TAE40116 – Upgrade Assessment

This document provides instructions and templates for the Upgrade Assessment for Certificate IV in Training and Assessment. It includes information on developing an assessment plan, assessment methods, resources required, and assessment instructions. The assessment tasks include written tests, practical tasks, and group discussions. The assessment is conducted in a classroom-based training and assessment environment.

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

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 three training 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 Instructions and 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 included for you to use if you wish. Note you 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 used if 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 loaded with Microsoft
Printer
Room set up in a simulated office environment
Company Policy and Procedures
Assessment Task 3
Assessors guideline notes
Safety considerations Students are made aware of any hazards as part of the safety brief at the start
of the training.
Students are working under supervision at all times
Instructions to the candidate: Assessment Task 1
This assessment is a written assessment made up of 10 questions
You are to read the question and write the answer in the space
provided
This is a closed book assessment
This assessment is completed in the training room in no longer
than 30mins.
Resources Required
 Pen
 Written Assessment Document
 Desk, chair
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ASSESSMENT TASK INSTRUCTIONS
Assessment Task 1
This assessment is a written assessment made up of 20 questions
You are to read the question and write the answer in the space
provided
This is a closed book assessment
This assessment is completed in the training room in no longer
than 40mins.
Resources Required
• Pen
• Written Assessment Document
• Desk, chair
Assessment Task 2
The assessment of this task is, you are required to read the SOP
for the computer and set up the excel spreadsheet as per the
instructions given. At the end of each stage you are to save and
submit your results, there are 3 stages to the instruction
regarding outcomes required for the assessment.
Resources Required
Instructions for the computer
Computer
Desk and Chair
Network availability
Assessment Task 3
Assessment task 3 will be preformed as a group and will be based
around group input to discussions on working with excel
spreadsheets, outcomes and troubleshooting
Conditions of Assessment
You must complete all assessment tasks
Assessment must be conducted in a safe environment where
evidence gathered demonstrates consistent performance of
typical activities experienced in the general administration field of
work and include access to:
• operational manuals
• organisational procedures related to operation and
maintenance of equipment
• records relating to resources
• case studies and, where possible, real situations.
You will be provided feedback on your performance by your
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ASSESSMENT TASK INSTRUCTIONS
assessor.
The feedback will indicate if you have satisfactorily the
requirements for each task or not satisfactorily met the
requirements, the assessor will also clarify the tasks you must re-
attempt at a later date to demonstrat a satisfactory performance.
You have the right to appeal the outcome of the assessment
decisions if you feel you be treated unfairly or have other grounds
for appeal.
What needs to be submitted? Assessment Task 1
Responses to written questions
Assessment Task 2
A document as per the computer task document is saved in 3 stages to show
the process has been completed correctly
Assessment Task 3
Nothing to be submittred a group discussion task, the assessor will note your
involvement
Resubmission For the assessment to be deemed satisfactory, your responses to the written
questions must be correct. If not 100% correct you may be asked to complete a
further task to demonstrate competency
Reasonable adjustments
(assessor to indicate possible
adjustments):
If you have any learning issues that may negatively impact you when attempting
any part of the assessment contact your trainer.
If you have any questions or require clarifications contact your trainer.
Assessor name Narelle Ward Date 27/02/2019
Assessor signature
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Role Play/Scenario/Observation Task Template
ROLE PLAY / SCENARIO/OBSERVATION TASK
Instructions to the candidate:
This assessment task requires you to prepare charts and to create as well as use spreadsheets for both non-
cloud and cloud based applications of spreadsheet. To complete this task you have to use proper
knowledge and skill set and that will lead you to the generation of satisfactory results. The preparation of
the spreadsheet is significant for the utilization of it in bookkeeping and for timetabling, costing, scheduling
and estimating as well. You have to first decide what are the objectives of a spreadsheet.
 It can help yu to manipulate data.1
 They can help you for calculations using different data.
 They can be used for graphical representation of data.
You are required to utilize your computers individually and to set them according to the practices that you
have learned earlier in the course and from the instruction manual. You are then to create a spreadsheet
using the computer that will help in the performance of routine work such as calculation and greaphical
representation of data.
There are a number of resources that are linked to this task and for the proper performance of it you must
use them.
 Chairs
 Desks
 Internet access
 Printers2
 Student specific network on the PC
 Spreadsheets and charts
 Personal Computer and Microsoft spreadsheet
 Cloud based applications
 Non-cloud based applications
 A room where there are computers and appropriate facilities to run them
 Rules and regulations of the company and the training institute
You have to complete the following tasks one at a time and move on to the next one in order to
successfully complete the whole assessment and get a satisfactory result.
