BSBCRT401 Articulate, present anddebate ideas ECON6000 Assessment 2 a statistical database programmer T5 Statement of Investment…

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wwwwwwwsssBSBCRT401 Articulate, present anddebate ideasAspire Version 1.1BSBCRT401 – How to use the TAR© Aspire Training & Consulting3About this resourceThis resource is for trainers and assessors of the unit BSBCRT401 Articulate, present anddebate ideas. It complements the corresponding Aspire Learner guide.The Trainer and assessor resource (TAR) provides you with ideas and guidance on encouragingand supporting students through the training and assessment process using Aspire resources.It is designed to help you optimise the student’s experience and record details of theircompetency.The TAR is comprised of several folders with the following editable documents to assisttrainers and assessors.
Folders
Documents
Introduction
How to use the TAR
Formative assessment
Formative assessment marking guide
Summative assessment
Summative assessment marking guide
Mapping
Formative mapping toolSummative mapping tool
Supporting documents
Sample documents
Student assessment
Student assessment workbook
Key features of the TAR• The Trainer and assessor resource complements the Aspire Learner guide.• Includes weblinks to the relevant unit of competency and other support resources.• Provides guidelines for trainers and assessors on their responsibilities for formative andsummative assessment to meet VET requirements.Formative assessment• Includes activity questions with a marking guide.• Discussion topics provide trainers with a guide to engage with students about the learningcontent.• Clearly maps the learning content to the unit of competency requirements.Summative assessment• Includes detailed instructions to assessors on each assessment task.• Includes a marking guide for each final assessment task.• Clearly maps the final assessments to the unit of competency requirements.BSBCRT401 – How to use the TAR© Aspire Training & Consulting9Other resources by AspireThe following Aspire resources are also available to support delivery of this unit.
Resource
General overview
Learner guide
• Presented in plain English.• Uses current industry practice, workplace examples and links toindustry documents.• Engages students and promotes learning through images, videos anddiagrams.• Provides workplace examples and topic summaries to sum up thecontent and consolidate learning.• Formative assessment questions are provided, allowing the student toreview and improve their understanding of the content. These help toprepare students for their summative assessment.
eBook
• Incorporates all features of the learning content in an interactivelearner guide.• Includes links to video content and activities.• Allows students to complete online activities with immediate feedback.
Online resource
• Provides all the learning content, activities and final assessment tasksin an online format. It can be accessed by students through a trainingorganisation’s learning management system.• Includes interactive learning objects to display content.• Videos and/or animations are used to further engage the student.• Transcripts of audio/video content are available to support learningcontent.• Includes benchmark responses to learning activities so students cancheck their progress.• Includes interactive summative assessment tasks.• Has the facility to upload other materials/documents for assessmentwhere required.
Student assessmentworkbook
• This workbook allows the student to complete their final assessment.• Written in plain English with clear and concise instructions.• Tailored to the student who will be completing assessment using asimulated workplace/classroom environment.• Includes an assessment plan that outlines what the student needs todo to complete the assessment, including aspects of the assessmentprocess.• An assessment agreement signed by the candidate and the assessorconfirms that the student is ready for assessment and has beenprovided with all relevant assessment information.• Cover sheets are provided for each assessment task as evidence ofthe student’s assessment. They also provide clear instructions andfeedback from the assessor to the student and any reasonableadjustment.• The student is provided with clear instructions on how to completeeach assessment task.• A record of outcome allows you to record the student’s final results forthe unit.
BSBCRT401 – Summative assessment marking guide© Aspire Training & Consulting2Assessment task 1: QuestionsInstructions to the assessorStudents’ correct responses to the questions show that they have the required knowledgefrom the unit of competency.How do students complete this assessment?Students must respond to the questions in the spaces provided, and must answer all questionscorrectly for this task to be completed satisfactorily.Students need access to the Student assessment workbook or learning management system tocomplete the questions. As this is an open-book task, students may also need access to alearner guide, the internet and/or other resources to complete the questions.What evidence needs to be submitted?An assessment task cover sheet must be completed and submitted with this task.The student will need to submit an answer to each question. This may be done by handing inwritten responses, or by sending in typed responses via email or online submission. You shouldadvise students on how to submit their responses, and to keep a copy of their submitted work.When and where do students do the assessment task?Advise students if the assessment is to be done in the classroom or at home. Alternatively,assessment may