Unit Assessment Guide (UAG)€¦ · Web viewUAG for BSBCRT401A Articulate, present and debate ideas

Unit Assessment Guide – teacher only section

UAG for BSBCRT401A Articulate, present and debate ideas

Teacher use onlyTarget Group

Pre-employment VET in Schools Apprentices/Trainees International Students

Existing Workers (i.e. already in THIS industry) Other (Please specify) ……………………………………………

Delivery Mode

Face to face On the Job Blended Distance Online Self-Paced (Facilitated)

Assessment location

On Campus, On the Job, Blended, Distance, Online Other ………………………………

Teacher instructions (specific to unit):

To prepare students for assessment they will be given opportunities to practise short impromptu presentations in an informal context first. They will progress to using visual aids and other techniques to engage small groups. Finally, they will have several practise sessions preparing to deliver to a large audience in a formal setting. Effective use of voice pace, pitch, volume and clarity will be practised weekly. Each assessment gradually increases the number of assessment criteria. Written and verbal feedback will be given to the student after assessments. Students will be given opportunities to analyse non-verbal and verbal communication skills appropriate to different purposes and audiences.

Evidence of student competence will be collected from the three observation checklists, three self-evaluation forms and two evaluation forms. The portfolio checklist feedback is optional (ie for grading purposes). The student’s forms and checklists should be scanned when completed and filed on the faculty team space. The original feedback sheets are to be completed and returned to students.

All evidence of student competence is to be stored for 6 months after the student completes the unit.

You must inform students of the unit assessment requirements in the first lesson. You must inform students that they are being assessed before completing the observation checklists.

Reasonable adjustment (RA) can be given to individual students as required. Any RA is to be recorded on the student’s feedback sheets.

There are 4 assessment events and a fifth that is optional for grading. They are:

1 Two minute presentation- engaging presenters

2 Five minute presentation-personal skills and knowledge

3 Written response to feedback-written and oral

4 Ten minute presentation-industry standard software and hardware

5 Presentation portfolio-presentation plan, aids, handout feedback and review

Students must complete all elements and performance criteria of the unit to be deemed competent.

To achieve a Credit grade a student will need to demonstrate: a range of innovative presentation skills-verbal and non-verbal; well-constructed and engaging arguments; respond constructively and use feedback to improve performance; good planning, preparation and use of visual and other aids.

To achieve a Distinction grade a student will need to extend their performance beyond the Credit requirements in all aspects of evidence eg use critical thinking and analytical skills in the development, presentation and review of ideas generated by self and others; demonstrate their ability to articulate, debate and reflect on ideas with clarity and self-confidence consistently.

North Coast TAFE, ITCI Port Macquarie Page 1 of 3BSBCRT401A document.doc S2 2013 Created 17 July 2013- Modified 20 August 2013


General Teacher instructionsIt is important that prior to conducting this assessment, the assessor undertakes the following:

Prior to conducting the assessment Read the assessment task as detailed throughout this document Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be

sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)

Read the assessor instructions and checklist prior to commencing the assessment Ensure the student is allocated the appropriate time and resources for the task Advise the student prior to conducting the assessment of:

o what will occur throughout the assessment processo when the assessment will occuro the level of competency expectedo NB: You should not tell the student how to undertake the task, as it would lead the

student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment

o Give the student a copy of the checklist prior to the assessment

Conducting the assessment Ensure the evidence gathering process remains valid, reliable, fair and flexible Advise the student when to commence the assessment Observe the student undertake the tasks as outlined Record your observations in the assessor checklist Where a checklist point is not observed due to an inappropriate environment, or for a reason

outside the students control, modify the scenario to allow the student an opportunity to perform the associated task

Where a checklist point is not appropriate, write "N/A" in the space provided Gather supporting documentation where available and appropriate (as evidence) Incorporate allowable adjustments to the assessment procedure without compromising the

integrity of the assessment Do not interfere with the assessment unless the student’s actions impose a risk to themselves or

anyone else If a student performs an action incorrectly, mark it as such. Record what you see, not what you

want to see. Once the assessment is complete, advise the student that the assessment has ceased, and

record your comments in the sections provided

Making the decision The student needs to be deemed satisfactory in the full unit to gain competency.

If you are in doubt, gather further evidence to help guide your decision.

Assess the students on what you see during the assessment period, not on actions before or after the assessment.

Use both the checklist and your professional competency to determine the final outcome for the student.

If you are marking the student NC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment.

After the assessment Provide constructive feedback to the student on their performance during the assessment period.

Do not make any comments on actions undertaken prior or after the assessment period.

Provide the student with:

o Clear and constructive feedback based on the assessment decision



o Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.

o An opportunity for reassessment if appropriate or requested by the candidate

o Information on appeal process as applicable to your organisation

Where the students performance is deemed satisfactory, provide the student with a copy of the completed checklist, ensuring the comments section is completed.

Where the students performance is deemed not-satisfactory - provide a copy of the comments / feedback, but not the checklist. This is to ensure the assessment remains valid on re-assessment.

Record and report the assessment outcome as per your RTO's procedures

Associated Documents NOTE The following documents ARE incorporated within this UAG.

Assessment instrument for each assessment task/event. Assessment 1, 2 and 4 use Observation Checklists (See Instructions to Student section below)

Marking Guides for Assessment 3 and 5 are included.

Marking guide for each assessment event - checklists

Student unit assessment summary.

