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BSBCRT401/BSBCRT401 SAG v1.0.docx
| Student Assessment Guide |
| BSBCRT401Articulate, Present and Debate Ideas |
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
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Table of Contents Assessment Information 1 Assessment Event 1 – Knowledge Questions 2 Question 1 2 Question 2 2 Question 3 2 Question 4 2 Question 5 3 Assessment Event 2: Go Green Simulation 3 Task 1: Analyse ideas for communication to others 3 1.1 List and describe the key facts about the Go Green initiative 3 1.2 Identify positions with the Go Green initiative 3 1.3 Identify ways of communicating Go Green ideas for different purposes and people 3 1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3 1.5 List and describe the skills and attributes required to communicate ideas 4 1.6 Plan the use of digital tools to store and present information 4 Task 2: Provoke response and reaction 4 2.1 Use different techniques to engage and fascinate 4 2.2 Creates innovating approaches to different communication challenges 4 2.3 Takes risks in communicating ideas 4 Task 3: Debate ideas to achieve commitment to the Go Green initiative 4 3.1 Articulates substantiated positions on ideas 4 3.2 Is open to critical analysis 4 3.3 Argues substantiated position 4 3.4 Participate in conversations to generate new ideas 5 Appendix A: Go Green Simulation 5 Go Green Simulation Background 5 Simulation Phases 5 Your Role in the Simulation 5 Phase 1: 5 Phase 2: 5 Phase 3: 6 Assessment Conditions for the Observation 7 Appendix B: Observation Check Sheet 8
Assessment Information
Remember, you do not type your responses in this Student Assessment Guide, but use the Student Assessment Workbook, which is a separate document. This document is simply a guide to explain what you are required to do, and by doing so, this will assist you to perform at your best.Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.Dot point formatPresentation Plan includes the following:· outcomes· needs of the audience· context.Full sentence formatWhen you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.Performance required· complete all of the questions and tasks listed in this Student Assessment Workbook· ensure that your responses meet the requirements· ensure that these responses are relevant, accurate and specific· submit your completed Student Assessment Workbook to your Assessor electronically (note, your Assessor may allow you to submit Assessment Event 1 and receive feedback before starting Assessment Event 2)· submit your Student Assessment Workbook within the timeframes given by your Assessor
· ensure your work is your own and in your words· where you use an external source for information, you must provide citation.Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Assessment Event 1 – Knowledge Questions
Question 1
Question 2
Question 3
Question 4
Question 5
Assessment Event 2: Go Green Simulation
In this simulation you will perform the following actions:· analyse ideas to communicate to stakeholders· deliver ideas to provoke a response· debate ideas.
Task 1: Analyse ideas for communication to others
1.1 List and describe the key facts about the Go Green initiative
1.2 Identify positions with the Go Green initiative
1.3 Identify ways of communicating Go Green ideas for different purposes and people
1.4 List and describe techniques to engage and fascinate others with Go Green ideas
1.5 List and describe the skills and attributes required to communicate ideas
1.6 Plan the use of digital tools to store and present information
Task 2: Provoke response and reaction
2.1 Use different techniques to engage and fascinate
2.2 Creates innovating approaches to different communication challenges
2.3 Takes risks in communicating ideas
R 1. uses a communication technique that has a level of risk to the individual (both student and stakeholder)R 2. word count is not critical but this task will be part of either 2.1 or 2.2 and have a duration of ten minutes.Task 3: Debate ideas to achieve commitment to the Go Green initiativeIn this task, you will continue with the engagement of stakeholders to get a level of commitment to the project.
3.1 Articulates substantiated positions on ideas
3.2 Is open to critical analysis
3.3 Argues substantiated position
3.4 Participate in conversations to generate new ideas
R 1. identifies areas mutual acceptanceR 2. identifies areas of disagreementR 3. invites collaboration on strategies to refine ideasR 4. reflects on this refinement and where possible embraces new ideasR 5. word count is not critical but this task will have a duration of ten minutes.Appendix A: Go Green Simulation
Go Green Simulation Background
Your Registered Training Organisation (RTO) where you are enrolled will have a number of operational procedures for managing the college. In recent times, the RTO has been moving to a more sustainable model where it would like to take a number of steps to improve its carbon foot print. The Manager has branded this initiative as ‘Go Green’ and intends for the organisation to become a responsible corporate citizen in terms of protecting the environment.Management is aware that one of the challenges to this implementation will be overcoming the resistance of students and staff to taking on this change initiative. In this simulation, the Manager has requested that the Project Officer (you the student) develop an approach to engage stakeholders to commit to the Go Green Project. The manager is well aware that this will require crafting and implementing dialogue that will generate collaboration to the project.