take place at the student’s workplace, in consultation with their employer.You must provide students with the due date for the assessment, which can be recorded in theassessment plan.What if the assessment is not suitable?You may choose to modify this assessment to suit a student’s needs. For example, you mayoffer the candidate the option to undertake an oral assessment instead.You must record the reasonable adjustment and evidence collected in the assessment coversheet for this assessment. Any adjustments to this assessment must comply with the unitrequirements and the RTO’s policies and procedures.What happens when answers are not satisfactory?If any student is unable to satisfactorily complete any of the questions, you must give thestudent feedback and record this feedback on the assessment cover sheet.Students must be provided with an opportunity for reassessment. Each student is allowedthree attempts at this assessment.BSBCRT401 – Summative assessment marking guide© Aspire Training & Consulting4• Logical, succinct and reasonable.• Successful in producing the desired result.Question 4Describe two techniques to tailor comments to particular audiences.Suggested responsesResponses may include two of the following:• Be concise: Only include the relevant information about your topic and avoidunnecessary information or irrelevant examples.• Be thorough: Provide detailed information when relevant to make your points clear.• Be considerate: Think about the impact your message will have on the audience andhow you can help them deal with this.• Be accurate: Double check your facts before you deliver them and make sure they arein a suitable format for the audience.• Be clear: Use language that is easy to understand so that your audience is clear aboutwhat you want them to do and what the desired results are.• Be courteous: Show respect to the audience, and establish trust and rapport by beingappreciative, thoughtful and respectful.• Be appropriate: Tailor your message to the audience and always attempt tocommunicate in their preferred style, not your own.Question 5Briefly explain the role of storytelling to communicate ideas.Suggested responses• Storytelling helps to create an emotional connection with the audience.• A lot of information can be weaved into stories, and you can provoke the audience’senthusiasm.• People feel moved and inspired by stories because they contain personal, emotionalexperiences that others can relate to.• Rather than simply listing the features and benefits of an idea, telling a story can helpto relax the audience and put them in a state of attentiveness.• Storytelling overcomes barriers and allows you to convey your message moreeffectively.Question 6Briefly describe two key storytelling techniques and explain how they could be used tocommunicate ideas.Suggested responsesResponses may include two of the following:The monomyth (‘the hero’s journey’)BSBCRT401 – Summative assessment marking guide© Aspire Training & Consulting8Assessment task 2: ProjectInstructions to the assessorBy correctly completing the project the student will demonstrate that they have the requiredskills and knowledge to articulate, present and debate ideas.How do students complete this assessment?Students must satisfactorily respond to each section of the project, including all parts withineach section.Students need access to the Student assessment workbook or learning management system tocomplete the project as well as a learner guide, the internet and/or other resources.For the presentation, students may need a suitable room with an LCD projector, and acomputer with appropriate software and a USB drive.Students need supporting documents, such as a presentation evaluation form. Aspire hasprovided a sample of this document.You need to ensure the topic chosen by the student is suitable to address the projectrequirements. If you are using a simulated work environment with case studies, make sure thecase studies are realistic and reflect workplace practice. Role-plays and an observationchecklist may need to be developed. The students being assessed and any other participantswill need to be briefed beforehand. This will ensure reliability and validity of the assessment.Evidence to be submittedStudents need to submit:• A completed assessment task cover sheet.• Three typed reports with a reference list. Students need to submit their projectevidence by handing in a physical copy or by sending in an electronic copy via email oronline submission. Advise students on how they are to submit their responses, and tokeep a copy of their submitted work.• One oral presentation. The presentation must be observed by the assessor and/orprovided as a set of slides, screenshots, handouts, video or similar if the assessor isunable to observe the presentation. There must be physical evidence that thepresentation took place.When and where will this assessment take place?This project is designed to be undertaken in a workplace or in a classroom. This should be donein consultation with the student’s employer, if relevant.Any part of the assessment that takes place in a simulated environment must reflect theassessment conditions of the unit.BSBCRT401 – Summative assessment marking guide© Aspire Training & Consulting10Project marking guideAssessor/supervisor to completeProject scenarioDescribe the scenario that the student will complete as part of the project.Assessor to completeSection 1: Analyse ideas for communicating toothers
The student’s report shows evidence of the following:
Satisfactorycompletion
Comments
1. Description of the idea, key themes and key messages:
a. Presenting information that is clear, concise and structured