Completed Unit assessment map

o Completed validation documentation

o Completed moderation documentation (if applicable)

Element and performance criteria

Event 1

2 minute presentation

Event 2


Event 3

Written response to feedback

Event 4


Event 5

Presentation portfolio

1.Element Analyse ideas for communication to others

1.1Distil key themes , messages and positions to aid in clarity of thought and presentation

PART 1 AND 4 Slide 2 Part 1 Part1,2,3& 4 Research skills

1.2 reflect on different ways of communicating ideas for different purposes and for different audiences

PART 1 AND 4 Slide 1 and 3 Part 1 Part 3, 4 Delivery Plan


https://staff.northcoast.tafensw.edu.au/doccentre/Forms/Human%20Resources/Moderation%20template.doc

https://staff.northcoast.tafensw.edu.au/doccentre/Forms/Organisational%20Improvement/Assessment%20planning%20and%20validation%20tool.doc

https://staff.northcoast.tafensw.edu.au/doccentre/Forms/Organisational%20Improvement/Unit%20assessment%20map%20template.doc

https://staff.northcoast.tafensw.edu.au/doccentre/Forms/Human%20Resources/Student%20Unit%20Assessment%20Summary.doc


1.3 identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas

Slide 3 Part 1 Part 4 Feedback & Review

2. Element Provoke response and reaction

2.1 Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange

Part 1 and Part 2 Slide 1,2 &3 Part 3 & 4 Delivery plan

2.2 Explore the ways that storytelling can be used to communicate ideas

Part 3-explore eg Slide 1 Delivery plan

2.3 Create innovative approaches to different communication challenges

Slide 1&3 Part 3 Delivery Plan & Review

2.4 Be prepared to take risks in the way ideas are presented

Slide 1-conform or challenge

Part 3 Review

3 Element Debate and discuss ideas

3.1 Present and argue substantiated positions on ideas

Part 2 and 3 Slide 3 Part 2 Part 1,2 & 3 Research, Aids and Delivery Plan

3.2 Be open to critical analysis of own ideas and to the ideas of others

Slide 3 Part 1 Part 4 Feedback and review

3.3 Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas

Slide 3 Part 4 Feedback

3.4 Respond to questions about ideas with confidence and relevant information

Slide 3 Part 4 Feedback

3.5 Reflect on and Event 3 Feedback and Review



appraise the views of others, and use to refine ideas and to embrace new ideas

Required skills Event 1


Event 2


Event 3


Event 4


Event 5


RS1 communication skills to present ideas in ways that engage and provoke response, and to debate and discuss potentially complex concepts


RS2 creative thinking skills to develop responses and new ideas in response to feedback

Event 3 Feedback and Review

provoke response, and to debate and discuss potentially complex concepts

Part 2 and 3 Slide 3 Part 2 Part 1,2 & 3 Research, Aids and Delivery

Plan

learning and self-management skills to actively seek feedback and to learn from others


literacy skills to develop and interpret information dealing with complex ideas


Handout

Delivery plan

Required knowledge Event 1


Event 2


Event 3


Event 4


Event 5


creative and different ways of expressing and communicating ideas, and of making an opportunity pitch


different ways in which PART 1 AND 4 Slide 1 and 3 Part 1 Part 3, 4 Delivery Plan



individuals receive and respond to ideas and information, and what influences their response

nature and role of risk taking in the presentation and debate of ideas

Slide 1-conform or challenge

Part 3 Review Slide 1-conform or challenge

role of storytelling in communicating ideas and key storytelling techniques

Part 3-explore eg Slide 1 Delivery plan

techniques to tailor comments to particular audiences.

PART 1 AND 4 Slide 1 and 3 Part 1 Part 3, 4 Delivery Plan

Critical aspects of evidence

Event 1


Event 2


Event 3


Event 4


Event 5


CA1 Evidence of the following is essential:creative and articulate presentations that provoke interest and response


CA2 active and confident participation in critical debate and discussion of ideas.

Slide 3 Part 3 & 4

Assessment Validation

Guidelines for Using this Tool - refer to the NCTAFE Assessment Validation Procedure for specific details This template can be used as a:

1. checklist to assist staff in designing their assessment tools 2. validation template to provide constructive feedback on improvements to assessment tools

Validation Members - the validation must include a minimum of two (2) members. Other persons may be involved as required.

Optional – the original author(s) of the assessment tool – if more than one, not all need to be listed or directly involved in the validation

Mandatory - a content expert with qualifications &/or experience in application of the unit of competence North Coast TAFE, ITCI Port Macquarie Page 1 of 3BSBCRT401A document.doc S2 2013 Created 17 July 2013- Modified 20 August 2013

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/Assessment%20Validation.aspx


in a work environment (may be the original author) Mandatory - an assessment expert with TAE40110 (or demonstrated equivalent) and experience in

development and validation of assessment tools

Original Author(s)Name(s): Siandra Putica Position(s): English/Communication

Teacher

Signature(s): Date:

Content Expert Name: Warren Toomey Qualification

Signature: Date:

Assessment ExpertName: Warren Toomey Qualification

Signature: Date:

Assessment Information

Unit Code(s) and Name(s)

Faculty: ________________________

Minimum Required Documents(Link for more information on each of these)

Unit Assessment Guide Unit Assessment Map Assessment instruments with provision for feedback to students Checklist, marking guide and/or benchmark answers Student unit assessment summary Recognition of prior learning (RPL) documents (if applicable) Evidence of previous Validation (if applicable) Evidence of moderation (if applicable)

Complete the checklist (following pages) then fill in the following sections

Do the validators endorse the assessment tool for use?If “no” outline the amendments to be made Yes No

Recommended amendments to assessment tool:

All amendments completed and endorsed for use by _________________________________ on ___ / ___ / 20___ Validator’s name and signature

Does the TASS &/or ATR need to be adjusted based on amendments? (Eg: Are you recommending a new assessment tool be used) Yes No

TASS/ATR amendments completed and endorsed for use by ___________________________ on ___ / ___ / 20___ Validator’s name and signature

Assessment Planning and Validation Criteria Yes No Comments and/or amendments required

1. Unit Assessment Guide (UAG) - the UAG must include the following:

Unit purpose (from unit guide) ☐ ☐


https://staff.northcoast.tafensw.edu.au/doccentre/Pages/AssessmentMinimumDocumentation.aspx




Elements are listed and the performance criteria either listed or included in the form of a link to the unit in http://training.gov.au ☐ ☐

Pre-requisite units or n/a ☐ ☐

Assessment result options – how result will be recorded and reported (AC/NC or NC/AC/CC/CD) ☐ ☐

Target group, context and specific assessment conditions ☐ ☐

If the target group includes apprentices/trainees, have arrangements for employer sign off of competence in the Training Plan been made? ☐ ☐

Number of assessment events to be completed ☐ ☐

Type of assessment/s indicated Eg: test, interview, role-play, portfolio, assignment, practical, etc ☐ ☐

Essential information: RPL; reasonable adjustment; student e-services; assessment appeal process; link to ‘Every Student’s Guide to Assessment in TAFE NSW.’

