BSBCRT401 Student Assessment Booklet CBSA V1.0 (ID 173754)

STUDENT ASSESSMENT
BOOKLET
BSBCRT401 ARTICULATE, PRESENT AND DEBATE
IDEAS
Student first name: _______________________________________________________________________
Student last name: _______________________________________________________________________
Alice Spring College

Address: Level 8, 271 William street, Melbourne, Vic 3000 Tel: 03 9642 2902
Website: ascollege.vic.edu.au
Assessment Overview.......................................................................................................................................... 4
Assessment Task Overview............................................................................................................................. 4
Submitting your Assessment Tasks................................................................................................................. 4
Assessment Task Cover Sheet........................................................................................................................ 4
Assessment Appeals....................................................................................................................................... 4
Assessment Attempts and Resubmissions...................................................................................................... 4
Assessment Outcomes.................................................................................................................................... 5
Plagiarism, Cheating and Collusion................................................................................................................. 5
Guidance to Written Responses...................................................................................................................... 5
Reasonable Adjustment................................................................................................................................... 6
Assessment Plan.................................................................................................................................................. 7
Assessment Task Cover Sheet – Assessment Task 1.......................................................................................... 8
Assessment Task 1: Written Questions.............................................................................................................. 10
Assessment Task Cover Sheet – Assessment Task 2........................................................................................ 15
Assessment Task 2: Plan Your Presentation...................................................................................................... 17
Assessment Task 3: Present & Discuss Ideas.................................................................................................... 23
Part A – Present and Discuss Your Ideas................................................................................................ 24
Part B – Discuss Your Ideas..................................................................................................................... 25
Assessment Task 4: Reflection........................................................................................................................... 29

Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for BSBCRT401 Articulate, present and
debate ideas.
Assessment Task Overview

This unit requires that you complete four assessment tasks. You must complete all tasks to achieve
competency for this unit.
Assessment Task Task Summary
Assessment Task 1: Students must correctly answer all questions in this task to show that they
Written Questions understand the knowledge required of this unit/topic.
Assessment Task 2: Students are required to plan a presentation to deliver to the staff of CBSA
Plan a Presentation regarding their professional development needs.
Assessment Task 3: Students are required to:

Present and Discuss  Part A – Prepare and deliver the presentation planned in Assessment Task 2 to
Ideas three new employees at CBSA (role to be played by students)
 Part B – Participate in a discussion and provide feedback on your classmates’
presentations
Assessment Task 4: Students are required to reflect on their presentation and discussion.
Reflection
Submitting your Assessment Tasks

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents
you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the
Task Cover Sheet.
Assessment Appeals
You can make an appeal about an assessment decision by putting a request in writing and sending it to us.
You may need to make your appeal request within a certain amount of time from the assessment decision.
Refer to your Student Handbook for more information about our appeals process.
Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you
have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment,
which may involve additional training and time to consolidate your skills and knowledge. When you are required
to resubmit, you may be required to:
 Resubmit incorrect answers to questions (such as written tasks and case studies)
 Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
 Redo a role play after being provided with appropriate feedback about your original performance

 Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
 Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 Be provided with feedback on the day about your performance in a role play and then redo the task during
the next visit
Need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up observation
may be required.
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must
complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of
tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the
case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback
about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. The definitions of each of these are
below.
 Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
 Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources such as staff, students, texts, resources and the internet, whether
published or unpublished.
 Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they will address this with you in line with the RTO’s policies and procedures
regarding this.
Guidance to Written Responses

The assessment task instructions may use a range of instructional words, such as ‘identify’ or ‘explain’. These
words will guide you as to the level of detail you must provide in your answer. Some questions will also tell you
how many answers you need to give – for example, ‘Describe three strategies…’.
 Analyse – when a question asks you to ‘analyse’, you should do so in detail, identifying important points and
key features. Generally, you are expected to write a response of one to two paragraphs in length.
 Compare – when a question asks you to ‘compare’, you will need to show how two or more things are
similar, ensuring you also indicate the relevance of the consequences. Generally, you are expected to write
a response of one or two paragraphs in length.
 Contrast – when a question asks you to ‘contrast’, you will need to show how two or more things are
different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a
response of one or two paragraphs in length.
 Define – when a question asks you to ‘define’, you must clearly explain the meaning of a specific term in
your own words, including outlining any qualities which are essential to understanding. Generally, you are
expected to write a response of one to two sentences in length.
 Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or
features. Generally, you are expected to write a response of two or three sentences in length.

 Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features
and express some form of critical judgment. Generally, you are expected to write a response of one or two
paragraphs in length.
 Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward arguments for and
against something. Generally, you are expected to write a response of one or two paragraphs in length.
 Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will need to provide a
detailed response with key points and features and provide a critical analysis. Generally, you are expected
to write a response of one or two paragraphs in length.
 Explain – when a question asks you to ‘explain’, you will need to make clear how or why something
happened or the way it is. Generally, you are expected to write a response of two or three sentences in
length.
 Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information.
Generally, you are expected to write a response of two or three sentences in length.
 List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format,
often with a specific number of items indicated.
 Outline – when a question asks you to ‘outline’, this means giving only the main points. Generally, you are
expected to write a response of two or three sentences in length.
 Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main
points. Generally, you are expected to write a response of two or three sentences in length.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training
across Australia. Under this framework, providers of vocational education and training must take steps to
ensure that students with recognised disabilities have the same learning opportunities and same opportunities
to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are
made to the learning environment, training delivery, learning resources and/or assessment tasks to
accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
 The views of the student
 The potential effect of the adjustment on the student and others
 The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of
students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.

