Instructions to the Candidates This assessment is to be completed according to the instructions given below in
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Instructions to the Candidates
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- 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.
- Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
- 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 students 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 studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in 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 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 students 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 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 physical environment, e.g. installing lever taps, building ramps, installing a lift |
Explanation of reasonable adjustments strategy used (If required) |
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- Undertake studies and research responsibly and with honesty and integrity
- Ensure that academic work is in no way falsified
- Seek permission to use the work of others, where required
- Acknowledge the work of others appropriately
- Take reasonable steps to ensure other students cannot copy or misuse your work.
- Paraphrasing and presenting work or ideas without a reference
- Copying work either in whole or in part
- Presenting designs, codes or images as your own work
- Using phrases and passages verbatim without quotation marks or referencing the author or web page
- Reproducing lecture notes without proper acknowledgement.
- Work with one or more people to prepare and produce work
- Allow others to copy your work or share your answer to an assessment task
- Allow someone else to write or edit your work (without rto approval)
- Write or edit work for another student
- Offer to complete work or seek payment for completing academic work for other students.
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow :
- review the advice to students regarding answering knowledge questions in the IT Works Student User Guide
- comply with the due date for assessment which your assessor will provide
- adhere with your RTOs submission guidelines
- answer all questions completely and correctly
- submit work which is original and, where necessary, properly referenced
- submit a completed cover sheet with your work
- avoid sharing your answers with other students.
Assessment information Information about how you should complete this assessment can be found in Appendix A of the IT Works Student User Guide. Refer to the appendix for information on:
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- Complete the following table by specifying the purpose of each policy and procedure.
Policy and procedure type | Purpose of policy and procedure |
WHS | |
Anti-discrimination | |
Privacy |
- Complete the following table. Specify an Act that relates to each area.
Area | Act that applies |
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- Complete the following table regarding the purpose and content of a code of conduct.
Purpose of a code of conduct | |
Three examples of what a code of conduct can contain |
- Explain the impact of organisational reputation and culture on team work.
- Complete the following table and identify and describe two facilitation techniques that can be used to encourage team cohesion and effectiveness.
Facilitation technique 1 | |
Facilitation technique 2 |
- Complete the following table and identify and describe two mentoring and coaching techniques that can be used to support team members.
Mentoring and coaching technique 1 | |
Mentoring and coaching technique 2 |
- List three strategies that can be used for resolving conflict.
- List three strategies that can be used for negotiating.
- List three communication methods.
- List three communication styles.
- List three key principles of communication that must be adhered to when communicating with individuals from other cultures or those with special needs or disabilities.
- Explain how each of the following workplace contingencies can impact on a team and a strategy that could be followed to reduce the impact.
Contingency | Impact | Strategy |
Unplanned leave or absence of workers | ||
Re-allocation of work tasks | ||
Succession planning for important team roles |
- Explain how you would respond to each of the following teamwork challenges.
Contingency plan | Strategy |
Difficulties performing tasks | |
Conflicts with clients or team members | |
Potential risks or safety hazards | |
Unethical or inappropriate behaviour. |
Students name: | ||||
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? | Completed successfully? | Comments | ||
Yes | No | |||
Question 1 | ||||
Question 2 | ||||
Question 3 | ||||
Question 4 | ||||
Question 5 | ||||
Question 6 | ||||
Question 7 | ||||
Question 8 | ||||
Question 9 | ||||
Question 10 | ||||
Question 11 | ||||
Question 12 | ||||
Question 13 | ||||
Task outcome: |
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Assessor signature: | ||||
Assessor name: | ||||
Date: | ||||
Assessment Details | |||||
Qualification Code/Title | ICT50220 Diploma of Information Technology | ||||
Assessment Type | Assessment -01 (Written Questions) | Time allowed | |||
Due Date | Location | AHIC | Term / Year | ||
Unit of Competency | |
National Code/Title | ICTICT532 Apply IP, ethics and privacy in ICT environments |
Student Details | |||
Student Name | Student ID |
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. | Signature: ____________________________ Date: _____/______/__________ |
Assessor Details | ||
Assessors Name | ||
RESULTS (Please Circle) | SATISFACTORY | NOT SATISFACTORY |
Feedback to student: |
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. | Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. | ||
Signature | Signature | ||
Date | Date |
Instructions to the Candidates
|
- 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.
- Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
- 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 students 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 studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in 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 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 students 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 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 physical environment, e.g. installing lever taps, building ramps, installing a lift |
Explanation of reasonable adjustments strategy used (If required) |
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- Undertake studies and research responsibly and with honesty and integrity
- Ensure that academic work is in no way falsified
- Seek permission to use the work of others, where required
- Acknowledge the work of others appropriately
- Take reasonable steps to ensure other students cannot copy or misuse your work.
- Paraphrasing and presenting work or ideas without a reference
- Copying work either in whole or in part
- Presenting designs, codes or images as your own work
- Using phrases and passages verbatim without quotation marks or referencing the author or web page
- Reproducing lecture notes without proper acknowledgement.
- Work with one or more people to prepare and produce work
- Allow others to copy your work or share your answer to an assessment task
- Allow someone else to write or edit your work (without rto approval)
- Write or edit work for another student
- Offer to complete work or seek payment for completing academic work for other students.
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow :
- This is an open book test.
- Students need to answer all of the written questions correctly.
- Answers must be word processed
- Access to textbooks/other learning materials
- Computer and Microsoft Office
- Access to the internet
- Answers to all questions
Analyse when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. |
Compare when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. |
Contrast when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. |
Discuss when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. |
Describe when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. |
Evaluate when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. |
Examine when a question asks you to examine something, this is similar to analyse, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. |
Explain when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. |
Identify when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. |
List when a question asks you to list something, this means that you are asked to briefly state information in a list format. |
Outline when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. |
Summarise when a question asks you to summarise something, this means (like outline) only giving the main points. Generally, you are expected to write a response a few sentences long. |
- Complete the table below for two Code of Ethics relevant to the ICT industry.
Code of Ethics | Purpose |
- Complete the table below to identify the legislation relevant to copyright.
Copyright legislation | Purpose |
- Complete the table below to identify two types of legislation relevant to intellectual property.
Intellectual property legislation | Purpose |
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- Complete the table below to identify the legislation relevant to privacy. Identify both the federal act, as well as the act for the state or territory in which you are located.
Privacy legislation | Purpose |
- Complete the table below. Research a policy and procedure relating to each of the areas below Write down the name of the policy and procedure, the business that has developed it and its key purpose.
Copyright/Intellectual property | |
Privacy |
- List three ways that a business could choose to communicate new IP, privacy or ethics processes and procedures to staff
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Students name: | ||||
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? | Completed successfully? | Comments | ||
Yes | No | |||
Question 1 | ||||
Question 2 | ||||
Question 3 | ||||
Question 4 | ||||
Question 5 | ||||
Question 6 | ||||
Task outcome: |
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Assessor signature: | ||||
Assessor name: | ||||
Date: | ||||
Assessment Details | |||||
Qualification Code/Title | ICT50120 Diploma of Information Technology | ||||
Assessment Type | Assessment -02 (Written Questions) | Time allowed | |||
Due Date | Location | AHIC | Term / Year | ||
Unit of Competency | |
National Code/Title | BSBXTW401 Lead and facilitate a team |
Student Details | |||
Student Name | Student ID |
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarized from any person or source. | Signature: ____________________________ Date: _____/______/__________ |
Assessor Details | ||
Assessors Name | ||
RESULTS (Please Circle) | SATISFACTORY | NOT SATISFACTORY |
Feedback to student: |
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of me result. I am also aware of my appeal rights. | Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. | ||
Signature | Signature | ||
Date | Date |
Instructions to the Candidates
|
- 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.
- Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
- 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 students 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 studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in 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 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 students 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 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 physical environment, e.g. installing lever taps, building ramps, installing a lift |
Explanation of reasonable adjustments strategy used (If required) |
---|
- Undertake studies and research responsibly and with honesty and integrity
- Ensure that academic work is in no way falsified
- Seek permission to use the work of others, where required
- Acknowledge the work of others appropriately
- Take reasonable steps to ensure other students cannot copy or misuse your work.
