context and conditions

Student Pack

What is the purpose of this document?

The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.

The information includes the following:

Information related to the unit of competency

Guidelines and instructions to complete each task and activity

A student evaluation form

Student Evaluation Form

These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.

Link to other unit documents

The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.

The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.

The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.

Document Usage

CAQA Resources

https://caqaresources.com.au/

Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources

This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template.

License Agreement:


Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below.

If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.

Student and trainer details

Student details

Full name:

Student ID:

Contact number:

Email address:

Trainer details

Full name:

Qualification and unit of competency

Qualification/Course/Program Details

Code:

Name:

Unit of competency

Code:

BSBCMM411

Name:

Make presentations

Releases:

1.0

Release date:

19/Oct/2020

Assessment Submission Method

By hand to trainer/assessor By email to trainer/assessor

Online submission via Learning Management System (LMS)

Any other method _________________________________________________

(Please describe here)

Student declaration

I have read and understood the information in the Unit Requirements prior to commencing this Student Pack

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;

For the purposes of assessment, I give the trainer/assessor permission to:

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________


Date: ____/_____/______________

Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.

Evidence number/ Task number

Assessment method/ Type of evidence/ Task name

Sufficient evidence recorded/Outcome

Assessment task 1

Knowledge Test (KT)

S / NS (First Attempt)

S / NS (Second Attempt)

Assessment task 2

Skills Test (ST)

S / NS (First Attempt)

S / NS (Second Attempt)

Outcome

C NYC

Date assessed:

Trainer signature:

Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.

Your work has been reviewed and assessed by your trainer/assessor.

You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.

You have been provided with relevant and detailed feedback.

Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

Result of Assessment (satisfactory or unsatisfactory)

Student name, signature and date

Assessor name, signature and date

Relevant and detailed feedback

Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Pre-Assessment Checklist: Task 1 – Knowledge Test

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.

Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

Make sure you understand what evidence is required to be collected and how.

Make sure you know your rights and the Complaints and Appeal process.

Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).

Make sure that you have access to a computer and the internet (if you prefer to type the answers).

Make sure that you have all the required resources needed to complete this assessment task.

The due date of this assessment task is in accordance with your timetable.

In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

I do require reasonable adjustment

I do not require reasonable adjustment

Declaration (Student to complete)

I confirm that the purpose and procedure of this assessment task has been clearly explained to me.

I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment method-based instructions and guidelines: Knowledge Test

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:     

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.

The Knowledge Test is comprised of six (6) written questions

You must respond to all questions and submit them to your Trainer/Assessor.

You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task

You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:        

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).

You must read and respond to all questions.

You may handwrite/use a computer to answer the questions.

You must complete the task independently.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisation’s Student Handbook.

Location:

This assessment task may be completed in:

a classroom

learning management system (i.e. Moodle),

workplace,

or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering the written questions:

Complete a written assessment consisting of a series of questions.

You will be required to answer all the questions correctly.

Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.

Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

You must write your responses in your own words.

Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.

When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge essential to prepare, deliver and review presentations in a range of contexts and industry settings and knowledge regarding the following:

Knowledge of the information collection methods that support review and feedback of presentations

Knowledge of the organisational and legislative obligations and requirements relevant to presentations

Knowledge of the structure of presentations according to intended outcomes

Knowledge of the principles of effective communication including:

persuasive communication techniques

verbal and non-verbal communication

Knowledge of the presentation methods

Knowledge of the different aids, materials and techniques that can be used for presentations.

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1:

How can you use the following presentation evaluation methods to collect information that supports review and feedback of presentations?

Audience evaluation worksheets

Focus group interviews

One-on-one interviews

Write your answer in 100-150 words.

Satisfactory response

Yes

No

Q2:

What are the organisational and legislative obligations and requirements under the following laws that you must adhere to when preparing and delivering presentations?

Privacy Act 1988

Anti-discrimination law

Write your answer in 100-150 words.

Satisfactory response

Yes

No

Q3:

Answer the following questions:

3.1. How can you structure your presentations according to the intended outcomes? Write your answer in 50-70 words.

3.2. What is the basic structure of a presentation? Write your answer in 50-70 words.

Satisfactory response

Yes

No

Q4:

Answer the following questions:

4.1. What are the four (4) major factors that determine the effectiveness of a persuasive message?

4.2. Explain persuasive communication techniques in 70-120 words.

4.2. Explain the following communication methods in 30-50 words each:

Verbal communication

Non-verbal communication

Satisfactory response

Yes

No

Q5:

Explain the following presentation methods in 100-150 words each:

Arousing

Persuasive

Satisfactory response

Yes

No

Q6:

Answer the following questions:

6.1. Explain the purpose of following different presentation aids and materials in 200-250 words:

Overhead projector slides/transparencies

Paper hand-outs

Speaker notes

6.2. What are different techniques that can be used for presentations? Write your answer in 50-70 words.

Satisfactory response

Yes

No

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of this assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 2 – Skills Test

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.

Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

Make sure you understand what evidence is required to be collected and how.

Make sure you know your rights and the Complaints and Appeal process.

Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

Make sure that you have access to a computer and the internet (if you prefer to type the answers).

Make sure that you have all the required resources needed to complete this Assessment Task (AT).

The due date of this assessment task is in accordance with your timetable.

In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

I do require reasonable adjustment

I do not require reasonable adjustment

Declaration (Student to complete)

I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment method-based instructions and guidelines: Skills Test

Assessment type

Skills Test – Prepare, deliver and review presentations

Instructions provided to the student:

Assessment task description:     

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task is a Skills Test.

This assessment task consists of three (3) practical demonstration activities.

Activity 1: Prepare presentations

Activity 2: Deliver presentations

Activity 3: Review presentations

You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:        

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).

You will be assessed independently on this assessment task.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.

Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisation’s Student Handbook.

Location:

This assessment task may be completed in:

a classroom

learning management system (i.e. Moodle),

workplace,

or an independent learning environment.

Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to assess the student’s knowledge and skills essential to prepare, deliver and review presentations in a range of contexts and industry settings.

Skills to review and analyse documents to identify information relevant to a specific presentation

Skills to develop presentation material to convey ideas and information to the target audience in an engaging way

Skills to present information using words and non-verbal features appropriate to the audience and context

Skills to use listening and questioning techniques to gather information required to develop and modify presentations

Skills to interpret audience reactions and changes words and non-verbal features accordingly

Skills to demonstrate sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

Skills to select and use appropriate conventions and protocols to encourage interaction and to present information

Skills to recognise the need to alter personal communication style in response to the needs and expectations of others

Skills to take responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

Skills to use the main features and functions of digital tools to complete work tasks

Task instructions

The purpose of this assessment task is to assess the students’ knowledge and skills essential to prepare, deliver and review presentations.

The student will take on the role of the Team Leader.

The trainer/assessor will take on the role of Supervisor.

The trainer/assessor will further assign the team members’ roles to the students/staff members.

The student will have the responsibility to manage the team members.

For Activity 2, where the presentation is to be delivered:

If the presentation delivery takes place in a face-to-face environment

The trainer/assessor will supervise/observe the student delivering the presentation

If the presentation delivery takes place in an online environment

The student must use video conferencing tools such as zoom

The student must record the presentation and send the recorded presentation to the trainer/assessor.

The trainer/assessor will assess the presentation delivery based upon the recorded presentation

The student must use the templates provided to document their responses.

The student must follow the word-limits specified in the templates.

The trainer/assessor must assess the student using the performance checklist provided.

Assessment Task 2 – Skills Test

Skills Test:

This assessment task requires you to demonstrate the skills and knowledge required to prepare, deliver and review presentations for target audiences. This includes:

Preparing and delivering presentations

Using aids and materials to support the presentation

Selecting and implementing methods to review the effectiveness of presentation and documenting suggested improvements

Workplace/simulated workplace requirements

This assessment task will be completed at your training organisation. The training organisation must meet the following requirements:

Requirements:

The simulated workplace environment consists of:

Your training organisation as your workplace

Standard operating/workplace procedures.

Your trainer/assessor to provide you with assistance throughout the assessment activity.

The following equipment, materials and business software packages for making a presentation:

Computers and internet for all participants and students

MS Office

Printer

Video-conferencing tools such as ‘Zoom.’

Overhead projector

A conference hall or meeting room

A team consisting of at least four (4) team members

Access to the following documents: (Provided along with this unit)

Computer-based workstation ergonomics

https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0013/19102/guide-ergo-comp-workstations.pdf

COVID-19 Workplace guidelines

https://www.health.gov.au/sites/default/files/documents/2020/05/coronavirus-covid-19-information-for-employers_0.pdf

The simulated workplace environment must meet the following criteria:

Are there opportunities for students to:

Yes/No/NA

Follow standard operating/workplace procedures

Use up-to-date software and equipment

Work within stated timelines to meet deadlines

Gain experience in the challenges and complexities of dealing with multiple tasks

Experience prioritising competing tasks and dealing with contingencies

Workplace environment to work with others in a team

Safety processes relevant to the area of work

Equipment, materials and business software packages specified in the simulated workplace requirements

Workplace environment sufficient to work independently and manage workload

Simulated workplace scenario

Scenario 1:

You are working as a Team leader in your training organisation. The COVID-19 restrictions have been lifted, and the staff members can now come to the office for work. However, there are certain legislative guidelines that every staff members must adhere to while working from the office. The management wants you to ensure that the staff members are aware of these guidelines.