☐ ☐

Submission details provided. eg: If absent; requirements for re-submit; late submission ☐ ☐

Proposed delivery timetable or suggested study timetable (for fully online students) ☐ ☐

Other - Comment

2. Unit Assessment MapA comprehensive content validity mapping has been completed including elements, performance criteria, required skills, required knowledge and critical aspects.

☐ ☐

3. Assessment Methods used in this assessment tool…...include at least two methods of assessment ie questions to determine what the candidate knows; observation to determine what the candidate can do; review of a product based on what they know and can do (refer to Business Rule 4 in Sections 6 of Assessment Requirements: overview)

☐ ☐

…are the most appropriate for the target group ☐ ☐

…are at the appropriate AQF level: Refer to the AQF 2nd Ed Jan 2013 ☐ ☐

…where applicable, allow for integrating assessment of student’s current skills and knowledge across a number of related units. Mapping to be provided for individual units.

☐ ☐

4. The assessment tasks…

… collect evidence that matches the purpose of the unit ☐ ☐

…only assess skills and/or knowledge described in the unit ☐ ☐

…comply with current licensing or regulatory requirements ie WHS ☐ ☐ Note any requirements complied with

… are conducted in a real work environment or appropriately simulated work environment ☐ ☐

…can be contextualised to meet a range of conditions according to student cohort and/or industry needs. ☐ ☐

…collect sufficient evidence for competency to be determined ☐ ☐

Competency judgements are supported by the student’s employer/workplace supervisor (if applicable) ☐ ☐

…do not advantage or disadvantage particular students or groups of student (ie. with disabilities, cultural or religious differences) ☐ ☐


http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/AssessmentRequirements-Overview.aspx

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/AssessmentRequirements-Overview.aspx

http://training.gov.au/


…take into account Employability Skills ☐ ☐

5. The Student unit assessment summary …indicates the result for each assessment event and overall unit result ☐ ☐

…is dated and signed by teacher (and student if appropriate) ☐ ☐

...summarises feedback given to the student for each assessment event unless the instrument for the event is attached ☐ ☐

…provides advice on resubmission if required ☐ ☐

Assessment Instrument Informationthe assessment instrument for each assessment event must include the following

6a Instrument cover sheet must include the following

…Unit Name; Unit code; Assessment version number (if applicable) ☐ ☐

…teacher name (may not be relevant in fully online course) ☐ ☐

…student name ☐ ☐

…assessment event number and total number of assessment events to complete unit (ie 1 of 3) ☐ ☐

…type of assessment eg observation ☐ ☐

…assessment purpose – what is being assessed ☐ ☐

…context of the assessment – where, when, how, who ☐ ☐

…criteria for successful completion of the event ☐ ☐

…submission requirements (if applicable) ☐ ☐

...space to enter details of any reasonable adjustment provided for the student for that assessment event ☐ ☐

…space to indicate the result of the event, feedback given to the student and advice if re-assessment is required ☐ ☐

6b Instructions for Teachers must include the following (to allow any teacher to deliver under the same conditions to achieve same outcome)

… how to prepare the students for assessment ☐ ☐

… how to gather evidence ☐ ☐

… guidelines on making decisions ☐ ☐

…guidance on providing and collecting feedback to students ☐ ☐

… record keeping processes ☐ ☐

…processes for retention of student work ☐ ☐

…advice on reasonable adjustment allowable for the event (to meet the needs of all students and/or industry requirements and the Training Package)

☐ ☐

6c Instructions for Students must include the following

… clear and consistent information about what is expected of them ☐ ☐

…instructions using language that is clear, unambiguous and in plain English ☐ ☐


https://staff.northcoast.tafensw.edu.au/doccentre/Forms/Human%20Resources/Student%20Unit%20Assessment%20Summary.doc


…instructions appropriate for both the AQF and LLN levels ☐ ☐

…the assessment location (if not same as delivery location) ☐ ☐

…conditions for assessment: eg group or individual assessment; open/closed book; support/supervision available; time limits; equipment available

☐ ☐

…any support materials required: files, workbooks, websites ☐ ☐

…provision for verification that assessment is the student’s own work (fully online environment; trainees; etc) ☐ ☐

…word counts for essays and short answer questions (if applicable) ☐ ☐

6d The Marking Criteria for each event…

…clearly outlines the criteria for successful completion of the event ☐ ☐

…indicates responses or a possible range of responses to questions ☐ ☐

…has the capacity to show and record consistent performance on a number of occasions according to the unit ☐ ☐

…for graded units, the grading criteria is unambiguous and clearly outlines what is required to achieve CC or CD ☐ ☐

7. File Management/Version Control

Most recent NC TAFE logo is used in all documents ☐ ☐

Filename protocol has been used and follows NCTAFE procedure ☐ ☐

Footer information used in accordance to NCTAFE procedure ☐ ☐

Provide your comments on how we can improve this document

Log a request in our NCTAFE Improvement Request register: Click here

Please include the document name and specific details about how we can improve the document.


https://staff.northcoast.tafensw.edu.au/doccentre/electronicForms/Pages/OrganisationalImprovementRequest.aspx

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/Document%20and%20Version%20Control.aspx

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/Document%20and%20Version%20Control.aspx

http://www.precisionconsultancy.com.au/acs_framework

http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf


Moderation Template

1. Name and code of unit or specific assessment event being moderated _______________________________________________________________

2. Names of assessors involved in the moderation __________________________________________________________________________________

3. Date of moderation ___ / ___ / 20___ o panel marking o double marking No. of student assessments involved

4. Did the assessors each determine the same outcome/grade for the evidence? Yes No

If the assessors do not arrive at the same mark/grade for the evidence provided, the following questions should be answered.