- Paraphrasing and presenting work or ideas without a reference
- Copying work either in whole or in part
- Presenting designs, codes or images as your own work
- Using phrases and passages verbatim without quotation marks or referencing the author or web page
- Reproducing lecture notes without proper acknowledgement.
- Work with one or more people to prepare and produce work
- Allow others to copy your work or share your answer to an assessment task
- Allow someone else to write or edit your work (without rto approval)
- Write or edit work for another student
- Offer to complete work or seek payment for completing academic work for other students.
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow :
- a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access
- your learning resources and other information for reference
- the Simulation Pack or your own business
- Project Portfolio template.
- review the advice to students regarding responding to written tasks in the IT Works Student User Guide
- comply with the due date for assessment which your assessor will provide
- adhere with your RTOs submission guidelines
- answer all questions completely and correctly
- submit work which is original and, where necessary, properly referenced
- submit a completed cover sheet with your work
- avoid sharing your answers with other students.
Assessment information | |
Information about how you should complete this assessment can be found in Appendix A of the IT Works Student User Guide. Refer to the appendix for information on:
|
- Carefully read the following:
This project requires you to demonstrate your skills and knowledge in effectively leading and facilitating a team. This project can be based on the case study business in the Simulation pack or you may like to base this on your own business, or a business you are currently working for or are familiar with. Speak to your assessor to get approval if you want to base this on your own business or one you work for. If you choose the case study business, you may select any of teams that form part of the organisation on which to base your project. If it is your own business, then you may choose any team that forms part of your workplace and in which you are involved. You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. |
- Preparation
Make sure you are familiar with the business you are basing this assessment on and have read through the necessary background information and policies and procedures. For the case study business, this is all of the documents included in the ICT simulation pack. If its your own business or a business where you are working or are familiar with, its important at this step that you have your business or case study approved by your assessor. Complete Page 4 of your Project Portfolio for this unit. Read through the requirements of Section 1, 2 and 3 of your Project Portfolio which include detailed guidance relevant to all the assessment activities. |
- Planning team outcomes
You are now to complete Section 1 of your Project Portfolio by completing the team performance plan based on your chosen team from the case study business or your team within your own business. | |
Complete Section 1 of your Project Portfolio. Submit your Portfolio to your assessor. |
- Preparing for team coordination and support
In the following activity, you will be required to communicate the team performance plan that you have developed to your team. If you are basing this on the case study, this will be a group of students that your assessor will organise. If this is your own workplace, this will be the members of your own team. You will have approximately 10 minutes to present your plan and discuss challenges with tasks allocated as outlined below. During the meeting you will also be required to provide coaching to your team on a topic of your choice in order to enhance workplace culture and to ensure common team goals are met. This is to be a short coaching session on a specific topic i.e. no more than 10 minutes. You will therefore need to prepare a presentation to use in the next activity about the team performance plan you have developed and the topic of your choice. You may prepare the presentation in any form you wish e.g. PowerPoint Presentation or handouts. Make sure that you choose a method of communication that will be appropriate for your team and assist them to understand their responsibilities. You will also be required to:
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Complete Section 2 of your Project Portfolio. Submit your Portfolio to your assessor. |
- Roundtable discussion
In a group round-table style discussion with your selected team, you will present your team performance plan and coaching session. Your assessor will be looking to see that you can:
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This can either be viewed in person by your assessor or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes allocated. |
- Monitor workplace activities
If you are using the case study business you are to complete this activity. If you are using your own business, you may collate feedback on your own team and individual performance. If this is not possible, you may also complete this same activity below, selecting one of the teams below. Assume it is six months later and feedback has been received on individual and team performance as follows:
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- Submit your completed Project Portfolio
Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Submit to your assessor for marking. |
Students name: | |||
Did the student: | Completed successfully? | Comments | |
Yes | No | ||
Plan team outcomes by developing a team performance plan that includes:
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Coordinate and support teams and individuals within the team by:
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Facilitating open and respectful communication and c
Posted Date:
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