They have provided you with information regarding the COVID-19 Workplace guidelines. (Please refer to the link provided below for information regarding the COVID-19 Workplace guidelines.

https://www.health.gov.au/sites/default/files/documents/2020/05/coronavirus-covid-19-information-for-employers_0.pdf

The management wants you to prepare and deliver a presentation to the team members regarding these COVID-19 Workplace guidelines.

Scenario 2:

You are working as a Team leader in your training organisation. One of your team members has sustained a musculoskeletal disorder injury. After analysing the injury’s root cause, it was identified that it was due to poor desktop ergonomics.

The management wants to avoid such injuries in the workplace. They want you to prepare and deliver a presentation to the team members. The purpose of the presentation is to ensure that the team members are aware of the computer-based workstation ergonomics and the safe practices for working on desktops.

The management has provided you with a guide that details information regarding computer-based workstation ergonomics. This information is provided in the link provided below.

https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0013/19102/guide-ergo-comp-workstations.pdf

Skills Test

This assessment task requires you to demonstrate the skills and knowledge required to prepare and deliver the following two (2) different presentations.

Presentation 1: COVID-19 Workplace guidelines

Presentation 2: Computer-based workstation ergonomics

In the course of the above, you must:

Use aids and materials to support the presentations

Select and implement methods to review the effectiveness of presentations and documenting suggested improvements

To do so, you are required to complete the following activities:

Activity 1: Prepare presentations

Activity 2: Deliver presentations

Activity 3: Review presentations

During the completion of these activities, you are required to demonstrate the following skills:

Skills to review and analyse documents to identify information relevant to a specific presentation

Skills to develop presentation material to convey ideas and information to the target audience in an engaging way

Skills to present information using words and non-verbal features appropriate to the audience and context

Skills to use listening and questioning techniques to gather information required to develop and modify presentations

Skills to interpret audience reactions and changes words and non-verbal features accordingly

Skills to demonstrate sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

Skills to select and use appropriate conventions and protocols to encourage interaction and to present information

Skills to recognise the need to alter personal communication style in response to the needs and expectations of others

Skills to take responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

Skills to use the main features and functions of digital tools to complete work tasks

The roles and their responsibilities: Relationships with stakeholders such as team members and Supervisor

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes: 

Role number 1: Supervisor: The Supervisor is the individual who supervises or is in charge of the organisation. They belong of higher rank or status. Their job role and responsibilities are:

Assign a team to you to complete the project.

Assist you in understanding the task requirements.

Provide you information about job roles and responsibilities.

Supervise you completing the assessment task and requirements.

Review and assess student/candidate performance and provide them with constructive feedback, as necessary. 

Role number 2: Team members: The team members are student’s co-worker or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:

Participate as the audience in the presentations.

Participate in a healthy and open discussion.

Communicate and collaborate with you for each assessment activity.

Note:

The trainer/assessor will take on the role of Supervisor.

The trainer/assessor will assign team members to the student for each activity.

The trainer/assessor must provide information to the student regarding the target audience.

Each student will be assessed individually for all assessment activities.

Timeframe to complete the project:

Two weeks (You have two weeks to complete the project)

Task requirements

You will be assessed on your technical knowledge and skills to complete this project.

You will be assessed on working in a team environment and meeting your job role and responsibilities.

You must follow the instructions provided by the Supervisor.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines.

The task must be completed in the specified timeframe.

