
 resources required
 and the criteria against which students will be
assessed
Have i understood the instructions
properly
d) The guidance to assessors is clear and easy to
follow
Have i gone through assessors guide
e) The assessment methods and arrangements used
match all details provided in the Assessment Plan Are the arrangement made according
to the criteria of assessment plan
f) A range of assessment methods are used and
they are suitable to the intended outcomes of the
unit.
Having many types of methods
g) The tasks ensure appropriate assessment of
practical skills
Making sure of skills needed in
assessment
h) Third party reports, where applicable, are:
 written in plain English so that the third party
can clearly understand what they are being
asked
Ensuring the requirements of third part
invloved
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ASSESSMENT QUALITY REVIEW CHECKLIST
 only relied upon as supplementary and not
primary evidence
i) Principles of assessment and rules of evidence
have been considered Setting regulations and rules
j) Assessment tasks appropriately reflect industry
expectations and current workplace practices Attaining the expectations of workplace
k) The assessments allow for collection of sufficient
quality and quantity of evidence Gathering of the quality and quantity of
the
evidences
l) Assessment record tools:
 are easy to use
 ensure the requirements of each task can be
checked and recorded
 allow the recording of an outcome at task
level (S/NS)
 allow the recording of an overall outcome for
the whole unit (C/NYC)
Keeping toos in record for
intact.
m) The assessments ensure:
 competency is assessed over a period of time
and in a range of contexts and;
 there are clear instructions detailing when and
where assessments are to be conducted
Meeting skill and meetings the proper
instructions
n) The assessment tools allow for collection of
sufficient quality and quantity of evidence Gathering of important evidences
o) The assessments can be adapted to suit
individual needs of the student and workplace as
required and provisions for reasonable
adjustment can be made (where required)
Fitting to the needs of the assessment
p) The tools ensure that the assessor will know that
the assessment is based on the student’s own
work
Making sure that evidence has been
assessed
by student
Reviewer
signature:
Reviewer name: Date:
IMPROVEMENTS/ACTIONS TO BE TAKEN
Management to complete this section
Action Due date Responsibilit
y
Completed (Date)
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ASSESSMENT QUALITY REVIEW CHECKLIST
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Step 4 - Trialling assessment tools
You are required to engage relevant personnel to trial and review your assessment tool. This should be another
TAE qualified staff member or acolleague who has knowledge in the vocational area of the unit chosen.
Have them review all of the assessment instruments in the tool to validate the content and applicability (you
could ask them to complete the review checklist from above and/or to complete the tool as a student would to
test usability)
Document the feedback you have received relating to the trial and review conducted. You can summarise the
feedback in the box below or screenshot evidence of feedback received (i.e.) their email response.
Comments:
Amended assessment plans
If the assessment plan was amended based on feedback received, please specify into the following space the
specific changes that were made.
If no changes were required based on feedback from your colleague, please state “no changes were required.”.
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Refernces
Özdemir Kemahlı, Pınar, Şevket B. Kemahlı and Halil Ekşi, "Being A Candidate For Special Talented
Identity: Assessment Of Parents' To The Student Identification Process Through Domestic Psychosocial
Experiences" (2018) 6(2) Journal of Qualitative Research in Education
Nair, Balakrishnan et al, "Workplace-Based Assessment; Learner And Assessor Perspectives"
[2015] Advances in Medical Education and Practice
Assessment Templates | TAE Training Academy | Page 29