A. Can the differences be attributed to insufficient clarity in the marking guide? Yes No

If yes, what changes have been made to the marking guide? -___________________________________________________________________

B. Can the differences be attributed to different assessor interpretations of the evidence required? Yes No

If yes, what arrangements have been made for assessors to discuss the evidence requirements and, if necessary, clarify the marking guide?

__________________________________________________________________________________________

C. Can the differences be attributed to assessors applying different quality standards to the assessment? Yes No

If yes, what arrangements have been made for assessors to discuss their understanding of quality of evidence required and, if necessary, clarify the marking guide?

__________________________________________________________________________________________



D. As a result of this moderation what adjustments, if any, are being made to the assessment instrument(s)?

__________________________________________________________________________________________

E. As a result of this moderation what adjustments, if any, are being made to student results?

__________________________________________________________________________________________

F. Outline any other modification being made to the assessment of this unit identified as a result of this moderation.

__________________________________________________________________________________________

Assessor #1 _______________ _____________ ________________ __ / __ / 20__

Name Position Signature

Assessor #2 _______________ _____________ ________________ __ / __ / 20__


Assessor #3 _______________ _____________ ________________ __ / __ / 20__


Student Unit Assessment Summary [BSBCRT401A]

[Articulate, present and debate ideas]

Student Name:

Assessor name: Siandra Putica

Employer (if applicable)

Date: 25 November 2013North Coast TAFE, ITCI Port Macquarie Page 1 of 3BSBCRT401A document.doc S2 2013 Created 17 July 2013- Modified 20 August 2013

Recommendations were completed on ___ / ___ / 20___

Revised documents (if required) were added to SharePoint and originals archived on

___ / ___ / 20___

By _____________________ _______________________

Name Signature


Please note: The Candidate must demonstrate a satisfactory result in all assessment activities in order to be assessed as competent in the unit.

Assessment #1 [Two minute presentation-engaging presenters]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #2 [Five minute presentation- personal skills and knowledge]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #3 [Respond to feedback –written and oral]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #4 [10 minute industry presentation-standard software, hardware or issues]

Satisfactory o Not Satisfactory oOPTIONALAssessment #5 [Industry presentation portfolio-presentation plan, aids, handout, feedback, review]

Distinction o Credit oOverall Assessment. Overall the candidate is assessed as:Competent o Not Yet Competent o

______________________________________________________________________OPTIONAL GRADING-Overall AssessmentDistinction o Credit o Feedback to the candidate on their performance and results. Mandatory field

Assessor Signature: Date student result was recorded in TAFE system

____ / ____ / 20_____

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Articulate, present and debate ideas Unit Assessment Guide – student section

Unit Code: BSBCRT401A Unit Name: Articulate, present and debate ideas

Unit purpose: On completion of this unit you should be able to describe the performance outcomes, skills and knowledge required to articulate, present and debate ideas.

This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.

More specifically, you should be able to:

1. Analyse ideas for communication to others

2. Provoke response and reaction

3. Debate and discuss ideas

Elements and performance criteria1. Analyse ideas for communication to others

Distil key themes, messages and positions to aid in clarity of thought and presentation

Reflect on different ways of communicating ideas for different purposes and to different people

Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas

2. Provoke response and reaction

Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange

Explore the ways that storytelling can be used to communicate ideas

Create innovative approaches to different communication challenges

Be prepared to take risks in the way ideas are presented

Identify specific ways to provoke and encourage response in particular individuals or groups

3. Debate and discuss ideas

Present and argue substantiated positions on ideas

Be open to critical analysis of own ideas and to the ideas of others

Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas

Respond to questions about ideas with confidence and relevant information

Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas

BSBCRT401Adocument.doc Created 22 July 2013 Page 1 of 21


Pre-requisite units:Nil

Proposed Delivery and Assessment Timetable (may be subject to change)

Session 1 Public Holiday

Session 2 Introduce unit purpose and assessments

Communication process: verbal and non- verbal skills; one way communication; barriers, written skills

Be Clear: In teams, identify a range of mediums, audiences, purposes and opportunities for communicating ideas in the workplace.

Be Organised: introduce ways to organise an effective workplace presentation using different structures (eg Point, Reason, Example, Point (PREP); Past/Present/Future)

Be clear end organised: present H/W in small groups using a chosen structure

Be Informed: introduce NC research tools-databases, catalogue, ebooks, weblinks

H/W: research the techniques/strategies used by an engaging presenter

Session 3 Be Passionate: Identify ways to deliver a convincing, persuasive presentation (eg What is wrong? Why is it wrong? How can it be corrected? What should we do?)

Be constructive: introduce the role of self-reflection and peer-assessment. Practise giving constructive feedback

Assessment 1- Two minutes PREP delivery-engaging presenters

Give and respond to teacher feedback

H/W: Brainstorm ideas for personal presentation

Session 4 Show what you mean: Use a range of non-verbal techniques to enhance your presentations ( eg appearance, posture, gestures, body movements, eye contact and facial expressions).

Pitch: hook, struggle, payoff. Use 3-slide approach to introduce film proposals

Say what you mean: organise content in a film synopsis. Show sample and discuss features. Give detailed instructions in handout

H/W: Prepare personal presentation



Session 5 (13/8) Inspire your audience: use different strategies to enhance the persuasiveness of your presentations

Speak with conviction: Use a range of techniques to enhance your delivery

Assessment 2 Five minute presentation-film synopsis

Assessment 3-Give and respond to teacher and peer feedback (oral and written)

Session 6 (20/8) Use vocal variety: Use a range of vocal techniques to enhance your delivery (eg volume, pitch, pace, tone, vitality and articulation)

Prior preparation prevents poor performance (PPPPP): introduce portfolio requirements for optional assessment task. All students need to use content in portfolio but not necessarily submit it for assessment.