Activity 1: Prepare presentations

Activity context

The management wants you to prepare the presentations and get them approved by the Supervisor before delivering them. They want you to ensure that the:

Presentation is prepared in accordance with the target audience

Presentation strategies, format and delivery methods are selected in accordance with presentation requirements

Description of the activity:

This activity requires you to prepare the following two (2) presentations:

Presentation 1: COVID-19 Workplace guidelines

Presentation 2: Computer-based workstation ergonomics

The presentations must include the following content:

Presentation 1: COVID-19 Workplace guidelines

Guidelines for reducing the risk of COVID-19

Vulnerable employees

Guidelines: Prevent the spread of coronavirus

Guidelines: Return to work following quarantine

Guidelines: Return to work following recovery from COVID-19

Guidelines: Reducing stigma in the workplace

Presentation 2: Computer-based workstation ergonomics

Safe work practices: Sitting at computer workstations

Guidelines: Setting up a workstation

Guidelines: Arranging the workstation equipment

Guidelines: Changing postures throughout the day

Guidelines: Improving lighting and minimise glare

When preparing the presentations, you must:

Plan presentation approach and intended outcomes

Identify the target audience and location. Consult your trainer/assessor, if required.

Identify the resource requirements considering the target audience and location

Select presentation strategies, format and delivery methods considering the following presentation requirements:

Content of the presentation

Target audience and location

Select techniques to evaluate presentation effectiveness

The presentations must be prepared, following the instructions and guidelines provided below.

Important instruction about the slides:

Each presentation must be 10-15 slides.

Each slide should be numbered for easy reference during the presentation.

Slides must be readable; most participants will print out the presentation for multiple colleagues; slides must be readable when printed in black and white.

No company logos are permitted except on title slides.

Formatting Guidelines

Please ensure your material has been edited, proofed, and complete with all graphics embedded in the document or presentation.

Please create your documents and presentations with the following guidelines:

Backgrounds and Font Colour: use a dark background with fonts in bright or light colours or use a light background with fonts in dark colours

Do not shadow fonts as they become very difficult to read

Font Size for Titles: 36-48 Point

Font Size for Text: 20-24 Point

Font Style: Arial or Times New Roman & Standard Bullets Only

Lines of Text: No more than six (6) lines of text with the font size listed above on the same slide

If you have more than six lines, please divide them into two slides

Use animations when appropriate such as demonstrating the position of the person working on a desktop

Make things visual. Do not use endless slides of bulleted lists that all look the same

After preparing each presentation, you must:

Complete ‘Template 1’ provided. You must document the following details in the template:

Presentation approach and intended outcomes

Target audience and location.

Resource requirements

Presentation strategies

Format and delivery methods

Techniques to evaluate presentation effectiveness

E-mail the presentation along with the completed ‘Template 1’ to the Supervisor (Trainer/assessor).

Template 1: Presentation 1

Presentation 1

Presentation approach and intended outcomes

Target audience and location

Resource requirements

Presentation strategies (30-50 words)

Format and delivery methods (Any two)

Techniques to evaluate presentation effectiveness (Any two)

Template 1: Presentation 2

Presentation 2

Presentation approach and intended outcomes

Target audience and location

Resource requirements

Presentation strategies (30-50 words)

Format and delivery methods (Any two)

Techniques to evaluate presentation effectiveness (Any two)

Performance Criteria/Performance Checklist: Activity 1

This task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

S

N/S

Trainer/Assessor to complete

(Comment and feedback to students)

Slide instructions were adhered to.

Formatting guidelines were followed during the preparation of the presentation.

Developed presentation to convey ideas and information to the target audience as specified

Reviewed and analysed relevant documents and included the same in the presentation.

Each solution was evaluated against the criteria developed in Activity 1.

Planned presentation approach and intended outcomes

Target location and the audience was identified.

Resources were identified considering the target audience and the location

Selected presentation strategies, format and delivery methods were in accordance with the presentation requirements

Activity 2: Deliver presentations

Activity context:

The Supervisor has reviewed the presentations and is very impressed with your work. They have given you the approval to deliver the presentation.

Description of the activity

This activity is a continuation of Activity 1. This activity requires you to deliver the following two (2) presentations prepared in Activity 1:

Presentation 1: COVID-19 Workplace guidelines

Presentation 2: Computer-based workstation ergonomics

Each presentation will be delivered at a different time. Your trainer/assessor will provide you with details regarding the timing of each presentation delivery.

Time-limit to deliver each presentation is 10-20 minutes.

When delivering the presentation, you will be required to:

Summarise key concepts and ideas and present to the target audience

Provide an opportunity to the audience to seek clarification on presentation information

Ask questions to the audience to clarify their understanding of the presentation information

Confirm target audience understand key concepts and ideas, and that identified presentation objectives have been achieved

Your trainer/assessor will observe you delivering the presentations. You will be looking for your ability to:

Convey ideas and information to the target audience in an engaging way

Present information using words and non-verbal features appropriate to the audience and context

Interpret audience reactions and change words and non-verbal features accordingly

Demonstrate sophisticated control over oral, visual and written formats, drawing on a range of communication practices

Use appropriate conventions and protocols to encourage interaction and to present information

Recognise the need to alter personal communication style in response to the needs and expectations of the audience

Performance Criteria/Performance Checklist: Activity 2

This task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

S

N/S

Trainer/Assessor to complete

(Comment and feedback to students)

Summarised key concepts and ideas and presented to the target audience

Provided an opportunity to the audience to seek clarification on presentation information

Confirm target audience understand key concepts and ideas, and that identified presentation objectives have been achieved

Conveyed ideas and information to the target audience in an engaging way

Presented information using words and non-verbal features appropriate to the audience and context

Interpreted audience reactions and change words and non-verbal features accordingly

Demonstrated sophisticated control over oral, visual and written formats, drawing on a range of communication practices

Used appropriate conventions and protocols to encourage interaction and to present information

Recognised the need to alter personal communication style in response to the needs and expectations of the audience.

Activity 3: Review presentations

Description of the activity

This activity is a continuation of Activity 2.

This activity requires you to review the following presentations delivered in Activity 2.

Presentation 1: COVID-19 Workplace guidelines

Presentation 2: Computer-based workstation ergonomics

For each presentation, you are required to review the presentations’ effectiveness and make changes based on the feedback received from the participants and the Supervisor.

To do so, you are required to complete the following two (2) parts:

Part A: Request participants and the Supervisor to complete ‘Audience evaluation worksheets’.

Part B: Self-evaluation

Part C: Make changes to the presentation based on feedback received

Part A: Request participants and the Supervisor to complete ‘Audience evaluation worksheets’.

This part of the activity will be completed for both the presentations.

This part of the activity requires the student to seek and discuss feedback and any reactions to the presentation with the participants and the Supervisor.

To do so, you are required to:

Arrange a consultation session with the participants and the Supervisor.

Seek and discuss feedback and any reactions to the presentation.

Request them to complete the audience evaluation worksheet. (Template provided below)

Audience evaluation worksheets: Presentation 1

Worksheet 1: Participant 1

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 2: Participant 2

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 3: Participant 3

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 4: Participant 4

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 5: Supervisor

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Audience evaluation worksheets: Presentation 2

Worksheet 1: Participant 1

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 2: Participant 2

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 3: Participant 3

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 4: Participant 4

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Worksheet 5: Supervisor

Name of the participant:

Date:

Presentation Title:

SECTION 1: Content

1. Explanation of aims and expected outcomes was…

Excellent

Good

Average

Poor

Disappointing

2. The pace of the session was…

Excellent

Good

Average

Poor

Disappointing

3. The overall duration was…

Excellent

Good

Average

Poor

Disappointing

4. The sequence and flow of topics was…

Excellent

Good

Average

Poor

Disappointing

5. The workplace relevance in this program was…

Excellent

Good

Average

Poor

Disappointing

6. The amount of interesting information I received was…

Excellent

Good

Average

Poor

Disappointing

SECTION 2: Materials

1. The visual aids were…

Excellent

Good

Average

Poor

Disappointing

2. The written material and hand-outs were…

Excellent

Good

Average

Poor

Disappointing

3. Preparation and organisation seemed…

Excellent

Good

Average

Poor

Disappointing

4. Practical exercises were…

Excellent

Good

Average

Poor

Disappointing

SECTION 3: Presenter

1. The presenter’s knowledge of the subject seems…

Excellent

Good

Average

Poor

Disappointing

2. Time dedicated to questions/problems was…

Excellent

Good

Average

Poor

Disappointing

3. The way that session outcomes were explained was…

Excellent

Good

Average

Poor

Disappointing

4. Responsiveness to participant needs was…

Excellent

Good

Average

Poor

Disappointing

5. Delivery style of the presenter was…

Excellent

Good

Average

Poor

Disappointing

6. The presenter’s preparation seemed…

Excellent

Good

Average

Poor

Disappointing

What was the most valuable part of the presentation?

What was the least valuable part of the presentation?

How could this presentation be improved?

Would you recommend this presentation to others?

Why/Why not?

Yes r

No r

Part B: Self-evaluation

This part of the activity requires you to conduct self-evaluation on the effectiveness of each presentation delivered in Activity 2.

To conduct the self-evaluation, you are required to use the ‘self-evaluation’ checklist provided and assess whether you have been able to achieve the criteria specified.