Simulation Phases
Your Role in the Simulation
Phase 1:
Phase 2:
Phase 3:
Assessment Conditions for the Observation
Appendix B: Observation Check Sheet
We have provided the Observation Check Sheet(s) for you to prepare for your assessment with the Assessor. Remember, you will not be able to use this Check Sheet(s) during this session. However, we recommend you use this as a planning tool so that you are fully prepared for the observation.Note that you must demonstrate all the criteria listed in the following Observation Check Sheet(s) to be deemed satisfactory.Performance requirements:· welcomes participants:· friendly· introduces each other· is positiveProvoke response and reaction:· commences with a dynamic opening:· delivery is energising· content is concise· content is relevant to the pitch· content and delivery is novel· delivery gains attention· and it generates interest· it produces a response· uses an additional communication technique to address communication challenges such as:· stakeholder(s) are not engaging with content· to provoke further reaction· this technique:· is energising· is concise· is relevant to the pitch· is novel· gains attention· generates interest· produces a response· these techniques have a level of risk such as:· acknowledges own limits· gives personal information· shows vulnerabilities· asks for help in a controlled manner· challenges current norms, such as position will be different to what is accepted by the group· Uses an alternative style to what is preferred such as use of humourDebate ideas:· information is presented covering topics such as:· what has been achieved· what areas need addressing· the impact of these issues on the organisation· the benefits of sustainability· this information is accurate and grounded on research· this information is logical and rational in thought· uses technology to support the message:· uses a resource aid· resource aid supports understanding· is used in a professional manner· seeks input on their views:· encourages a response· uses open questions to explore issues· listens and does not interrupt· validates contribution· clarifies this feedback to confirm understanding· takes notes to ensure points are not lost· includes where appropriate, the views of others by adjusting one’s substantiated position(s)· where views are considered as inappropriate, explains the limitation of their ideas· uses other methods to influence substantiated positions· reflects on areas of mutual agreement· reflects on areas of disagreement· invites further collaboration to attempt to refine ideas that are acceptable to both parties· commits to new ideasAppropriate Communication Skills:· body language skills:· maintains eye contact· uses appropriate facial expressions· posture is appropriate· gestures fit message· verbal skills:· vocal pitch is appropriate· tone is pleasant· pace is at the right speed to achieve clarity· volume is appropriate for participants· sensitive to the cultural diversity of the participants:· language avoids jargon· language is easy to understand· level of formality shows respect· content is non-sensitive· watches for non-verbal signs of both participants· seeks input if withdrawn through direct open questioning· appropriate use of emotions:· processes emotions of self and participants and stayed calm· feeds back to the group, emerging issues· these interpretations are accurate and appropriateTrust:· session is presented in an interesting way:· generates enthusiasm· material is comprehensive· the student is credible:· knowledgeable· honest· sincere· motivating· confident· the student is professional:· concise· organised· uses resources where appropriate· does not read from notes· does not lose focusStudent Assessment Guide – BSBCRT401 Version 1 – July 2017__MACOSX/BSBCRT401/._BSBCRT401 SAG v1.0.docxBSBCRT401/BSBCRT401 SAW v1.0.docxStudent Assessment WorkbookBSBCRT401Articulate, Present and Debate IdeasStudent Full Name:Student ID:Date Submitted:Assessment – BSBCRT401 Version 1 – July 2017Assessment InformationWelcome to your Student Assessment Workbook for BSBCRT401 Articulate, Present and Debate Ideas.This Workbook is where you will write all your responses for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.This assessment has the following two events:Assessment Event 1 – Knowledge QuestionsThere are five questions that will provide us with evidence of your general knowledge of key principles and techniques associated with planning and articulating ideas.This assessment is completed in your own time and by a submission date provided by your Assessor. You may use support material in the development of your responses, but you must indicate the source. In addition, you must not ‘cut and paste’ content from your source, rather, use your words, unless it is a direct quote.Assessment Event 2 – Simulation: Go GreenYou will complete a number of tasks that will provide us with evidence of your skills with planning then debating ideas to influence commitment to the Go Green initiative. These tasks will be based on your role of Project Officer in a simulation with your RTO.Please note that your responses for both assessment events can (where appropriate) use dot point format. See below an example of a dot point response and a full sentence response.Dot point formatPresentation Plan includes the following:· outcomes· needs of the audience· context.Full sentence formatWhen you are preparing for a presentation, there are a number of tasks that must be carried out. These are listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks you then check on the room that you will be conducting the presentation in.