Assessment 2 Five minute presentation-film synopsis

Assessment 3-Give and respond to feedback (oral and written)

Session 7 (27/8) Assessment 3-Give and respond to teacher and peer feedback (oral and written). Use effective writing skills to summarise the changes you would make to enhance your verbal and non verbal presentation skills. Use topic sentences and closing sentences. Write a minimum of three paragraphs: clearly, concisely, coherently, correctly, concretely, consistently and completely.

Speak with Knowledge: Introduce the next assessment ‘Present an IT concept’ to the class-software, hardware or an issue. Negotiate the topic with the teacher. Use a visual aid to support your delivery.

Making it persuasive: use different strategies to enhance the persuasiveness of your presentations (eg attention, need, satisfaction, visualisation, action)

H/W: PPPPP-prepare visual aids for ten minute industry presentation

Graded students-prepare presentation portfolios

Session 8 (3/9)

and

Session 9 (10/9)

Assessment 4 Ten minute presentation-industry standard software, hardware or issues

Assessment 3-Give and respond to feedback (oral and written)

H/W(optional): prepare presentation portfolio

Session10 (17/9) Assessment 5 (optional) Presentation Portfolio



Assessment overview: This is a graded unit and you must meet the criteria for competence but are not obliged to attempt the grading criteria. Your TAFE transcript will indicate the unit is graded and show your result but will not indicate whether you chose to attempt the grading criteria or not.

Your final result will be recorded as o not competent (NC), achieved competence (AC), competent with credit (CC),

competent with distinction (CD)

This unit will be assessed through 4 events and one optional event. These include: a two-minute presentation, a five-minute presentation, a ten-minute presentation, giving and responding to feedback. The optional task (Event 5) is a presentation portfolio.

Four assessment events must be successfully completed in order to demonstrate competence in this unit. Event 5 is optional.

If you are absent on the day of an assessment you must notify the teacher as soon as possible. It may be possible to negotiate assessment on another occasion. However, this will depend on the nature of the assessment task.

If you do not successfully complete an assessment event you may be given the opportunity to undertake another assessment. This must be negotiated with your teacher. Should you be unsuccessful in the 2nd attempt, you may need to re-enrol in the unit the following semester.

You will receive feedback on each assessment provided it is submitted on or before the agreed due date. Assessments completed after the agreed due date will need to be approved by the Head teacher. In such cases, you will need to show cause as to why you are seeking a late attempt. If the employability skills associated with the unit include punctuality, the late submission may not be accepted. As soon as you become aware of circumstance that may prevent submission on time, notify your teacher to request an extension in time.

If you want to view your results at any time, your teacher can provide you with instructions on how to access your student record via student e-Services

All TAFE students are eligible to apply for Recognition of Prior Learning (RPL). For more information go to http://northcoast.tafensw.edu.au/studentservices/futurestudents/RecognitionPriorLearning/Pages/default.aspx

If you have a permanent or temporary condition that may prevent you successfully completing the assessment task(s) you should immediately talk with your teacher about ‘reasonable adjustment’. This is the adjustment of the way you are assessed to take into account your condition and may include providing a support person or extra time. The assessment criteria cannot be altered.

If you do not agree with the mark/grade given for your assessment task, you may appeal the assessment decision. You should first discuss the assessment result with your teacher. If you are not satisfied with the outcome of that discussion you can access the appeal process through the staff in the campus administration office.

For more information on assessment, refer to ‘Every Student's Guide to Assessment in TAFE NSW’ which is available on the TAFE internet site at:https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf


https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf

https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/Appeal%20of%20an%20assessment%20decision.aspx

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/Appeal%20of%20an%20assessment%20decision.aspx

https://staff.northcoast.tafensw.edu.au/doccentre/Pages/reasonableadjustmentinassessment.aspx

http://northcoast.tafensw.edu.au/studentservices/futurestudents/RecognitionPriorLearning/Pages/default.aspx


Additional informationAssessment 1 Two minute presentation –Engaging presenters (14 October 2013)

Present your ideas on an inspiring presenter to your peers using the PREP structure. Remember the focus is on their presentation skills. What makes them an engaging presenter? Not why you like them!

Point: introduce your leader; their background; their passions

Reason: give reasons they are so engaging (specifically comment on their verbal and/or non-verbal skills they use to engage an audience)

Example: bring them to life using an example of their success (it can be in words, sound bites or visuals). What outcomes did they achieve through their voice and delivery? Eg humour, persuasion…

Point: restate why your audience should agree with your choice of engaging presenter

Assessment 2 Five minute presentation –Personal Presentation (21 October 2013)

Point: Present a summary of your skills and knowledge to a potential employer.

Reason: Be specific about why you are passionate about the industry.

Examples: Outline your education and employment history briefly. Use specific examples to highlight your attitude to work and your ethics.

Point: Restate your point-ie why you would be an asset to their organisation

Assessment 3 Give and respond to feedback (oral and written) (4 November 2013)

Actively seek oral feedback from two of your peers. Collect written teacher feedback. Use the feedback to self-reflect. Describe how you can tailor your techniques in future presentations to this audience. Specifically identify two improvement strategies in each of the following skills: verbal, non-verbal and use of visual aids. Each paragraph should include a topic and concluding sentence.

Staple the written feedback (teacher and peer) to your 3 paragraph reflection.

Assessment 4 Ten minute presentation –industry standard software, hardware or an issue (18 & 25 November 2013)

Research two alternate current industry options ( ie compare two software options; or compare two hardware options; or compare two perspectives on an industry issue). Be open to analyse two secondary sources (eg journal articles, internet articles) on each option. Compare your secondary source with a primary source (eg include details of your interview or survey). Summarise your findings in a handout and include in-text references. Include a Bibliography using the style outlined in North Coast TAFE’s Smart Study Guide. Confidently present your different perspectives to industry peers. Make your final position clear. Challenge and explore the audience’s response to your ideas through a two-minute question time.



Assessment 5 Presentation portfolio (preparation, aids, plan, feedback, review) (17 September 2013)

To achieve Credit criteria you need to achieve the requirements of Competent grade. In addition you need to demonstrate the following:

research of a well-constructed arguments based on four documented secondary and two primary research sources

develop effective visual and written aids to compare two options

prepare an effective plan to implement a range of innovative presentation skills

seek feedback from two sources

respond to feedback in a constructive manner by identifying two improvements to content, verbal and non-verbal skills

To achieve Distinction criteria you need to achieve the requirements of a Credit grade. In addition you need to demonstrate the following:

research of a well-constructed analytical arguments based on nine documented secondary and three primary research sources

develop effective visual and written aids to compare three options

prepare an effective plan and implement a range of innovative, confident presentation skills

seek feedback from three sources

respond to feedback in a constructive manner by identifying three improvements to content, verbal and non-verbal skills



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Assessment Event 1 of 5 – Two minute presentation-inspiring presenter

Competency: BSBCRT401A Articulate, present and debate ideas

Course: Cert IV in Info Technology Support (Networking) 10311

Event No: 1 of 5 Due: Teacher: Siandra Putica

Grading information: This unit is graded. Your final result will be recorded as (AC) achieved competence or (NC) not competent when all events are successfully completed

Presentation requirements: present at pre-arranged scheduled time Time:

Submission instructions: Students do not have to submit any documents

Teacher support and supervision: If you are unclear about any aspect of the assessment events please contact your teacher for guidance

Student collaboration: You will be required to give verbal feedback to some of your peers at the end of their presentations

Assessment attempts: Two attempts. See the UAG for additional information

Reasonable adjustment: If you have a permanent or temporary condition that may prevent you successfully completing the assessment task(s) you should immediately talk with your teacher about ‘reasonable adjustment’. This is the adjustment of the way you are assessed to take into account your condition and may include providing a support person or extra time. The assessment criteria cannot be altered.Reasonable Adjustment: Outline any reasonable adjust made for the student for this event.

Presenter’s Name: ___________________________Student giving feedback________________


Result: Attempt 1

Assessment successfully completed? Yes ☐ No ☐Feedback:

Siandra Putica Assessor name

____________________Assessor signature

____ / ____ / 20____

Result: Attempt 2 if required




____ / ____ / 20____

Returned to student via: ☐ TAFE email ☐ in person ☐ post on ____ / ____ / 20____

http://northcoast.tafensw.edu.au/studentservices/DisabilitySupportServices/Pages/WhatisReasonableAdjustment.aspx


Assessment Event 1 Observation Checklist -Inspiring presenter

Student Name: ______________________________


Delivers at specified time

Part 1 PointIntroduces inspiring presenter

Engages the audience

Speaks clearly:

o Appropriate pace

o Clear, audible projection

o no mind chatter

Uses non verbals to enhance verbal delivery

o Shares eye contact

o Confident posture

Part 2 ReasonTransitions to next phase easily

Explains one or more reasons why presenter is engaging:

o Verbal reason

o Non-verbal reason

Uses appropriate language

Part 3 ExampleTransitions to next phase without prompting

Outlines an engaging example

Part 4 Pointo Concludes restating positive point about inspiring leader

o Uses strong, positive tone

Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Assessment Event 2 of 5 – Five minute personal presentation





Presentation requirements: present at pre-arranged scheduled time Time:






Presenter’s Name: ___________________________Student giving feedback__________________


Result: Attempt 1




____ / ____ / 20____





____ / ____ / 20____




Assessment Event 2 Personal Presentation-Observation Checklist Student Name:Comments:


Delivers at specified time

Part 1 PointIntroduces inspiring presenter

Engages the audience

Speaks clearly:

o Appropriate pace

o Clear, audible projection

o no mind chatter

Uses non verbals to enhance verbal delivery

o Shares eye contact

o Confident posture

Part 2 ReasonTransitions to next phase easily

Explains one or more reasons why presenter is engaging:

o Verbal reason

o Non-verbal reason

Uses appropriate language

Part 3 ExampleTransitions to next phase without prompting

Outlines an engaging example

Part 4 Pointo Concludes restating positive point about inspiring leader

o Uses strong, positive tone




Assessment Event 3 of 5 – Give and respond to feedback

This sheet must be filled in completely and returned with your assessment submission

Student Name: ____________________________

Teacher Name: Siandra Putica

Group/Class: 10322 Cert IV Digital Media

Postal Address: ____________________________________________________________ ORTAFE email address: ____________________________________________________________

Phone: (H) _____________________ (W) __________________ (M) _______________________

Assessment Due Date: ____ / ____ / 20____ Date Submitted: ____ / ____ / 20____

Student Declaration: In submitting this assessment I declare that:

(a) no part of this assessment has been copied from any other person’s work except where due acknowledgement is made in the assessment. Any material sourced from elsewhere is referenced, acknowledging the author, website, work and page. It does not breach the Copyright Act. This applies to printed and electronic information.

