In submitting this assignment for assessment, the student acknowledges that:

References are included, where applicable

A backup copy of the assignment has been retained by the student

The Chisholm Institute policy on plagiarism has not been breached

(that is, the contents of the assignment are all the work of the student,
including in-class small group work and work in the students practice
environment).

Department Use Only:

ASSESSMENT TASK DECISION

Comments:

Outcome:

oMR Meets Requirements

oFER Further Evidence Required resubmit by date:

Entering a grade and saving associated evidence in Chisholm Institutes files provides verification by the assessor.

Assessor Name: _____________________________________ Date:

Finished product inspection checklist

(assessment instrument to be completed by the TAE40110 assessor)

Entering a grade and saving associated evidence in Chisholm Institutes files provides verification by the assessor.

TAEASS401B Plan assessment activities and processes

Unit and
Element

Task 7(a): Assessment Plan

Assessment task description and assessment criteria
The assessment plan includes:

TAEASS401B.
01, 02.

Assessment plan parameters training specifications

- purpose of the assessment
- training specifications, including a unit of competency
- contextualisation of the competency standard
- assessment guidelines from the training package

TAEASS401B.
01, 02.

Assessment plan parameters other considerations

- description of the target group of candidates
- guidance on reasonable adjustments to assessment for

Meets
Requirements
Yes

No

TAEASS401B Plan assessment activities and processes

Unit and
Element

Task 7(a): Assessment Plan

Assessment task description and assessment criteria
candidates with particular needs
- relationship to Vocational Education and Training policies and
frameworks
- assessment environment and OHS risk control plan for the
assessment environment

TAEASS401B.
01, 02, 03.

Assessment plan design

TAEASS401B.
01, 02, 03.

Review of the assessment plan

- approval by appropriate personnel.

- assessment plan and mapping matrix (assessment tasks and

assessment methods mapped to elements, critical aspects of
evidence, required skills and required knowledge from the unit
of competency)
- resources

Meets
Requirements
Yes

No

7(a)

Assessment Task Instructions:

Assessment Plan
Scenario
Providing
nationally recognised training
for a Company

Background Information
The management of the Company has engaged your Registered Training Organisation
to provide Nationally Recognised Training for members of their staff.
All of the workers can speak and are literate in English. Some of the workers in the
Administration section speak English as a second language. Some of the workers in
the Warehouse section have learning difficulties and are poor readers; some speak
English as a second language (they are recent migrants) and some have physical
disabilities (use wheelchairs).
The Company has accepted your recommendation that a unit of competency,
BSBITU201A Produce simple word processed documents, will be appropriate to meet
their needs.
You have delivered group-based learning in this unit to the workers from the
Warehouse section. They have been practising their skills and knowledge in the
workplace and are ready to be assessed.
The workers in the Administration section have extensive experience in producing
word processed documents and will undertake Recognition of Prior Learning.
Information related to this Assessment Task
As representatives of the Registered Training Organisation, you need to design an
assessment plan that will meet the needs of the client (the Company) and of the
workers in the Administration and Warehouse sections.
The assessment plan must cover the entire unit of competency.

All areas in the template must be completed.

To be submitted in electronic format.

Assessment Plan

An Assessment Plan is an overall planning document that may include:

Advice on requirements for each section is written in italic script throughout

the template.

Occupational Health and Safety Risk Control Plan relates to keeping the
candidate, assessor and other workers safe during an assessment, rather
than the usual OHS Risk Controls for the work activity.

Explanation of the Assessment plan and mapping matrix gives advice on the
way the Assessment tasks are mapped to the Assessment methods and the
requirements of the unit of competency on the following page.

Use information from the Training needs analysis for the Company in
Assessment Task 3(a) to assist you with the Assessment Guidelines of the
Training Package.

Use information from the Learning Program for warehouse workers of the
Company in Assessment Task 4(a) to assist you with the Training
specifications, Target group of candidates, and Relationship to Vocational
Education and Training policies and frameworks.

what is to be assessed
when assessment is to take place
where assessment is to take place
how assessment is to take place.

Purpose of the assessment

Purpose of the Assessment
(This may include determining training needs of learners, including language, literacy and
numeracy levels before training; monitoring the progress of learners during training;
awarding a qualification or statement of attainment for a unit of competency; meeting
licensing, legislative or regulatory requirements; providing recognition of prior learning.)

To achieve competence in a unit of competency within a qualification (BSB20115

Certificate II in Business).

Training specifications

Use information from the Learning Program for warehouse workers of the
Company in Assessment Task 4(a) to assist you with the Training
specifications.