Self-evaluation checklist: Presentation 1

Self-evaluation checklist

Criteria addressed

YES

NO

I identified the purpose of the presentation

I established and communicated the objectives of the presentation

I researched my audience

I brainstormed the main ideas and built my presentation around them

I warmly welcomed the audience and completed ‘housekeeping’ tasks

I had a good introduction (a preview) and a good conclusion (review)

I ‘grabbed’ the attention of the audience

My visual aids were neat, accurate, simple and had impact

I practised a few times as if I was at the venue

My notes were brief but adequate with key words

I set up the seating and venue so that it was comfortable

I did not read from my notes, I used them to guide me

My body language was good

I maintained eye contact throughout the presentation

My voice was strong, clear and easy to hear

I had good questions prepared as well as anticipated answers

I was able to persuade my audience

I remembered to pause at times

I was able to relax but stay enthusiastic

I felt I connected to the audience

I farewelled and thanked the audience

Areas of improvement (If any):

Self-evaluation checklist: Presentation 2

Self-evaluation checklist

Criteria addressed

YES

NO

I identified the purpose of the presentation

I established and communicated the objectives of the presentation

I researched my audience

I brainstormed the main ideas and built my presentation around them

I warmly welcomed the audience and completed ‘housekeeping’ tasks

I had a good introduction (a preview) and a good conclusion (review)

I ‘grabbed’ the attention of the audience

My visual aids were neat, accurate, simple and had impact

I practised a few times as if I was at the venue

My notes were brief but adequate with key words

I set up the seating and venue so that it was comfortable

I did not read from my notes, I used them to guide me

My body language was good

I maintained eye contact throughout the presentation

My voice was strong, clear and easy to hear

I had good questions prepared as well as anticipated answers

I was able to persuade my audience

I remembered to pause at times

I was able to relax but stay enthusiastic

I felt I connected to the audience

I farewelled and thanked the audience

Additional comments (If any):

Part C: Make changes to the presentation based on feedback received

This part of the activity is a continuation of part A of this activity.

This activity requires you to evaluate the feedback received from the participant and Supervisor in part A of this activity.

After evaluating the feedback, you are then required to:

Revise the presentations prepared in Activity 1.

E-mail the revised presentations to the trainer/assessor.

Performance Criteria/Performance Checklist: Activity 3

This task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

S

N/S

Trainer/Assessor to complete

(Comment and feedback to students)

Completed the self-assessment checklist

Sought and discussed feedback and any reactions to the presentation from participants and relevant stakeholders

Reviewed the effectiveness of presentation with the participants of the meeting

Requested the participants to complete the audience evaluation worksheet.

Used feedback from others, analytical and lateral thinking to review current practices and develop new ideas

Utilised feedback and made changes to the presentation

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of the assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Appendix A: Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied:

Reasonable Adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Non-English Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨ Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨ Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in an accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

¨ Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨ Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨ Provide information or course materials in an accessible format, e.g. a textbook in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used

Trainer/Assessor Name

Trainer/Assessor Declaration

I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.

Trainer/Assessor Signature

Date

Appendix B: Learner Evaluation Form

Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:

logistics and support

facilitation

training material

assessment

Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!

Unit of Competency Name

Trainer/Assessor Name

Student Name (Optional)

Dates of Training

Employer/Work site (if applicable)

Date of Evaluation

A

Logistics and Support Evaluation

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

1

The communication regarding the required attendance and time to study to pass this unit was correct

2

The staff were efficient and helpful.

3

The training equipment and material used was effective and prepared.

4

The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)

Additional Comments on Logistics and Support

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

B

Trainer/Assessor Evaluation

1

The trainer/assessor was prepared and knowledgeable on the subject of the program

2

The trainer/assessor encouraged student participation and input

3

The trainer/assessor made use of a variety of methods, exercises, activities and discussions

4

The trainer/assessor used the material in a structured and effective manner

5

The trainer/assessor was approachable and respectful of the learners

6

The trainer/assessor was punctual and kept to the schedule

7

The trainer/assessor was easy to understand and used the correct language

Additional Comments on Training

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

C

Learning Evaluation

1

The learning outcomes of the unit are relevant and suitable.

2

The content of the unit was relevant and suitable for the target group.

3

The length of the training was suitable for the unit.

4

The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.

5

The learning material was free from spelling and grammar errors

6

Handouts and exercises were clear, concise and relevant to the outcomes and content.

7

Learning material was generally of a high standard, and user-friendly

Additional Comments on Learning Evaluation