(b) no part of this assessment has been written for me, by any other person, except where such collaboration has been authorised by the teacher concerned and this is acknowledged in the assessment

(c) I have kept a copy of the submitted work

(d) I agree that NCTAFE may keep a copy of my assessment for record keeping, moderation &/or audit purposes only

Declared by: ______________________________________________ ___ / ___ / 20 ___ Student name and signature Date

Received by: ___________________________________________________ ____ / ____ / 20____ Staff member name and signature Date

#...................................................................................ASSESSMENT RECEIPT

Student Name: ________________________________________________________________

Unit code and Name: BSBCRT401Adocument.doc

Assessment Event: 3 Assessment Due Date: _27_ / __08 / 2013_

Received by:_S. Putica ........................................... Date: __27 /08 / 2013 Staff member name and signature

Note: Penalties apply to work that is submitted late without an approved extension



Assessment Event 3 Marking Guide -Give and respond to feedback

Student Name: ________________________

Written feedback attachedo Teacher feedbacko Peer feedback

Part 1 Contento reflected on teacher feedbacko reflected on peer feedbacko describes two or more verbal techniques to more effectively present to class audienceo describes two or more non-verbal techniques to more effectively present to class audienceo describes two or more techniques to more effectively present to visual aidso minimum 3 paragraphs

Comments__________________________________________________________________________

____________________________________________________________________________________

Part 2 Writing styleo Uses correct punctuation and grammaro Uses correct spellingo Includes clear sentence structureo Includes logical paragraphingo Opens each paragraph with a topic sentenceo Closes each paragraph with a closing sentenceo Purpose is achieved (to reflect on constructive feedback)

Comments __________________________________________________________________________







Presentation requirements: present at pre-arranged scheduled time








Result: Attempt 1




____ / ____ / 20____





____ / ____ / 20____








Presentation requirements: present at pre-arranged scheduled time








Result: Attempt 1




____ / ____ / 20____





____ / ____ / 20____




Assessment Event 4 Observation Checklist Industry software/hardware/issue

Student Name: _________________

o 10 minute presentationo Delivers at specified time

Part 1 Content of visualso Compares two options effectivelyo Uses two secondary sources (eg journal or internet articles)o Includes in-text referencing for all sourceso Includes Bibliographical referenceso Writes text clearly

o Correct spellingo Point formo Maximum 5-7 points on a slide

o Uses enticing visuals

Part 2 Content of handouto Compares two options effectivelyo Uses two secondary sources (eg journal or internet articles)o Includes in-text referencing for all sourceso Includes Bibliographical referenceso Uses enticing visualso Writes text clearly

o Correct spelling and punctuationo Clear sentence structure (one thought =one sentence)o Effective paragraphing (one idea =one paragraph)o Coherent argumento Effective layouto Correct use of point form when appropriate- introduces with a stem sentence, followed by

consistent verb form (‘runs, uses and extends’ NOT ‘runs, uses and extending’)

Part 3 Deliveryo States purpose of presentation clearlyo Engages the specified audience with ideao Speaks clearly:

o Appropriate pitch o Engaging paceo Clear articulationo Audible projection

o Uses non verbals to enhance verbal delivery:o Appropriate eye contacto Effective hand gestureso Confident postureo Body position doesn’t block visuals

o Key ideas/action described in sequenceo Explores reasons for positiono Uses appropriate languageo Uses visual aids and support documents effectively (eg appropriate time, language

Part 4 Discussiono Explores audience response in 2 minuteso Purpose is achieved- to persuadeo Concludes with positive pitch explaining why software/hardware/issue should be supportedo Engages audience in a discussion that provokes a positive response to your idea



Comments__________________________________________________________________________


Assessment event 5 of 5 – Portfolio

This sheet must be filled in completely and returned with your assessment submission

Student Name: ____________________________

Teacher Name: Siandra Putica

Group/Class: 10322 Cert IV Digital Media

Postal Address: ____________________________________________________________ ORTAFE email address: ____________________________________________________________

Phone: (H) _____________________ (W) __________________ (M) _______________________

Assessment Due Date: 17/ 09 / 2013 Date Submitted: ____ / ____ / 20____

Student Declaration: In submitting this assessment I declare that:

(a) no part of this assessment has been copied from any other person’s work except where due acknowledgement is made in the assessment. Any material sourced from elsewhere is referenced, acknowledging the author, website, work and page. It does not breach the Copyright Act. This applies to printed and electronic information.

(b) no part of this assessment has been written for me, by any other person, except where such collaboration has been authorised by the teacher concerned and this is acknowledged in the assessment

(c) I have kept a copy of the submitted work

(d) I agree that NCTAFE may keep a copy of my assessment for record keeping, moderation &/or audit purposes only

Declared by: ______________________________________________ ___ / ___ / 20 ___ Student name and signature Date

Received by: ___________________________________________________ ____ / ____ / 20____ Staff member name and signature Date

#...................................................................................ASSESSMENT RECEIPT

Student Name: ________________________________________________________________

Unit code and Name: BSBCRT401Adocument.doc

Assessment Event: 5 Assessment Due Date: _27_ / __08 / 2013_

Received by:_S. Putica ........................................... Date: ____ / ____ / 20____



Staff member name and signature

Note: Penalties apply to work that is submitted late without an approved extension

Event 5 (optional) Graded Portfolio



Event No: 1 of Due: Teacher: Siandra Putica

Grading information: Grading is optional. It will be recorded as (CC) credit or (DC) Distinction

Submission requirements: You are required to submit the following documents by email: Delivery plan Handout –including in-text references Bibliography PowerPoint or visual aid- including in-text references Written Review of teacher and peer feedback

Submission instructions: Students should submit all of the above as attachments in one email to [email protected]

Required resources:

Access to PowerPoint (Library or classroom computers) Teacher feedback after presentation


Student collaboration: Written Peer Feedback


Candidate instructions:

Always keep a backup copy of your assignment. Loss of your assignment by either yourself or the teacher will not be accepted as a valid reason for non-submission.

Reasonable adjustment:

If you have a permanent or temporary condition that may prevent you successfully completing the assessment task(s) you should immediately talk with your teacher about ‘reasonable adjustment’. This is the adjustment of the way you are assessed to take into account your condition and may include providing a support person or extra time. The assessment criteria cannot be altered.