Unit or Module Code

Unit or Module Title

BSBITU201

Produce simple word processed documents.

Critical aspects for assessment and evidence required to demonstrate

competency in this unit (or specific evidence requirements)
(Check the evidence guide in the unit of competency.)

Performance Evidence
Evidence of the ability to:

produce documents following correct ergonomic, conservation requirements and

organisational policies and procedures

adhere to organisational style manual when formatting documents

refer to help function and user documentation to rectify document problems

use system features

Follow designated timelines when preparing documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided
at least once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:

identify basic formatting styles and their effect on formatting, readability and
appearance of documents

describe purpose, use and function of word processing software

outline organisational requirements for ergonomics, work periods and breaks, and
conservation techniques

Describe what is contained in an organisational style guide.

Contextualisation of the Competency Standard to meet client needs

Contextualisation means linking the requirements of the unit of competency to the
work environment of the client it can involve replacing wording in the unit with
those from the work environment of the client.
(in general, may not change the number and content of elements and
performance criteria. May add specific industry terminology to the performance
criteria, add to or amend the range statement, and add detail to the evidence

guide. None of these changes may distort or limit the competency standard and
must be according to rules on contextualisation in the Training Package.)
Section of
the Unit of
competency
(performance
criteria, range
statement or
evidence
guide)

Details of requirements
(current wording in the section of
the unit of competency)

Contextualisation details
(changes to be made to the
wording, such as specifically
identifying tools and
equipment; organisational
policies, procedures and
forms; organisational
terminology; and people)

Performance
criteria

1.3 Identify organisational and

task requirements for document
layout and design
2.1 Format document using
appropriate software functions to
adjust page layout to meet
information requirements, in
accordance with organisational
style and presentation
requirements
3.1 Ensure final document is
previewed, checked, adjusted
and printed in accordance with
organisational and task
requirements
3.2 Ensure document is
prepared within designated
timelines and organisational
requirements
3.3 Name and store document in
accordance with organisational
requirements and exit
application without information
loss/damage

Organisational requirements
replaced with Company
Procedures Manual

Assessment Guidelines of the Training Package

Use information from the Training needs analysis for the Company in
Assessment Task 3(a) to assist you with the Assessment Guidelines of the
Training Package.

Training Package Assessment Guidelines: assessment system

overview
Assessment must be
carried out in
accordance with the:

Assessment must be carried out in accordance with the:

benchmarks for assessment
specific industry requirements
principles of assessment
rules of evidence
assessment requirements set out in the AQTF

Benchmarks for
assessment

Pathways

The endorsed units of competency in this Training

Package are the benchmarks for assessment. As such,
they provide the basis for nationally recognised
Australian Qualifications Framework (AQF) qualifications
and Statements of Attainment issued by Registered
Training Organisations (RTOs).

The competencies in this Training Package may be

attained in a number of ways including through:
formal or informal education and training
experiences in the workplace
general life experience, and/or
any combination of the above.

Training Package Assessment Guidelines: specific requirements

(This may include requirements that are specific to the industry or training package
and about reasonable adjustments for candidates with special needs.)
Requirements that are
specific to the industry
or training package
(if applicable)

(may be advice on
qualification or licence
requirements for
assessors and/or the
conduct of assessment,
such as advice on
simulated workplaces)

Requirements for Assessors

This section outlines the requirements and responsibilities
of assessors assessing qualifications and units of
competency in BSB, including:

vocational competency requirements

responsibilities in making assessment judgements
the need to maintain currency in assessment practice.

Competency requirements of assessors

The benchmarks for demonstration of this vocational
competence are the relevant units of competency in BSB
Business Services Training Package or equivalent
competence.
Persons who conduct assessments against individual
units of competency from BSB Business Services Training
Package must hold formal recognition of competence
in each unit in which they wish to conduct
assessment or be able to demonstrate equivalent
competence.
Responsibilities of assessors
Assessors have significant responsibilities. Their
judgement certifies that candidates have demonstrated
competency to the standard required in the workplace.

Advice on reasonable
adjustments for
candidates with special
needs

It is important that education providers take meaningful,

transparent and reasonable steps to consult, consider and
implement reasonable adjustments for students with
disability.
Under the Disability Standards for Education 2005,
education providers must make reasonable
adjustments for people with disability to the
maximum extent that those adjustments do not
cause that provider unjustifiable hardship.
1. Lifts
2. Wheel chair access training facilities

Target group of candidates

Use information from the Learning Program for warehouse workers of the
Company in Assessment Task 4(a) to assist you with the Target group of
candidates, but make sure you provide Guidance on reasonable adjustments
to assessments for candidates with particular needs rather than general
support strategies.