 Task 1 requires you to take part in a written assessment. There will be 10 questions in this
part, which you will have to answer correctly in order to prove your competence. Aal the
studnets will be provided with individual assessment sheets where they will have fill in the
answers of all the questions. You also have to set the computer up according to the
practices of the training.
 Task 2 requires you to read the SOP that is provided for the computer and its set up to
carry in further with the assessment. On the computer you will need to set up an excel
spreadsheet as stated in the instructions of the manual of the course. The students will
read the SOPs and complete the tasks accordingly before moving on to the next task. Each
stage will provide a certain result that has to be submitted and there will be total 3 stages
as per the instructions about the outcomes that are required for the assessement.
 Task 3 is where you will be asked to form groups and then carry on with the group input as
the source of discussion. The discussions will vary from the spreadsheets, the outcomes as
1 Anees Ahmad Bangash, Khalid Amin Khan and Gulraiz Akhter, "Spreadsheets For Understanding Seismic Energy Partitioning
Equations" (2017) 25(3) Computer Applications in Engineering Education.
2 Biljana Mileva Boshkoska et al, "Abdominal Surgery Process Modeling Framework For Simulation Using Spreadsheets"
(2015) 121(1) Computer Methods and Programs in Biomedicine.
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well as troubleshooting.
Conditions of the Assessment
The student needs to complete all the tasks of the assessment to prove competence.
The performance of the assessment have to be done in an atmoshphere that is safe. The evidence that
have been gathered will help to define the consistency of the performance of the various activities in the
field of general administration of the work and includes the following access:
 Manuals for the operations to be done
 Records relting to the resources provided3
 Real life situations and case studies accordin to availability
 The procedures of the training institute and the organization according to the maintenance
of the equipments and their operations.
The students will be provided with feedback by their individual assessors.
The feedback that the assessor will provide will inform if the answers to all the all the questions were
satisfactory or unsatisfactory. If the answers fail to meet the requirements satisfactorily then the student
will be given a chance to re-attempt for the portions where there has been a lack and where the answers
have been wrong to demonstrate the competence.
The students have the right of appeal and the chance have been provided to them to enquire about the
feedback if the student feels that there has been an unjets treatment at play.
Role-play/Scenario/Observation task details:
You need to prepare for the selected assessment task as the satisfactory meeting of the requirements will
prove the competence level. In order to do so and to prepare and utilize a spreadsheet the following tasks
has to be fulfilled by the student:
 Selecting the resources and preparing them. Focusing on the user ergonomic and OHS
requirements.4
 Creation of simple spreadsheets. Entering data, checking and amending to maintain the
consistency of layout and design. Formatting the spreadsheet with the use of software
functions.
 Production of simple type of charts by the selection of the type of chart and design. The
chart can be created by the appropriate range of data in the spreadsheet.
 Finalising the spreadsheets and printing them.
3 Frank M. LoSchiavo, "How To Create Automatically Graded Spreadsheets For Statistics Courses" (2016) 43(2) Teaching of
Psychology.
4 Ross Sparks, "Linking EWMA P Charts And The Risk Adjustment Control Charts" (2016) 33(3) Quality and Reliability
Engineering International.
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ROLE PLAY / SCENARIO/ OBSERVATION TASK CHECKLIST
Did the candidate: Yes No N/A Comments
1
The students can complete the tasks
according to the practices of the safe work
place and in order to do it they can identify
the necessary steps and report it back to
the assessor.
2
The students completed the close book task
of the assessment and by doing so prove
their skills and ability to assimilate the
requirements of the course.
3
The students have learned how to creat
charts and spreadsheets and how to utilize
them as well according to the procedures of
the workplace and have reported it to the
designated trainer.
4
The students have to test and use the
output meets of the task requiremmet that is
validated by the discussion of the assessor
and the instructions in the manual.
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 assessor has to read and follow properly the guidebook or the handbook of th etriner/assessor in order
to evaluate the tasks of the assessment. The following details are covered in the handbook:
 Assessor instructuions- pre-assessment
 Assessor instructuions- during assessment
 Assessor instructuions- post assessment
 Necessary guidelines for finishing assessment tasks
 Students that require specific learning resources
The role of the assessor:
The assessore and sometimes the trainer plays the following role in the assessment task:
 The assessor has to contact the student at the very beginning of the course and of the
assessment and has to continue it till the end or the completion of the tasks.
 The assessor has to make sure that the candidate is aware of all the regulations and the
rules of the institution and of the specific assessment.5
 The assessor must ensure that individual students are awrae of their responsibilities and
works while taking the assessment task.
 The evidence gathering and the accreditation that is significant before the achievement or
learning.
 The assessor has to provide constructive feedback to the students in both writeen and oral
format. The process of assessing has to be maintained from the very beginning so that it
includes the planning as well as the recording of all the important details.
 The maintenance of the student’s assessment as well as achievement records in order to
have internal verification in the future.6
Role-play/Scenario/Observation task details:
The assessor is required to possess and provide the following resources to the students:
 The access to a classroom where there is a computer.
 The access to a software for spreadsheet.
 A USB thumb drive
 An A4 paper/papers
 Pens, pencils, highlighters and erasers.
5 Natalia Shamshina, "Solving Tasks Of Computer Modeling In Excel Spreadsheet" (2018) 18(4) Physical and Mathematical
Education.
6 Majid Niazkar and Seied Hosein Afzali, "Analysis Of Water Distribution Networks Using MATLAB And Excel Spreadsheet: H-
Based Methods" (2017) 25(1) Computer Applications in Engineering Education.
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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 students have been able to complete the whole task
successfully and have shown the ability to combine their
abilities in order to meet the requirememts.
Observe whetehr the tasks that have been
completed have followed the instructions of the
manual
2 The students were part of an assessment where they were
required to create a spreadsheet and a chart and then utilize
in their everyday routine of their lives.
Observe whether the equipments used to complete
the tasks comply with the safety measures of the
workplace and the institution
3 The students are being able to reflect on all the practices that
are related or linked to the spreadsheets
Focusing on the criterias of the assessment
4 The studnets are able to achieve the task criteria and then
can reflect on their own fatigue and stress and their various
levels and finally, reporting it to the designated trainer.
Keeping the health and safety measures of the
students in accordance with the instructions.
5. The students are able to layout the prepared spreadsheets by
using specific software programs or functions in order to
change the layout of the cell and of the page and then to
assemble the required data according to the style and the
presentation of the manual
Checking that the students use the sites and the IDs
that the institution have provided and can be tracked
on in the future.
6. Making sure that the students utilize the studnets use and test
the validate taks requiremnets of output meets while
discussing it with the appropriate individual.
Focusing on providing specific and proper details
about 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.
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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Bibliography
LoSchiavo, Frank M., "How To Create Automatically Graded Spreadsheets For Statistics Courses" (2016)
43(2) Teaching of Psychology
Bangash, Anees Ahmad, Khalid Amin Khan and Gulraiz Akhter, "Spreadsheets For Understanding Seismic Energy
Partitioning Equations" (2017) 25(3) Computer Applications in Engineering Education
Boshkoska, Biljana Mileva et al, "Abdominal Surgery Process Modeling Framework For Simulation Using
Spreadsheets" (2015) 121(1) Computer Methods and Programs in Biomedicine
Sparks, Ross, "Linking EWMA P Charts And The Risk Adjustment Control Charts" (2016) 33(3) Quality and
Reliability Engineering International
Shamshina, Natalia, "Solving Tasks Of Computer Modeling In Excel Spreadsheet" (2018) 18(4) Physical and
Mathematical Education
Niazkar, Majid and Seied Hosein Afzali, "Analysis Of Water Distribution Networks Using MATLAB And Excel
Spreadsheet: H-Based Methods" (2017) 25(1) Computer Applications in Engineering Education
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Written Questions Template
WRITTEN QUESTIONS
In this part of the assessment you have to read properly the questions that have been provided in the section
below. The answers to all the 10 questions have to provided correctly in order to produce satisfactory results in
the psace that is provided and where it has been indicated.
This part of the assessment focuses on the skills and the knowledge, which you gained while taking part in the
training of the course. The section below contains questions in a sequence that have colledted from the
internet and ensures that the student is able to display his or her capability in completing it.
Resources Required:
 Desk
 Chair
 Pen or pencil
 Written assessment document.
Conditions of the Assessment:
 This is a closed book type of an assessment that will be taking place at the training site and
inside a room for 30 minutes.
 The students or candidates are required to answer all the questions that have been provided
properly and correctly too in order to get successful results. In case the student fails to provide
correct responses to any of the questions, the student will be provided with an additional
assessment task by the assessor that has to be completed correctly to demonstrate
competence.
 The trainer will give the students the feedback on their individual performances. The feedback
will show the students whether they have provided correct response to all the questions or
have given unsatisfactory responses. The students will be advised on the areas they fail and
will be given a chance to re-attempt the assessment task to perform satisfactorily.
 The students or the candidates have the right to appeal, wherein they can enquire or question
any feedback that the assessor provides if they deem that there have been some kind of unfair
treatment. However, the students will need to follow the instructions in the handbook in order
to take the step.
Reasonable adjustment:
The students have the permission to seek out the help of their individual trainers before they take part in the
assessment tasks. They can enquire about any portion of the learning units where there is an issue of clarity.
The trainer can advice the student on the instructions and the procedures involved with the successful
completion of the task if the student fails to understand it.
Question 1
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How are the proper resources for the assessment to be selected?
 Satisfactory  Not satisfactory
Question 2
Why is it important to follow the proper standards of creating a spreadsheet?
 Satisfactory  Not satisfactory
Question 3
Mention two ways in which you can complete the potential requirements of the workplace.
 Satisfactory  Not satisfactory
Question 4
Provide an example of a spreadsheet made by you.
 Satisfactory  Not satisfactory
Question 5
Name two programs to prepare spreadsheet.
 Satisfactory  Not satisfactory
Question 6
In what ways can a spreadsheet be used? Name 3.
 Satisfactory  Not satisfactory
Question 7
What are the safet requirements that has to be followed while preparing a spreadsheet?
 Satisfactory  Not satisfactory
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Question 8
What is th difference between relative and absolute cell references?
 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
The candidates need to provide correct answers to all the 10 questions that have been presented in the section
below.
The knowledge of the students have been gained through proper training on the specific topics and courses
and these 10 questions will help the students prove their competence to the assessor.
Resources Required:
 Assessment document of the student
 Pen
 Chair
 Desk
Conditions of the Assessment:
 This is a closed book type of an assessment that will be taking place at the training site and
inside a room for 30 minutes.
 The students or candidates are required to answer all the questions that have been provided
properly and correctly too in order to get successful results. In case the student fails to provide
correct responses to any of the questions, the student will be provided with an additional
assessment task by the assessor that has to be completed correctly to demonstrate
competence.
 The trainer will give the students the feedback on their individual performances. The feedback
will show the students whether they have provided correct response to all the questions or
have given unsatisfactory responses. The students will be advised on the areas they fail and
will be given a chance to re-attempt the assessment task to perform satisfactorily.
 The students or the candidates have the right to appeal, wherein they can enquire or question
any feedback that the assessor provides if they deem that there have been some kind of unfair
treatment. However, the students will need to follow the instructions in the handbook in order
to take the step.
Guidelines for the Assessment:
Assessor has to read and follow the assessor or trainer’s handbook regarding the tasks and the outline is:
 Assessor Instructions- pre-assessment
 Assessor Instructions- pre-assessment
 Assessor Instructions- post assessment
 Guidelines for administrating written assessments
 Students with specific learning needs
Assessor has to contact the VET training manager to clear up the informtaio rearding the processes of the
assessor, if the required contribution is not clear before the tasks starts.
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Question 1
How are the proper resources for the assessment to be selected?
It is based on the type of the task that has to be done.
 Satisfactory  Not satisfactory
Question 2
Why is it important to follow the proper standards of creating a spreadsheet?
It is important to understand the role of the spreadsheets and their utility. The standard gives consistent
convention in the utilization of formatting of cells.
 Satisfactory  Not satisfactory
Question 3
Mention two ways in which you can complete the potential requirements of the workplace.
Brainstorming ideas.
Collective decision making.
 Satisfactory  Not satisfactory
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Question 4
Provide an example of a spreadsheet made by you.
A spreadsheet on Microsoft Excel for the preparation of the Account Information and Budget.
 Satisfactory  Not satisfactory
Question 5
Name two programs to prepare spreadsheet.
Google Sheets and Lotus Symphony
 Satisfactory  Not satisfactory
Question 6
In what ways can a spreadsheet be used? Name 3.
 For preparing lists
 To track students and give grades
 As payment systems
 Satisfactory  Not satisfactory
Question 7
What are the safet requirements that has to be followed while preparing a spreadsheet?
Continue working in a safe environment.
Check that the electricity and the wires are safe to use.
 Satisfactory  Not satisfactory
Question 8
What is th difference between relative and absolute cell references?
Relative cells shift as we copy them but the absolute cells do not.
 Satisfactory  Not satisfactory
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Mapping document
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Unit Details
BSBITU212 Create and use spreadsheets
Unit Summary
Assessment Type
Assessment Methods
Assessment One
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
b) Mapping clearly shows how each task relates to
unit requirements
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
d) The guidance to assessors is clear and easy to
follow
e) The assessment methods and arrangements used
match all details provided in the Assessment Plan
f) A range of assessment methods are used and
they are suitable to the intended outcomes of the
unit.
g) The tasks ensure appropriate assessment of
practical skills
h) Third party reports, where applicable, are:
 written in plain English so that the third party
can clearly understand what they are being
asked
 only relied upon as supplementary and not
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ASSESSMENT QUALITY REVIEW CHECKLIST
primary evidence
i) Principles of assessment and rules of evidence
have been considered
j) Assessment tasks appropriately reflect industry
expectations and current workplace practices
k) The assessments allow for collection of sufficient
quality and quantity of evidence
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)
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
n) The assessment tools allow for collection of
sufficient quality and quantity of evidence
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)
p) The tools ensure that the assessor will know that
the assessment is based on the student’s own
work
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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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 a colleague 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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