Marking Guide- Presentation Portfolio Student Name: ____________________________

Credit Grade Distinction Gradeo Achieved Competent Grade in Event 1-4o submits both handout and visual aid

electronicallyo submits at specified time

o Achieved Competent Grade in Event 1-4o submits both handout and visual aid

electronicallyo submits at specified time

Presentation Skillso uses some innovative presentation skills at

appropriate times eg questions/answers, visua aids, handout, displays

o mostly uses language suitable to the audience

o engages the audience with some options/viewpoints

o mostly uses effective non verbals o mostly introduces and concludes issue

effectively

Presentation Skillso uses a range of innovative presentation

skills eg questions/answers, visua aids, handout, displays

o always uses language suitable to the audience

o engages the audience with all options/viewpoints

o always uses effective non verbalso introduces and concludes issue effectively

Research Skillso Compares two popular options effectivelyo Uses two industry-relevant, current

secondary sources for each option(eg journal or internet articles) in handout and in visual aid

o Includes two primary sources (users &/or industry representatives) in both mediums

o Includes t in-text referencing for all six sources (4 secondary & 2 primary)

o Includes mostly correct Bibliographical references for four secondary sources

Research Skillso Compares three popular options effectivelyo Uses three industry-relevant, current

secondary sources for each option(eg journal or internet articles) in handout and in visual aid

o Includes three primary sources (users &/or industry representatives) in both mediums

o Includes correct in-text referencing for all twelve sources (9 secondary & 3 primary)

o Includes correct Bibliographical references for nine secondary sources

Aidso Compares two options effectively in

handout and in visual aido Uses enticing visuals for each optiono Writes text appropriately in handout and

visual aido Correct spelling and punctuationo Mostly clear sentence structure (1

thought = 1sentence)o Mostly effective paragraphing (1

idea = 1 paragraph)o Coherent well-constructed

argumento Engaging layout

Aidso Compares three options effectively in

handout and in visual aido Uses enticing visuals for each optiono Writes text appropriately in handout and

visual aido Correct spelling and punctuationo Perfect sentence structure (1

thought = 1 sentence)o Effective paragraphing (1 idea = 1

paragraph)o Coherent, critical and well

analysed argumento Engaging and convincing layout

Feedbacko Seeks written audience feedback

(minimum two) on content

Feedbacko Seeks written audience feedback

(minimum three) on content



o Seeks audience feedback (minimum two) on verbal skills

o Seeks audience feedback (minimum two) on non-verbal skills

o Seeks written audience feedback (minimum three) on verbal skills

o Seeks audience feedback (minimum three) on non-verbal skills

Delivery Plano States purpose of presentation clearlyo Organises 10 minute presentation into relevant

sectionso Plans delivery of key ideas/action in sequenceo Plans creative introductory ideao Plans non verbals to enhance verbal delivery:

o Strategies for appropriate eye contacto Timing and use of effective hand

gestureso Pre-determines body position at

various stages of presentationo Includes reasons for positiono Identifies industry appropriate languageo Plans visual aids and support documents

effectively (eg appropriate time, language)

Delivery Plano States and achieves purpose of presentation

clearlyo Organises and delivers10 minute presentation

in relevant sectionso Plans and executes delivery of key ideas/action

in sequenceo Plans and delivers creative introductiono Plans and uses non verbals to enhance verbal

delivery:o Strategies for appropriate eye contacto Timing and use of effective hand

gestureso Pre-determines body position at

various stages of presentationo Includes extensive reasons for positiono Identifies industry appropriate languageo Plans and uses of visual aids and support

documents effectively (eg appropriate time, language)

Reviewo Identifies two strategies from audience

feedback to improve content

o Identifies two strategies from audience feedback to improve verbal skills

o Identifies two strategies from audience feedback to non-verbal content

o Self evaluates constructively in writing

Reviewo Identifies three highly effective strategies

from audience feedback to improve content

o Identifies three highly effective strategies from audience feedback to improve verbal skills

o Identifies three highly effective strategies from audience feedback to non-verbal content

o Self evaluates constructively in writing

Result and Feedback

Reasonable Adjustment: Outline any reasonable adjust made for the student for this event.

Result: Attempt 1



___________________Assessor signature

____ / ____ / 20____




____________________ Assessor signature

____ / ____ / 20____




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Unit code(s): BSBCRT401A Unit name(s): Articulate and present ideas Date: 17 / 7 / 2013

Family Name Given Name

My signature below indicates the assessment

requirements for the unit(s) listed above have

been explained and made available to me

My signature below indicates I am aware that this is a graded

unit, that I must meet the criteria for

competence but may choose not to attempt the criteria for grading

My signature below indicates: my permission for a copy of

any of my assessment tasks for this unit(s) to be kept by TAFE for the purposes of assessment validation, moderation or audit.

I have received evacuation instructions.

I’ve watched the Bullying and Harassment video.

I give permission for my assessment work to be published.



Family Name Given Name

My signature below indicates the assessment

requirements for the unit(s) listed above have

been explained and made available to me

My signature below indicates I am aware that this is a graded

unit, that I must meet the criteria for

competence but may choose not to attempt the criteria for grading

My signature below indicates: my permission for a copy of

any of my assessment tasks for this unit(s) to be kept by TAFE for the purposes of assessment validation, moderation or audit.

I have received evacuation instructions.

I’ve watched the Bullying and Harassment video.

I give permission for my assessment work to be published.



Student Name:

Assessor name:

Employer (if applicable)

Date:

Please note: The Candidate must demonstrate a satisfactory result in all assessment activities in order to be assessed as competent in the unit.

Attach the evidence of assessment to this report. This report must be retained by North Coast TAFE for one semester after the student successfully completes this unit.

Assessment #1 [Assessment Method]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #2 [Assessment Method]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #3 [Assessment Method]. The candidate’s demonstrated knowledge and/or skill during the assessment was:

Satisfactory o Not Satisfactory oAssessment #4 [Assessment Method] eg: Feedback from the candidate’s supervisor (if applicable) was:

Satisfactory o Not Satisfactory oOverall Assessment. Overall the candidate is assessed as:

Competent o Not Yet Competent o

Feedback to the candidate on their performance and results. Mandatory field

Assessor Signature: Date student result was recorded in TAFE system

____ / ____ / 20_____

Student signature (if required)