Description of Target Group of Candidates for Assessment

(General description of the candidates for assessment that are expected to be in the group.
This may involve their age range, gender, educational background, previous experience of the
subject.)

Existing workers with no formal education in business studies

All workers have basic computer skills

Specific Requirements of Candidates

(Particular needs of some or all of the target group of candidates for assessment. This may
involve language, literacy or numeracy needs; cultural diversity; physical, psychological and
intellectual disabilities and impairments.)

Many years since involved in formal education

Poor literacy
English as a second language
Physical disabilities (use wheelchairs)

Guidance on reasonable adjustments that may be made to assessments

for candidates with particular needs
(such as: modified equipment, increased time allocation, oral/written questions, provide breaks
in assessment, allow support if required)

Allow 50% more time to complete assessment task.

Oral questions may be given as a written test.
Ergonomic workstation for wheelchair users.

Relationship to Vocational Education and Training

policies and frameworks

Use information from the Learning Program for warehouse workers of the
Company in Assessment Task 4(a) to assist you with the Relationship to
Vocational Education and Training policies and frameworks.

Vocational education and training (VET) policies

VET Quality
Framework:
Standards for NVR
Registered Training
Organisations 2011
(website:
www.asqa.gov.au)
List the Essential
Standards for
Continuing
Registration (Part 3).

VET Quality Framework 2011

Standards for NVR Registered Training Organisations in the
VET Quality Framework
Standards
Standard 1: The applicant has strategies in place to provide
quality training and assessment across all of its operations
1.1 The applicant has a defined continuous improvement
strategy that allows for the collection and analysis of data.
The strategy includes implementation of continuous
improvement activities for training and assessment.
1.2 Strategies for training and assessment meet the
requirements of the relevant Training Package or accredited
course and have been developed in consultation with
industry.
1.3 Staff, facilities, equipment, and training and assessment
materials to be used by the applicant are consistent with the
requirements of the Training Package or accredited course
and the applicants own training and assessment strategies.
1.4 The applicant has a defined strategy, procedures and
measures to ensure training and assessment services are
conducted by trainers and assessors who:
(a) have the necessary training and assessment
competencies as determined by the National Quality Council
or its successors, and
(b) have the relevant vocational competencies at least to the
level being delivered or assessed, and
(c) can demonstrate current industry skills directly relevant to
the training/assessment being undertaken and
(d) continue to develop their Vocational Education and
Training (VET) knowledge and skills as well as their industry
currency and trainer/assessor competence.
1.5 The applicant has a defined strategy and procedures in
place to ensure that assessment, including Recognition of
Prior Learning (RPL):
(a) will meet the requirements of the relevant Training
Package or accredited course
(b) will be conducted in accordance with the principles of

assessment and the rules of evidence

(c) will meet workplace and, where relevant, regulatory
requirements.
(d) is systematically validated.
Standard 2: The applicant has strategies in place to adhere
to the principles of access and equity and to maximise
outcomes for its clients.
2.1 The applicant has a strategy in place detailing how it will
establish and meet the needs of clients.
2.2 The applicant has a strategy in place for the
implementation of continuous improvement of client services
informed by the analysis of relevant data.
2.3 The applicant has in place a process and mechanism to
provide all clients information about the training, assessment
and support services to be provided, and about their rights
and obligations, prior to enrolment or entering into an
agreement.
2.4 Where identified in the learning and assessment strategy,
the applicant has engaged or has a defined strategy in place
to engage with employers or other parties who contribute to
each learners training and assessment on the development,
delivery and monitoring of training and assessment.
2.5 The applicant has a defined process and mechanism in
place to ensure learners receive training, assessment and
support services that meet their individual needs. AQTF
Essential Conditions and Standards for Initial Registration | 6
2.6 The applicant has a defined process and mechanism in
place to ensure learners have timely access to current and
accurate records of their participation.
2.7 The applicant has a defined complaints and appeals
process that will ensure learners complaints and appeals are
addressed effectively and efficiently.
Standard 3: The applicant has in place management
systems that will be responsive to the needs of clients, staff
and stakeholders, and the environment in which the RTO will
operate.
3.1 The applicant has a strategy in place detailing how the
management of its operations will ensure clients receive the
services detailed in their agreement with the applicant. 3.2
The applicant has a defined strategy for the implementation
of a systematic continuous improvement approach to the
management of operations.
3.3 Where applicable, the applicant has a defined process
and mechanism to monitor training and/or assessment
services provided on its behalf to ensure that it complies with
all aspects of the AQTF Essential Conditions and Standards
for Initial Registration.
3.4 The applicant has a defined strategy and process to
manage records to ensure their accuracy and integrity.