b. Explaining how the idea differs from other ideas in the marketplaceor workplace

2. The key positioning statement:
a. Defining the customer, problem and how the idea will address theproblem in the positioning statement

b. Stating the positioning statement as a concise, simple, memorablestatement that is tailored to the audience

3. An analysis and description of the target audience, including the audience characteristics andperspectives:
a. Describing the audience in terms of size, age, sex, diversity,interests, beliefs, values and knowledge of the topic

b. Analysing and describing the strengths and weaknesses of theaudience regarding communication skills and attributes

4. Description of the skills and attributes needed to communicate and discuss the idea:
a. Identifying skills to communicate the idea, such as:• oral presentation skills• effective body language• listening skills

BSBCRT401 – Formative mapping© Aspire Training & Consulting1Formative mappingBSBCRT401 Articulate, present and debate ideas
Unit of competency
Content
Practice tasks
Learningcheckpoint
Element 1: Analyse ideas for communication to others
1.1 Distil key themes, messages and positions to aid in clarity of thought andpresentation
1A Clarify key themes, messages andpositions
1
LC1: Q1
1.2 Reflect on different ways of communicating ideas for different purposesand to different people
1B Communicate ideas for differentpurposes and people
2
LC1: Q2
1.3 Identify the enabling skills and attributes of individuals who caneffectively participate in discussions about ideas
1C Identify skills and attributes neededto effectively discuss ideas
3
LC1: Q4
Element 2: Provoke response and reaction
2.1 Explore and use different techniques to engage, fascinate and involveothers in the process of communication and exchange
2A Use different techniques to engagean audience
5
LC2: Q1
2.2 Explore the ways that storytelling can be used to communicate ideas
2B Use storytelling to communicateideas
6
LC2: Q3
2.3 Create innovative approaches to different communication challenges
2C Solve communication challenges ininnovative ways
7
LC2: Q4
2.4 Be prepared to take risks in the way ideas are presented
2D Take risks when presenting ideas
8
LC2: Q5
BSBCRT401 – Summative mapping© Aspire Training & Consulting1Summative mappingBSBCRT401 Articulate, present and debate ideasNote: The mapping indicators for Task 2 relate to the project record sheet in the Student assessment workbook and to the project marking guide in theSummative assessment marking guide.
Unit of competency
Task 1 –Questions
Task 2 –Project
Element 1: Analyse ideas for communication to others
1.1 Distil key themes, messages and positions to aid in clarity of thought and presentation
P1, P2, P7
1.2 Reflect on different ways of communicating ideas for different purposes and to different people
P6
1.3 Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas
P4
Element 2: Provoke response and reaction
2.1 Explore and use different techniques to engage, fascinate and involve others in the process of communicationand exchange
P8
2.2 Explore the ways that storytelling can be used to communicate ideas
P9
2.3 Create innovative approaches to different communication challenges
P10
2.4 Be prepared to take risks in the way ideas are presented
P11
2.5 Identify specific ways to provoke and encourage response in particular individuals or groups
P12
Element 3: Debate and discuss ideas
BSBCRT401 – Presentation evaluation form© Aspire Training & Consulting 1Presentation evaluation form
Presenter: ………………………………………………………….Date: ………………………………………………………………..Topic: ……………………………………………………………….
Evaluator
 Colleague
 Manager
 Other (specify)…………………
To what extent did the presentation represent thefollowing features?
Yes
Somewhat
No
Comments
1. Used presentation space, equipment and technology well
2. Built rapport and engaged with the audience
3. Provided a clear overview of presentation
4. Clearly communicated key messages and positioningstatement
5. Presentation was organised and easy to follow
6. Presenter exhibited a good understanding of the topic
7. Presenter was well-prepared
8. Presenter spoke clearly and effectively
9. Evidence was provided to substantiate ideas andarguments
10. Used time effectively
11. Slides/media were used to enhance presentation
12. Presenter responded effectively and appropriately toaudience questions, arguments, comments and criticisms
13. Presenter involved the audience
14. Presented a clear and convincing conclusion
15. Provided time for questions and feedback
BSBCRT401 Articulate, presentand debate ideasBSBCRT401 – Student assessment workbook© Aspire Training & Consulting2Final assessmentThis final assessment is for the unit BSBCRT401 Articulate, present and debate ideas.An assessor will review the work you complete and determine if you have satisfied theassessment requirements for this unit.This final assessment has two assessment tasks that you must complete.Assessment plan for this unitThe table below is a summary of the final assessment for this unit.Ask your assessor to confirm the dates for submitting each assessment task. Add the dates tothe table below for your records.
Assessment task
Description of task
Due date
1. Questions
The student must correctly answer all eightquestions.
2. Project
There are four sections.The student must show evidence of thefollowing:1. Analyse ideas for communicating to others2. Provoke response and reaction3. Debate and discuss ideas4. Reflect on and improve ideas
Submitting assessmentsYou must submit your completed assessments to your assessor. Instructions on what to submitare detailed in each assessment task.Each assessment task you complete must have a signed cover sheet. Cover sheets are providedfor each of the assessment tasks in this workbook.When the assessment has been completed and marked, your assessor may provide you with acompleted copy for your own records.If you believe your assessment result is not right you should discuss this with your assessor.They will direct you to your student handbook, which will have information about how toappeal an assessment result.BSBCRT401 – Student assessment workbook© Aspire Training & Consulting4Assessment task 1: QuestionsBy correctly completing the project you will demonstrate that you have the required skills andknowledge to articulate, present and debate ideas.How to complete this assessmentThis is an open-book task – you can use a learner guide, the internet, and other books andresources to assist you if required.You must answer all questions correctly for this task to be completed satisfactorily.What evidence do you need to submit?You must submit the completed assessment cover sheet and your answers to your assessor,either by handing in written responses, or by sending in typed responses via email or onlinesubmission. Your assessor will tell you how to submit your responses to this task. Ensure youkeep a copy of your submitted work.When and where to do this assessmentThis task may be done in the classroom or at home. Alternatively, it may be undertaken in yourworkplace in consultation with your employer.Your assessor will tell you what to do, and when your work should be submitted by. You canrecord this in the assessment plan at the beginning of this workbook.What if the assessment is not suitable for your needs?If you are unable to respond to the questions in writing, your assessor may be able to provideyou with an alternative method, such as asking you verbal questions. Discuss this with yourassessor.What happens if answers are not satisfactory?If any of your responses are unsatisfactory, your assessor will give you feedback. You may needto redo some or all of the questions – your assessor will explain the details for yourreassessment. In most cases you will be allowed a maximum of three attempts.BSBCRT401 – Student assessment workbook© Aspire Training & Consulting6Assessor to complete
Evidence
Received
Assessment task 1:Question responses

Attempt 1
Attempt 2
Attempt 3
Assessment date:
Assessment date:
Assessment date:
 Satisfactory Unsatisfactory
 Satisfactory Unsatisfactory
 Satisfactory Unsatisfactory
Please provide feedback and/or record any reasonable adjustments made for this assessment.If the result is unsatisfactory, please include the arrangements that have been made forreassessment and/or additional training that may be required.Please also record results and any required resubmissions or reasonable adjustment details inthe Record of outcome document.Assessor declarationI declare that this assessment has been conducted as per the training organisation’sassessment procedures and the instructions provided for this assessment task, and that I haveprovided appropriate feedback to the student.
Assessor name:
Assessor signature:
Date:
BSBCRT401 – Student assessment workbook© Aspire Training & Consulting9Question 7Describe the nature and role of risk-taking when presenting and debating ideas.Question 8Why is it important to investigate and evaluate creative ways of communicating ideas whilemaking an opportunity pitch?
Result
S 
U 
Result
S 
U 
BSBCRT401 – Student assessment workbook© Aspire Training & Consulting15Cover sheet: Assessment task 2
Unit code
Title
BSBCRT401
Articulate, present and debate ideas
Student to complete
Student name:
Student ID:
Submission date:
Student declaration• I declare that no part of this assessment has been copied from another person’s work,except where clearly noted on documents or work submitted.• I declare that no part of this assessment has been completed for me by another person. Iunderstand that plagiarism is a serious offence that may lead to disciplinary action by mytraining organisation.
Student name:
Student signature:
Date:
BSBCRT401 – Student assessment workbook© Aspire Training & Consulting17Project record sheetAssessor/supervisor to completeProject scenarioDescribe the scenario the student will undertake to complete the project.Assessor to completeSection 1: Analyse ideas for communicating to others
The student’s project shows evidence of the following:
S
U
1. Description of the idea, key themes and key messagesComments:


2. The key positioning statementComments:


3. An analysis and description of the target audience, including the audience characteristics and perspectivesComments:


Record of outcome
Unit code
Title
BSBCRT401
Articulate, present and debate ideas
Assessor to complete
Candidate name:
Assessor name:
Assessor email:
Assessor phone:
Please record the assessment decision for the required assessment tasks for this unit in thesummary table below. Task cover sheets should accompany any other assessment evidenceand be kept with this record of outcome.
Assessmenttask
Attempt 1 result
Attempt 2 result
Attempt 3 result
submitted Evidence
Task 1:Questions
 S  UDate:
 S  UDate:
 S  UDate:
 Yes  No
Task 2:Project
 S  UDate:
 S  UDate:
 S  UDate:
 Yes  No
S = Satisfactory U = UnsatisfactoryNote: The candidate is allowed a maximum of three attempts of each assessment task. A satisfactoryresult must be recorded at least once for each task for a competent result to be recorded below.Assessor declarationI confirm that the candidate has demonstrated all unit outcomes through consistent andrepeated application of skills and knowledge with competent performance demonstrated inmultiple instances over a period of time.Evidence collected has been confirmed as: Valid  Sufficient  Current  Authentic
FINAL RESULT
 Competent  Not competent
Assessor name:
Assessor signature:
Date:

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