{"id":641,"date":"2019-01-14T10:01:12","date_gmt":"2019-01-14T10:01:12","guid":{"rendered":"https:\/\/assignmenttask.com\/answers\/?p=641"},"modified":"2022-10-15T10:09:00","modified_gmt":"2022-10-15T10:09:00","slug":"bsbmgt517-manage-operational-plan-a","status":"publish","type":"post","link":"https:\/\/assignmenttask.com\/answers\/bsbmgt517-manage-operational-plan-a\/","title":{"rendered":"BSBMGT517 -Manage Operational Plan A"},"content":{"rendered":"

Assessment Plan<\/strong><\/p>\n

Part A<\/strong><\/p>\n

Purpose of Assessment<\/strong><\/h2>\n\n\n\n
\n

The purpose of assessment is to determine competency in:<\/p>\n

Salford College\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 BSBMGT517 -Manage operational plan<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Conditions of assessment (context)<\/strong><\/p>\n\n\n\n
\n
    \n
  • Assessment will be undertaken off-the-job.<\/li>\n
  • Access is to be provided to simulated or authentic workplace documents.<\/li>\n<\/ul>\n

    Resource requirements for assessment<\/strong><\/p>\n

    For the assessment of this unit of competency, the following resources are required:<\/p>\n

      \n
    • workplace documents<\/li>\n
    • case studies and, where possible, real situations<\/li>\n
    • office equipment and resources<\/li>\n
    • interaction with others.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Learner characteristics<\/strong><\/p>\n\n\n\n
      \n

      The characteristics of the learners may include the following:<\/p>\n

        \n
      • people with non-English-speaking backgrounds<\/li>\n
      • individuals with some work experience<\/li>\n
      • individuals currently working in a leadership role.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        Principles of Assessment<\/strong><\/h2>\n\n\n\n\n
        \n

        “Assessment is the process of collecting evidence and making judgements on whether competency has been achieved – to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry\/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course.”<\/em><\/p>\n<\/td>\n<\/tr>\n

        Application of Four Principles of Assessment at Salford College<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n
        \n

        VALIDITY |\u00a0<\/em><\/p>\n

        A valid assessment will assess what it claims to assess.<\/em><\/p>\n

        \u00a0<\/em><\/p>\n<\/td>\n

        		Assessment Tools ensure validity of assessment through:<\/em><\/p>\n
          \n
        • Covering the full range of skills and knowledge required to demonstrate competency.<\/em><\/li>\n
        • sampling the range of skills and knowledge required to determine competency<\/em><\/li>\n
        • including multiple approaches to assessment for every unit of competency<\/em><\/li>\n
        • resembling the workplace through appropriate simulated assessments <\/em><\/li>\n
        • including mapping to demonstrate how the assessment tool assesses what it claims to assess<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        \n

        RELIABILITY\u00a0|\u00a0 <\/em><\/p>\n

        Reliable assessment uses methods and procedures that ensure the competency standards are interpreted and applied consistently from person to person and from context to context.<\/em><\/p>\n<\/td>\n

        		\n

        Assessment Tools ensure reliability of assessment through:<\/em><\/p>\n

          \n
        • \u00a0Providing clear, unambiguous and well documented assessment tasks.<\/em><\/li>\n
        • providing a consistent summative assessment approach for your assessors<\/em><\/li>\n
        • collecting evidence from a range of locations and times<\/em><\/li>\n
        • including comprehensive checklists for all practical assessments (unpacked from the unit requirements to resemble real vocational processes \u2013 to allow recording of observable behaviour)<\/em><\/li>\n
        • including sample answers for all questions, allowing benchmarking against required competency levels<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        \n

        FLEXIBILITY\u00a0|\u00a0<\/em><\/p>\n

        Flexible assessment ensures each candidate is involved in a participatory assessment process.<\/em><\/p>\n<\/td>\n

        		\n

        Assessment Tools ensure flexibility of assessment through:<\/em><\/p>\n

          \n
        • including a RPL process for each unit <\/em><\/li>\n
        • allowing the SALFORD to modify and contextualise the assessment to reflect the student\u2019s vocational needs<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        FAIRNESS\u00a0|\u00a0<\/em><\/p>\n

        An assessment system and its processes must not disadvantage or discriminate any person or organisation.<\/em><\/td>\n

        		\n

        Assessment Tools ensure fairness of assessment through:<\/em><\/p>\n