To Achieve CompetenceTo be deemed competent for this unit, you will need to meet the following requirements:· complete all of the questions and tasks listed in this Student Assessment Workbook· ensure that your responses meet the performance requirements· ensure that these responses are relevant, accurate and specific· submit your completed Student Assessment Workbook to your Assessor electronically (note, your Assessor may allow you to submit Assessment Event 1 and receive feedback before starting Assessment Event 2)
· submit your Student Assessment Workbook within the timeframes given by your Assessor· ensure your work is your own and in your words· where you use an external source for information, you must provide citation.Pre-assessment ChecklistYour assessor will go through the assessment for this unit, BSBCRT401 Articulate, Present and Debate Ideas. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.Pre – assessment ChecklistCommentsYNI, the student, understand the purpose of the assessment.YNI understand when and where the assessment will occur, who will assess and in what format the assessment will be submitted.YNI understand the methods of assessment.YNI understand what resources are required to complete this assessment.YNI understand the performance level required for each assessment event.YNI understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.YNI understand the process if I am deemed not yet competent.YNI understand the feedback process and the appeals process.YNThe assessor has discussed with me if I have any special needs and if so what arrangements have been made.Student Full NameStudent IDStudent SignatureDateAssessment Event 1 – Knowledge QuestionsThese questions are theoretical and provide evidence of your understanding of communication skills particularly using creative techniques to engage.
Question 1
Question 2
Question 3
Describe the nature and role of risk taking in the presentation and debate of ideas.
Write your response here:Question 4Explain the role and techniques with storytelling in communicating ideas.
Write your response here:Question 5Describe common techniques to tailor comments to particular audiences.Write your response here:Assessment Event 2 – Go Green SimulationIn this assessment, you will undertake a number of tasks associated with the preparation and then implementation of a persuasive discussion to a set of stakeholders on the merits and challenges of the RTO becoming more environmentally sustainable.In this simulation you will perform the following actions:· analyse ideas to communicate to stakeholders· deliver ideas to provoke a response· debate ideas.
Task 1: Analyse ideas for communication to others
1.1 List and describe the key facts about the Go Green initiative
1.2 Identify positions with the Go Green initiative
Write your response here:1.3 Identify ways of communicating Go Green ideas for different purposes and people
Write your response into the table:Communication optionsPurpose (outcomes)People (suited to which position)1.4 List and describe techniques to engage and fascinate others with Go Green ideas
Write your response here:1.5 List and describe the skills and attributes required to communicate ideas
1.6 Plan the use of digital tools to store and present information
Write your response here:Task 2: Provoke response and reactionIn this task you will implement your plan in an effort to get a response and reaction from end-users of the Go Green initiative.
2.1 Use different techniques to engage and fascinate
Write your response here:2.2 Creates innovating approaches to different communication challenges
3.1 Articulates substantiated positions on ideas
Write your response here:3.2 Is open to critical analysis
Write your response here:3.3 Argues substantiated position
Write your response here:3.4 Participate in conversations to generate new ideasWrite your response here:For Assessor Use OnlyTask Outcome SheetsThe Outcome Sheet below is the assessment questions and tasks for each of the assessment events that the student is required to complete. Assessors, tick ‘S’ if the student achieved a satisfactory outcome for an assessment task and ‘NYS’ if the student does not meet these requirements. Also, you are required to write comments on the quality of this evidence under the ‘Comments’ column. For your judgement on the student’s overall performance, tick ‘Satisfactory’ if the student achieves a satisfactory outcome for all of the tasks or ‘Not-Yet-Satisfactory’.Assessment Event 1Assessment Event 1 Knowledge QuestionsSNYSCommentsQuestion 1Question 2Question 3Question 4Question 5The student’s performance for Assessment Event 1 isSatisfactoryNot-Yet-SatisfactoryAssessor Signature:Date:Assessment Event 2 – SimulationAssessment Event 2SNYSCommentsTask 1:Analyse ideas for communication to othersSub Task 1.1Sub Task 1.2Sub Task 1.3Sub Task 1.4Sub Task 1.5Sub Task 1.6Task 2:Provoke response and reactionSub Task 2.1Sub Task 2.2Sub Task 2.3Task 3:Debate ideas to achieve commitment to the Go Green initiativeSub Task 3.1Sub Task 3.2Sub Task3.3Sub Task3.4The student’s overall performance isSatisfactoryNot-Yet-SatisfactoryAssessor Signature:Date: