Student Assessment User Guide

BSBSTR601 Manage Innovation And Continuous

Improvement

Student Assessment User Guide 1

Contents
1: Introduction.................................................................................................................................... 3
Business Works............................................................................................................................. 3
Key information.............................................................................................................................. 3
2: Preparing for assessment.............................................................................................................. 5
Preparing for assessment.............................................................................................................. 5
3: Undertaking assessment............................................................................................................... 6
Types of assessment..................................................................................................................... 6
Assessment task cover sheets...................................................................................................... 8
Submission instructions................................................................................................................. 8
Completing written assessment tasks............................................................................................ 8
4: Following assessment.................................................................................................................. 10
Right of appeal............................................................................................................................. 10

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1: Introduction
Welcome to the Student Assessment User Guide. This User Guide has been designed to help you to
successfully complete the assessment for units from the Business Services Training Package.

Business Works
A number of documents have been provided with this User Guide to support you to complete training
and assessment including:

 Student Guide: The Student Guide provides you with learning content, activities and links to
videos, further reading and additional material to help you to develop your knowledge and skills.

 Student Assessment Tasks: The Student Assessment Tasks include the tasks themselves as
well as guidance about how to complete each assessment. Submission information and relevant
forms are also included.

 Supporting resources: Supporting resources include templates, forms and portfolios which you
can use to provide evidence of your competence. Your assessor will provide you with the
relevant supporting resources when you are ready to complete assessment for each unit. You
will find a list of the student resources relevant to each task in the Student Assessment Tasks.

Key information

Safety
Regardless of the training or assessment setting, you must always work safely and comply with
legislative requirements. Listen to and follow the direction of your trainer/assessor at all times.

Policies and procedures

The information in this guide is general in nature and should always be read in conjunction with
Infinite learning Institute (ILI) and (where relevant) workplace’s policies and procedures.

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Icons
Icons are used throughout the Student Assessment Tasks to indicate important information.

This information indicates that you will need to read information about a task and that
you may need to seek further clarification or advice before beginning an assessment.

This icon shows that you will need to meet with your assessor (and possibly other
students) to complete a meeting or role play.

This icon shows that you will need to communicate via email or send documents via
email.

This icon indicates that you will need to submit an item of evidence.

This icon indicates that you will need to complete a practical element during a task
which may include research, developing documents, brainstorming ideas and so on.

i This icon indicates that information is provided about completing or submitting your
assessment.

Portfolio icons

This icon indicates that you must attach evidence to support your written entry.

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2: Preparing for assessment
Preparing for assessment
Much of the quality of your assessment relies on the planning and preparation that you do. Take the
time to:

 carefully read through the whole of the assessment task and each of the supporting documents

 ensure that you are clear about what it is that you are expected to do. Ask your assessor for
clarification if you have any questions at all

 be clear on the due dates for each task.

Understand expectations
You will find specific advice at the start of each assessment which will guide you in how to complete
each assessment task. Make sure that you take the time to read this advice and to clarify any
legislative and organisational requirements before proceeding with assessment.
Always ensure that you are clear about what is expected of you. If you need support, advice or
assistance, speak to your trainer and assessor.

Due dates
Your assessor will provide you with a due date for each assessment task.

Reasonable adjustment
You are encouraged to consult with your assessor prior to attempting an assessment task if you have
a learning need or issue that you require additional support with or which may hinder your ability to
successfully complete the assessment.

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3: Undertaking assessment
Types of assessment
The Student Assessment Tasks incorporate a range of assessment styles including:

 knowledge questions

 research tasks

 assessor observations

 portfolios

 projects, which may include case studies

 role plays.

Knowledge questions
Knowledge questions are designed to help you to demonstrate the knowledge which you have
acquired during the unit. Knowledge questions can be completed in a variety of ways including:

 in an open-book setting in the classroom. This means that you can draw on your learning
materials and other resources to answer questions

 in an open-book setting in your own time

 as verbal questions if required for the purposes of reasonable adjustment.

You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

Research tasks
Research tasks are provided to help you to demonstrate your ability to conduct and analyse research
or to gather information. They also help you demonstrate your knowledge about a particular topic.
When completing research tasks, consider the following tips.

 Ensure that you accurately quote your sources (including on-line sources).

 Use information from reliable, relevant sources.

 Use information sources that are current (while there are exceptions, a good guide is not more
than six years old).
You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

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Projects
Projects are provided to help you demonstrate a range of knowledge and skills that you have
developed during your course. They may be completed in your own workplace, in a simulated
workplace, in the classroom or in your own time. Supporting templates and resources are usually
provided to help you. They often have a range of tasks within them which will include observations
and portfolio completion.
You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

Assessor observations
Assessor observations are used where the unit of competency requires that you must be observed by
an assessor demonstrating the skills and knowledge that you have learnt during your course. Before
being observed, make sure that you read through the task information so that you understand what it
is that you must demonstrate. Your assessor will advise you of when you will be observed for the
purposes of assessment.
Observations may be in person, via video conferring software as and when necessary/relevant (e.g.
pandemic conditions or distance-based learners) or you may like to video record evidence for your
assessor to watch later. When submitting video evidence ensure the quality is suitable enough for the
assessor to clearly observe what you are doing and that the audio quality is sufficient. Otherwise, you
may be asked to resubmit.

Round table discussions

Round table discussions are a fantastic way for you to discuss your own real experiences and apply
them in the context of the case study. Even though you may be participating in a project based on a
case study business, you have a wealth of knowledge, experience and skills that you have gathered
over the course of your life that can be reflected on and applied in discussion with your peers and
fellow students. These can then be discussed and applied to the project you are working on, making it
more industry realistic.

Role plays
Role plays are used to assess your knowledge and skills where it would not be possible to provide
evidence in another way. For example, many Human Resources (HR) units will require you to
demonstrate competency in processes like recruitment or termination of employment.
When participating in role plays, ensure that you behave as you would in real workplace. You will find
more information about simulated workplaces below.

Simulated workplace environments

Many of the student assessment tasks that you undertake throughout your course will take place in
the simulated business environment which could include your home and/or classroom. Simulated
workplace tasks are designed to:

 reflect real life work tasks

 are assessed using criteria that relate to the quality of work expected by industry

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 use authentic workplace documentation

 require you to work as part of a team

 involve the use of standard, workplace equipment (hardware, software and consumables)

 require you to consider usual workplace constraints such as time and budgets.
You should therefore ensure that you treat simulated workplaces as real workplaces for the purposes
of assessment by:

 communicating professionally, using industry standard language and terminology

 adhering to an appropriate level of dress and behaviour

 working in a way which is client or team focussed (as relevant to the unit)

 completing group work in a professional, team-oriented way

 behaving in a way which is consistent with current industry practice.

Assessment task cover sheets

You must submit a completed, signed Assessment Cover Sheet for complete unit assessment.

Submission instructions
The format that you will submit tasks in will vary, depending on the task. You will be required to submit
your completed work via MS Teams. For further assistance, please contact your trainer and assessor.

Completing written assessment tasks

The following advice applies to completing all types of written assessment (for example, knowledge
questions, research reports, project portfolios and so on).

 You should always apply the documentation principles that you have learned throughout your
course when answering written questions, completing assessment tasks and presenting reports.
In particular, you should:
o use clear, non-discriminatory language

o use business-like language

o follow your workplace’s policies and procedures

o respect the confidentiality of the people who you are providing services and support to.

 Read each question carefully and focus on answering it in full. For example, if the question asks
you to list five of something, ensure that you provide five examples.

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Written answer question guidance
 The following written questions use a range of “instructional words” such as “identify” or “explain”,
which tell you how you should answer the question. Use the definitions below to assist you to
provide the type of response expected.

 Note that the following guidance is the minimum level of response required.

Analyse: when a question asks you to analyse something, you should do so in detail, and identify
important points and key features. Generally, you are expected to write a response one or two
paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or
more things are similar, ensuring that you also indicate the relevance of the consequences.
Generally, you are expected to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more
things are different, ensuring you indicate the relevance or the consequences. Generally, you are
expected to write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable
qualities or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important
issues or features and express some form of critical judgement. Generally, you are expected to
write a response one or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for
and against something. Generally, you are expected to write a response one or two paragraphs
long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you
should provide a detailed response with key points and features and provide critical analysis.
Generally, you are expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why
something happened or the way it is. Generally, you are expected to write a response two or three
sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly
describe the required information. Generally, you are expected to write a response two or three
sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state
information in a list format.
Outline: when a question asks you to outline something, this means giving only the main points,
Generally, you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only
giving the main points. Generally, you are expected to write a response a few sentences long.

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4: Following assessment
As you complete and submit your complete assessment for the unit, your assessor will mark it and
complete the Marking Checklist. The Marking Checklist will show outcome of each assessment
satisfactory (S) or unsatisfactory (U) or Did not submit and completed unit, which will be competent
(C) and Not Yet Competent (NYC).
If your work has been assessed as being not satisfactory, your assessor will also discuss this verbally
with you and provide advice on re-assessment opportunities as per ILI re-assessment policy.
Depending on the task, this may include

 resubmitting incorrect answers to questions (such as knowledge questions and case studies)

 resubmitting part or all of a project, depending on how the error impacts on the total outcome of
the task

 redoing a role play after being provided with appropriate feedback about your performance

 being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.
Your assessor will provide you with an appropriate timeframe in which to resubmit your work,
according to ILI reassessment policy and procedure.

Right of appeal
You have the right to appeal the outcome of assessment decisions if you feel that you have been
dealt with unfairly or have other appropriate grounds for an appeal.
You should refer to ILI assessment appeals process for more information.

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