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BSBSUS501 Develop a workplace policy and procedures for sustainability

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BSBSUS501 Develop a workplace policy and procedures for sustainability

 BSBSUS501 Develop a workplace policy and procedures for sustainability

 

 

1. Students must submit assessments by due dates; otherwise, they will incur a fine of $50.00.per Unit (if submitted within one week after the due date) followed by $100.00 per Unit (if submitted within two weeks after the due date) and $150.00 per Unit (if submitted within one month after the due date). If you don’t submit assessments even by one month, or do not pay fines, HIBT may report to DIBP as against non-completion of assessments and non-payment of fees and fines, and it may affect your student visa.

 

2. Plagiarism is not accepted in Australian education system and at HIBT. You should not practice any plagiarism in your assessments or any other works. If you are found to practice plagiarism, or your assessment has been found to be plagiarised, you will be fined $250 (for first time) followed by $500 (for second time) and $1000 (for third time). If you are still found to be plagiarised after the third time, HIBT will report to DIBP as against plagiarism and it may affect your student visa.

Summative Assessment - Assessor Instructions  

It is important that in conducting assessment, the assessor undertakes the following:

Prior to conducting the assessment

  • Read the assessment tasks as detailed throughout this document
  • Contextualise the task (and checklist) to ensure it reflects the students working environment.  (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
  • Read the assessor instructions and checklist prior to commencing the assessment
  • Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
  • Make suitable modifications to the assessment environment (if required),  to allow all tasks to be observed
  • Ensure the student is allocated the appropriate time and resources for the task
  • If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
  • If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment. 
  • Advise the student prior to conducting the assessment of:
    • what will occur throughout the assessment process
    • when the assessment will occur
    • the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)
    • the RTO reasonable adjustment process and offer adjustment for any students needing assistance
    • the RTO re-assessment and appeals process
  • You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid.  The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment.
  • Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment.  The student instructions provide appropriate detail for the student on the expected level of competency for each task. 

Conducting the assessment

  • Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible
  • Advise the student when to commence the assessment
  • Observe the student undertake the tasks as outlined
  • Record your observations in the assessor checklist
  • Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
  • Where a checklist point is not appropriate, write "N/A" in the space provided
  • Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment.  Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid)
  • Gather supporting documentation where available and appropriate (as evidence)
  • Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else.  In the event that the actions of the student impact on the safety of any person - you are to immediately cease the assessment and take actions to reduce the identified risk.
  • If a student performs an action incorrectly, mark it as such.  Record what you see, not what you want to see.
  • Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided.

Making and recording the decision

  • The student needs to be deemed satisfactory in all assessments to gain competency.
  • You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)
  • If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity. 
  • Re-assessments:
    • Re-assessments are to be undertaken on a different date.  This is to allow an opportunity for the student to undergo further training as required, and to ensure the student is assessed on their ability to demonstrate their actual skills and knowledge - not just their ability to answer questions / perform actions based on immediate advice of the assessor.
    • When undertaking observation based re-assessments, students must perform the full task that relates to the observation.  This means if a student undertakes an observation and is marked not satisfactory on one or more points within the observation, they must perform the task again in full.
    • If a student has been marked as satisfactory on any full observation task, they are not required to be re-assessed on that task again.
    • Written assessments (if applicable).  Students are only required to be re-assessed on the questions relating to the topic they answered incorrectly in the initial assessment.  For example, if the student answered Q1, 2, 3 correctly, but answered Q4+5 incorrectly; then they must be re-assessed on Q4+5 on a later date
  • Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision.
  • Assess the students on what you observe during the assessment period, not on their actions before or after the assessment.
  • If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.
  • Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete
  • Attach all evidence (projects / checklists / tests, etc) to this form.
  • Submit the completed Assessment  Summary/ Cover sheet and associated evidence for processing as per your RTO procedures

Providing feedback

  • Provide constructive feedback to the student on their performance during the assessment period.  Do not make any comments on actions undertaken prior or after the assessment period.
  • Provide the student with:
    • Their assessment result
    • Clear and constructive feedback based on the assessment decision
    • The reasons underpinning your assessment decision
    • Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
    • An opportunity for reassessment if appropriate or requested by the candidate
    • Information on appeal process as applicable to your organisation


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