{"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":"<p><strong>Assessment Plan<\/strong><\/p>\n<p><strong>Part A<\/strong><\/p>\n<h2><strong>Purpose of Assessment<\/strong><\/h2>\n<table style=\"height: 51px;\" width=\"773\">\n<tbody>\n<tr>\n<td width=\"556\">\n<p style=\"text-align: left;\">The purpose of assessment is to determine competency in:<\/p>\n<p style=\"text-align: left;\">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<p><strong>Conditions of assessment (context)<\/strong><\/p>\n<table style=\"height: 179px;\" width=\"781\">\n<tbody>\n<tr>\n<td width=\"556\">\n<ul style=\"text-align: left;\">\n<li>Assessment will be undertaken off-the-job.<\/li>\n<li>Access is to be provided to simulated or authentic workplace documents.<\/li>\n<\/ul>\n<p style=\"text-align: left;\"><strong>Resource requirements for assessment<\/strong><\/p>\n<p style=\"text-align: left;\">For the assessment of this unit of competency, the following resources are required:<\/p>\n<ul>\n<li style=\"text-align: left;\">workplace documents<\/li>\n<li style=\"text-align: left;\">case studies and, where possible, real situations<\/li>\n<li style=\"text-align: left;\">office equipment and resources<\/li>\n<li style=\"text-align: left;\">interaction with others.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Learner characteristics<\/strong><\/p>\n<table style=\"height: 96px;\" width=\"785\">\n<tbody>\n<tr>\n<td width=\"556\">\n<p style=\"text-align: left;\">The characteristics of the learners may include the following:<\/p>\n<ul>\n<li style=\"text-align: left;\">people with non-English-speaking backgrounds<\/li>\n<li style=\"text-align: left;\">individuals with some work experience<\/li>\n<li style=\"text-align: left;\">individuals currently working in a leadership role.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><strong>Principles of Assessment<\/strong><\/h2>\n<table style=\"height: 115px;\" width=\"790\">\n<tbody>\n<tr>\n<td width=\"99%\">\n<p style=\"text-align: left;\"><em>&#8220;Assessment is the process of collecting evidence and making judgements on whether competency has been achieved &#8211; 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.&#8221;<\/em><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: left;\" width=\"100%\"><strong>Application of Four Principles of Assessment at Salford College<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"height: 735px;\" width=\"794\">\n<tbody>\n<tr>\n<td width=\"180\">\n<p style=\"text-align: left;\"><em>VALIDITY |\u00a0<\/em><\/p>\n<p style=\"text-align: left;\"><em>A valid assessment will assess what it claims to assess.<\/em><\/p>\n<p style=\"text-align: left;\"><em>\u00a0<\/em><\/p>\n<\/td>\n<td style=\"text-align: left;\" width=\"378\"><em>Assessment Tools ensure validity of assessment through:<\/em><\/p>\n<ul>\n<li><em>Covering the full range of skills and knowledge required to demonstrate competency.<\/em><\/li>\n<li><em>sampling the range of skills and knowledge required to determine competency<\/em><\/li>\n<li><em>including multiple approaches to assessment for every unit of competency<\/em><\/li>\n<li><em>resembling the workplace through appropriate simulated assessments <\/em><\/li>\n<li><em>including mapping to demonstrate how the assessment tool assesses what it claims to assess<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"180\">\n<p style=\"text-align: left;\"><em>RELIABILITY\u00a0|\u00a0 <\/em><\/p>\n<p style=\"text-align: left;\"><em>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<td width=\"378\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure reliability of assessment through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>\u00a0Providing clear, unambiguous and well documented assessment tasks.<\/em><\/li>\n<li style=\"text-align: left;\"><em>providing a consistent summative assessment approach for your assessors<\/em><\/li>\n<li style=\"text-align: left;\"><em>collecting evidence from a range of locations and times<\/em><\/li>\n<li style=\"text-align: left;\"><em>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<li style=\"text-align: left;\"><em>including sample answers for all questions, allowing benchmarking against required competency levels<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"180\">\n<p style=\"text-align: left;\"><em>FLEXIBILITY\u00a0|\u00a0<\/em><\/p>\n<p style=\"text-align: left;\"><em>Flexible assessment ensures each candidate is involved in a participatory assessment process.<\/em><\/p>\n<\/td>\n<td width=\"378\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure flexibility of assessment through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>including a RPL process for each unit <\/em><\/li>\n<li style=\"text-align: left;\"><em>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<tr>\n<td style=\"text-align: left;\" width=\"180\"><em>FAIRNESS\u00a0|\u00a0<\/em><\/p>\n<p><em>An assessment system and its processes must not disadvantage or discriminate any person or organisation.<\/em><\/td>\n<td width=\"378\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure fairness of assessment through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>providing detailed candidate information for each assessment task (to help the candidate understand clearly what is expected)<\/em><\/li>\n<li style=\"text-align: left;\"><em>ensuring equitability for all candidates<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Evidence of competency<\/strong><\/p>\n<table style=\"height: 40px;\" width=\"795\">\n<tbody>\n<tr>\n<td style=\"text-align: left;\" width=\"570\">Evidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on quality evidence rather than the quantity of evidence.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"height: 5px;\" width=\"796\">\n<tbody>\n<tr>\n<td style=\"text-align: left;\" width=\"556\"><strong>Application of RULES OF EVIDENCE at SALFORD<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"height: 810px;\" width=\"802\">\n<tbody>\n<tr>\n<td width=\"265\">\n<p style=\"text-align: left;\"><em>CURRENCY\u00a0 |\u00a0 <\/em><\/p>\n<p style=\"text-align: left;\"><em>Current evidence will ensure a candidate has the required skills and knowledge at the time of assessment, and the evidence reflects current workplace processes and equipment.