Registered Training
Organisation
policies and
procedures
List RTO policies and
procedures that are
relevant to this
learning program
(these may be from
the Registered
Training Organisation
Policies and
Procedures Manual
for the simulated
workplace).

Access and Equity

Occupational Health and Safety
Privacy Policy
Training and Assessment Strategy Policy
Assessment Validation Policy
Complaints and Appeals
Risk Management Policy

Assessment environment
Assessment Environment
(workplace, simulated
workplace, off-the-job such as
a classroom)

Workplace of the company

Occupational Health and Safety Risk Control Plan relates to keeping the
candidate, assessor and other workers safe during an assessment, rather
than the usual OHS Risk Controls for the work activity.

Occupational Health and Safety

Outline any OH&S requirements that need to be considered in the assessment of this unit
Hazard

Risk
Assessment

Control Measure

Person
responsible

Timeframe
to complete

Organisational
Health and Safety
(physical)

High

Explanation of
safety and
evacuation
procedures

Safety
Officer of
the
workplace

Before
assessmen
t

Workplace
bullying / Stress
(psychological)

Medium

Setting ground
rules /boundaries
working as a group

Safety
Officer of
the
workplace

Before
assessmen
t

Physical broken
equipment, electric
cords, personal
accessories of
learners
(physical)

Low

OHS check
equipment before
use, reporting
hazards to trainer,
learners
responsible for
personal
accessories safety

Safety
Officer of
the
workplace

Before
assessmen
t

Assessor unfamiliar
with environment
(health and
evacuation)

High

Induction
- facilities
- evacuation
procedure

Safety
Officer of
the
workplace

Before
assessment

Other workers in the

office area
(emotional and
confined space)

Low

Relocate other
workers to other
areas

Workplace
supervisor

Start of
assessment

Small space for

assessor and
candidate (confined
space)

Medium

Well-designed
rooms with proper
chairs, computers
and regular breaks

Workplace
officer/
supervisor

Start and
during the
assessmen
t

Explanation of the Assessment plan and mapping matrix

Explanation of the Assessment plan and mapping matrix gives advice on the way the Assessment tasks are referenced or mapped to the
Assessment methods and requirements of the unit of competency.

Assessment Plan and Mapping Matrix

Task
Numbe
r

Description of
Assessment Task

Assessment activity for

the candidate to
demonstrate
competence in skills
and/or knowledge
(such as a practical
task as carried out in
the workplace and/or
areas of knowledge)

Method of
Assessment
(observation, inspection
of finished products,
questions, and so on)

Method used to assess

the Task (such as
observation of
procedures followed in
a demonstration,
inspection of finished
products, oral or
written questions on
required knowledge)

Unit of competency
(code) and Element/s of
competency assessed

in the assessment task

Direct quote from the
unit of competency:
Unit code; Element
number and name
(found near the
beginning of the unit)

Critical Aspects of
Evidence (from the
unit of competency)
assessed in the
assessment task

Required Skills (from

the unit of
competency)
assessed in the
assessment task

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

Direct quote from the

unit of competency:
Critical aspects for
assessment and
evidence (found in the
Evidence Guide of the
unit)

Direct quote from the

unit of competency:
Required Skills
(usually found after the
Elements in the unit)

Direct quote from the

unit of competency:
Required Knowledge
(usually found after the
Elements in the unit)

Assessment plan and mapping matrix

Assessment Plan and Mapping Matrix

Assessment tasks in the Assessment plan are designed by the assessor for the candidate to undertake to show competence.
The Critical aspects for assessment and evidence in the Evidence Guide are the foundation for creating the assessment tasks, as well
as any other requirements of the unit of competency.

Task
Numbe
r

Description of
Assessment Task

Produce one
simple, wordprocessed
document, such as
a letter, within
designated time
line.

Method of
Assessment
(observation,
inspection of finished
products, questions,
and so on)

Observation of
procedures
followed in a
demonstration
(workplace).

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

BSBITU201
1. Prepare to
produce
documents
2. Produce
documents
3. Finalise
documents

Critical Aspects of
Evidence (from the
unit of
competency)
assessed in the
assessment task

Required Skills
(from the unit of
competency)
assessed in the
assessment task

Produce three
simple, wordprocessed
documents

communication
skills to clarify
document
requirements

editing and
proofreading
skills to check
own work for
accuracy

keyboarding

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

formatting styles
and their effect
on formatting,
readability and
appearance of
documents

purpose, use and

function of word
processing
software

Task
Numbe
r

Description of
Assessment Task

Method of
Assessment
(observation,
inspection of finished
products, questions,
and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from the
unit of
competency)
assessed in the
assessment task

Required Skills
(from the unit of
competency)
assessed in the
assessment task

skills to enter
text and
numerical data

literacy skills to
read and
understand
organisation's
procedures,
and to use
basic models to
produce a
range of
correspondenc
e

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

organisational
requirements for
ergonomics, work
periods and
breaks, and
conservation
techniques

organisational
style guide.

