Provide organisational context and role play

Provide organisational context and role play opportunities
 Work with others in a team
 Communicate with diverse groups
 Use up to date equipment and software tools
 Reflect time pressures and deadlines
 Show the complexity of dealing with multiple tasks
 Involve prioritising among competing tasks
 Deal with internal and/or external customers or clients
 Find, discuss and test solutions to problems
 Answer practically oriented, applied knowledge questions
 Show the level of written and verbal expression sufficient for, but not exceeding, the work
requirements
 Address OH&S issues relevant to the unit of competency and context
 Allows trainers/assessors to assess skills in an objective manner
 Allows assessment of complex interactions, skills and attributes that may be difficult to reproduce or
assess
The challenge for assessors is to create/use realistic simulations that enable valid and reliable assessment to
occur, and to ensure that assessment decisions made on this basis are considered to be as credible as those
made in the workplace (Training WA, 2012).
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.

BSB40215 | BSBCMM401 Make a Presentation
Trainer’s Guide | V 1.0 | June 2015
Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J
Approved by: Quality Manager | Next Review: Dec 2016
Page 20 of 49
These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;
 Written Assessment Tasks
 Practical/Analytical Tasks
 Test/Examinations
 Projects
 Observation
 Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use