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BSB50820: Diploma of Project Management Project Risk - Management Assignment Help
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Assignment Task:
Task:
Purpose of the Checklist
The Pre-assessment Checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the Checklist with the student before the student attempts the assessment task. If any items on the Checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
- Please make sure you have completed the necessary prior learning before attempting this assessment.
- Please make sure your Trainer/Assessor clearly explained the assessment process and tasks to be completed.
- Please make sure you understand what evidence is required to be collected and how.
- Please make sure you know your rights and the Complaints and Appeal process. Refer to the Kent Complaints & Appeals Policy & Procedure (MyKent Student Link> Student Policies and Forms > POLICY– Complaints and Appeals Policy & Procedure – Student Login Required)
- Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix in this Unit Assessment Pack and negotiate these with your Trainer/Assessor).
- Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
- Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
- Due date of this assessment task is according to your timetable.
- In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
- Evidence and/or support documentation of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
- Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
- Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
- Please note, integrity 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.
- Trainer/Assessor must notify the VET Department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the Unit Assessment Pack to the Kent Academic Unit (VET).
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 course requirements, takes account of the student’s needs |
|
? Indigenous |
? Knowledge and ? Flexibility ? Services ? Inappropriate |
? 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 ? Limited study skills |
? Make sure font size is not too small ? Trainer/Assessor should refer to the student’s experience ? Ensure that the time available to complete the assessment takes account of the student’s 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 |
? Discuss with the Student previous learning experience ? Ensure learning and assessment methods meet the student’s individual needs |
|
? Disability |
? Speaking ? Hearing ? Reading ? Writing ? Numeracy ? Limited study skills |
? Identify the issues ? Create a climate of support ? Ensure access to support that the student has agreed to is available ? Structure the assessment appropriately ? 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
|
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