Task
Numbe
r

Description of
Assessment Task

Method of
Assessment
(observation,
inspection of finished
products, questions,
and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Use the online

Help function to
solve a problem
with formatting a
document.

Observation of
procedures
followed in a
demonstration
(workplace).

BSBITU201

Produce two
simple wordprocessed
documents as
directed by
workplace
supervisor.

Inspection of
finished products.

BSBITU201

2. Produce
documents

3. Finalise
documents

Critical Aspects of
Evidence (from the
unit of
competency)
assessed in the
assessment task

Required Skills
(from the unit of
competency)
assessed in the
assessment task

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

Produce three
simple, wordprocessed
documents

Problemsolving skills to
solve routine
problems.

purpose, use and

function of word
processing software

knowledge of
simple word
processing
functions,
standard
document
layout and
design
principles

literacy skills to
read and
understand
organisation's
procedures,
and to use
basic models to
produce a
range of
correspondenc
e

formatting styles and

their effect on
formatting, readability
and appearance of
documents

purpose, use and

function of word
processing software

organisational
requirements for
ergonomics, work
periods and breaks,

Problem-

Task
Numbe
r

Description of
Assessment Task

Method of
Assessment
(observation,
inspection of finished
products, questions,
and so on)

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

Critical Aspects of
Evidence (from the
unit of
competency)
assessed in the
assessment task

Required Skills
(from the unit of
competency)
assessed in the
assessment task

solving skills to
solve routine
problems.

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

and conservation
techniques

Organisational style
guide.

Task
Numbe
r

Description of
Assessment Task

Questions:

Method of
Assessment
(observation,
inspection of finished
products, questions,
and so on)

formatting styles

word processing
functions,
standard
document layout
and design
principles

Occupational
Health and
Safety

conservation
techniques

using manuals
and online help.

Multiple choice
questions on
required
knowledge.

Unit of competency
(code) and Element/s
of competency

assessed in the
assessment task

BSBITU201
1. Prepare to
produce
documents
2. Produce
documents

Critical Aspects of
Evidence (from the
unit of
competency)
assessed in the
assessment task

knowledge of
simple word
processing
functions,
standard
document
layout and
design
principles

Required Skills
(from the unit of
competency)
assessed in the
assessment task

Required Knowledge
(from the unit of
competency)
assessed in the
assessment task

formatting styles and

their effect on
formatting, readability
and appearance of
documents

purpose, use and

function of word
processing software

organisational
requirements for
ergonomics, work
periods and breaks,
and conservation
techniques

Organisational style
guide.

literacy skills to
read and
understand
organisation's
procedures,
and to use
basic models to
produce a
range of
correspondenc
e
Problemsolving skills to
solve routine
problems.

Recognition of Prior Learning (RPL) evidence

Outline appropriate evidence for
Recognition of Prior Learning (RPL)
for this unit of competency:

Knowledge:
- occupational health and safety and conservation techniques
- simple word processing functions, standard document layout and design principles
Work samples:
- at least three word processed documents produced according to organisational requirements in the
workplace.
Third party report or reference:
- Supervisor or manager to support that candidate has produced word processed documents
according to organisational requirements within designated time lines and with appropriate
occupational health and safety and conservation techniques for at least 1 month within the last 6
months.

Resources
Resources (include Assessment Tool and other resources required)
Name/Type

Work station with personal computer

Printer and paper

Organisational style guide

Assessment Tool

Administration arrangements
Reporting arrangements of assessment outcome to stakeholders:
(outcome reported to such as: candidate, trainer, workplace supervisor, RTO administration staff)

Assessment Outcome reported to:

Candidate
Workplace supervisor
RTO administration staff
Australian Apprenticeship Centre for administration workers

Approval of the assessment plan

Approval of assessment plan

Approval of planning documents

Description of planning
documents:

Assessment plan

Approval of assessment by training personnel

Name of assessor:

Authorising Officer Details

(such as: RTO Manager. This may be your TAE40110 facilitator if you are using a simulated workplace.)
Name of authorising officer:

Position:

Version Control: (ensures the current Assessment Plan is being used)

Version

Date of Issue

File path (location of document)

Author

Review Date

TAE40110 facilitato