<\/em><\/p>\n<\/td>\n<td style=\"text-align: left;\" width=\"293\"><em>Assessment Tools ensure currency of evidence through:<\/em><\/p>\n<ul>\n<li><em>allowing for the recording of current skills and knowledge<\/em><\/li>\n<li><em>using current vocational processes<\/em><\/li>\n<li><em>referring to simulated workplace documents<\/em><\/li>\n<li><em>allowing for simulated assessments<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"265\">\n<p style=\"text-align: left;\"><em>SUFFICIENCY\u00a0|\u00a0 <\/em><\/p>\n<p style=\"text-align: left;\"><em>Sufficient evidence will cover all the elements, performance criteria and required range of variables in the standards against which assessment is to be carried out.<\/em><\/p>\n<\/td>\n<td width=\"293\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure sufficiency of evidence through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>including a detailed mapping document to map all evidence collected to the full unit of competency<\/em><\/li>\n<li style=\"text-align: left;\"><em>allows for multiple observations for practical tasks (as required) to ensure depth of evidence is collected<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"265\">\n<p style=\"text-align: left;\"><em>VALIDITY\u00a0|\u00a0<\/em><\/p>\n<p style=\"text-align: left;\"><em>Valid evidence will allow for consistent judgement for all evidence collected, both now and in the future.<\/em><\/p>\n<\/td>\n<td width=\"293\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure validity of evidence through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>allowing for the recording of all evidence<\/em><\/li>\n<li style=\"text-align: left;\"><em>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<li style=\"text-align: left;\"><em>including sample answers for all questions, allowing benchmarking against required competency levels<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: left;\" width=\"265\"><em>AUTHENTICITY\u00a0 |\u00a0 <\/em><\/p>\n<p><em>The evidence collected is authentic that is, it is actually derived from valid sources and is directly attributable to the individual.<\/em><\/td>\n<td width=\"293\">\n<p style=\"text-align: left;\"><em>Assessment Tools ensure authenticity of evidence through:<\/em><\/p>\n<ul>\n<li style=\"text-align: left;\"><em>allowing for direct observation of skills and knowledge<\/em><\/li>\n<li style=\"text-align: left;\"><em>allowing the RTO to check submitted work for plagiarism (in accordance with RTO policies and procedures)<\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table style=\"height: 37px;\" width=\"801\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\" width=\"556\"><strong>TYPES OF EVIDENCE<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"556\">\n<p style=\"text-align: left;\">Types of evidence that can be collected, sighted or validated while conducting assessments can include:<\/p>\n<ol>\n<li style=\"text-align: left;\">Student\u2019s written response to knowledge test<\/li>\n<li style=\"text-align: left;\">Recruitment documentation<\/li>\n<li style=\"text-align: left;\">Assessor\u2019s Observation of interview techniques using assessor\u2019 observation checklist<\/li>\n<li style=\"text-align: left;\">Written report<\/li>\n<li style=\"text-align: left;\">Role-play participation observation using assessor\u2019 observation checklist<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table style=\"height: 89px;\" width=\"796\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\" width=\"556\"><strong>EVALUATING EVIDENCE<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"556\">\n<ol>\n<li style=\"text-align: left;\"><strong>Step 1: <\/strong>Evidence is gathered<\/li>\n<li style=\"text-align: left;\"><strong>Step 2: <\/strong>Rules of evidence are applied \u2013<br \/>\nevidence is valid, sufficient, current and authentic.<\/li>\n<li style=\"text-align: left;\"><strong>Step 3: <\/strong>Evidence meets the full requirements of the unit\/s of competency.<\/li>\n<li style=\"text-align: left;\"><strong>Step 4: <\/strong>The assessor makes an informed decision about the student\u2019s competency and update competency record.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assessment Plan Part A Purpose of Assessment The purpose of assessment is to determine competency in: Salford College\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 BSBMGT517 -Manage operational plan Conditions of assessment (context) Assessment will be undertaken off-the-job. Access is to be provided to simulated or authentic workplace documents. Resource requirements for assessment For the assessment of this unit of competency, the following resources are required: workplace documents case studies and, where possible, real situations office equipment and resources interaction with others. Learner characteristics The characteristics of the learners may include the following: people with non-English-speaking backgrounds individuals with some work experience individuals currently working in a <a href=\"https:\/\/assignmenttask.com\/answers\/bsbmgt517-manage-operational-plan-a\/\" class=\"read-more\">Read More &#8230;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[38,39],"tags":[40,41],"class_list":["post-641","post","type-post","status-publish","format-standard","hentry","category-bsbmgt517","category-manage-operational-plan-a","tag-bsbmgt517","tag-manage-operational-plan-a"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>BSBMGT517 -Manage Operational Plan A - Get 24\/7 Homework Help Solution<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/assignmenttask.com\/answers\/bsbmgt517-manage-operational-plan-a\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"BSBMGT517 -Manage Operational Plan A - Get 24\/7 Homework Help Solution\" \/>\n<meta property=\"og:description\" content=\"Assessment Plan Part A Purpose of Assessment The purpose of assessment is to determine competency in: Salford College\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 BSBMGT517 -Manage operational plan Conditions of assessment (context) Assessment will be undertaken off-the-job. Access is to be provided to simulated or authentic workplace documents. Resource requirements for assessment For the assessment of this unit of competency, the following resources are required: workplace documents case studies and, where possible, real situations office equipment and resources interaction with others. 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Access is to be provided to simulated or authentic workplace documents. Resource requirements for assessment For the assessment of this unit of competency, the following resources are required: workplace documents case studies and, where possible, real situations office equipment and resources interaction with others. 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