[1][1]
From https://vetnet.education.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf
Assessment Plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency for the unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks Due Date
1. Questions and Answers 1/11/2020
2. Project 1/11/2020
3. Role Play/Observation 1/11/2020
4. Project 1/11/2020
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? 🗸 Yes  No
Have you read and understood the RTO’s policies and procedures related to 🗸 Yes  No
reassessment?
Do you understand the requirements of this assessment? 🗸 Yes  No
Do you agree to the way in which you are being assessed? 🗸 Yes  No
Do you have any special needs or considerations to be made for this assessment?  Yes 🗸 No
If yes, what are they?
________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment? 🗸 Yes  No
Student name: ____________________________________________________________________________
Student signature: _______________________________________ Date: 1/11/2020______________________
Assessor name: Joe Miklic___________________________________________________________________
Assessor signature: Joe Miklic_____________________________ Date: 2/11/2020______________________

Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of submission: 1/11/2020
Unit:
 BSBCRT401 Articulate, present and debate ideas
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Not satisfactory Date Y/N
Questions and Answers 2/11/2020
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
þ None of this work has been completed by any other person.

þ I have not cheated or plagiarised the work or colluded with any other student/s.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
þ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: __________________________________________________________________________
Student name: ____________________________________________________________________________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: Joe Miklic_______________________________________________________________
Date: 2/11/2020___________________________________________________________________________

Assessment Task 1: Written Questions
TASK SUMMARY
You must answer all questions below correctly.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:

 Access to textbooks and other learning materials
 Access to a computer, printer, Internet and email software (if required)
 Access to Microsoft Word (or a similar program)
WHEN AND WHERE WILL THIS TASK BE COMPLETED?

 This task may be done in your own time as homework or you may be given time to do this task in class
(where applicable)
 Your assessor will provide you with the due date for this assessment
WHAT HAPPENS IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will make arrangements with you about
resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may
need to provide new written responses to the questions that were answered incorrectly. Your assessor will give
you a due date by which this must be provided.
STUDENT INSTRUCTIONS FOR TASK 1

 This is an open book test – you can use your learning materials as reference.
 You must answer all questions in this task correctly.
 You must answer the questions by typing your answers in Microsoft Word or a similar program – your
assessor will advise as to whether you must email them your completed assessment, submit the file on a
USB drive or hand in a hard copy. If there are tables included in your task that you need to fill out, you may
choose to recreate them in a word processing application. If you have been provided with an electronic
version of this booklet, you may prefer to type your answers directly into the document.
WRITTEN ANSWER QUESTION GUIDANCE

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These
words will guide you as to how you should answer the question. Some questions will also tell you how many
answers you need to give – for example, ‘Describe three strategies…’.
 Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or
features. Generally, you are expected to write a response of two or three sentences in length.
 List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format,
often with a specific number of items indicated.
 Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main
points. Generally, you are expected to write a response of two or three sentences in length.

QUESTION 1
You have been asked to write a report summarising your attendance at a conference. Summarise the process
you would use to clarify your thoughts and to structure your report.
 Determine the report's purpose, example define the problem.

 Gather the necessary information (facts) for the study.
 Examine and study the information collected.
 Make a list of the facts you will need for the survey.
 Prepare a study description, i.e., a draught of the report.
 Edit the article that has been published.
 Distribute the draught report to the advisory committee and solicit input and suggestions.
QUESTION 2
You are to present the results of your staff satisfaction survey to a meeting of staff members and shareholders.
Your audience is large and diverse and you need to allow for the specific communication requirements of a
number of attendees. List two or more ways you would consider the communication needs of each of the
following attendees:
a) Staff members who can only be present for the first half of the presentation
Make detailed notes and take a memory aid using small index cards .
The first half of the presentation contains all essential information, with the second half devoted to less
critical or optional information.
b) Visually impaired attendees
Provide the materials well in advance and clearly state your expectation.
Ensure that all content is verbally clarified.
c) Attendees who are unfamiliar with the company or the background to the survey
Paraphrase or summarize a question before you answer it.
Use analogies to make concepts clearer
QUESTION 3
You are a supervisor of an ethnically diverse team within a manufacturing facility and wish to seek input from
your team as to how to manage workplace health and safety compliance issues. You know a number of your
team will be reluctant to speak up at a meeting even though they will have valid points to contribute.
a) List two or more reasons why some people may be reluctant to respond in this situation.
fear of saying the wrong thing, a deep belief that others know more than you do and therefore have the
right to do all the talking.

d) Describe how you would encourage input from these team members.
Employee engagement by respect and admired them. The presence of an idea-sharing site sends a
powerful message to workers that they are respected. It encourages employees to take an active,
increasing their sense of emotional connection and supporting a work environment that promotes
constant learning.
Set the right tone and make it clear to their teams that creative thinking is encouraged and valued. Give
team members the space to test their ideas, resolve issues and find solutions collectively and accepting
the inevitability of mistakes.
Feedback to members on how their ideas and suggestions have produced results or led to real change.
Seeing the tangible results of their ideas will encourage employees to ideate and innovate even more.
QUESTION 4
List four or more characteristics that show confidence when presenting to and responding to questions from an
audience.
Engaging to your audience in the presentation to overcome fear
Avoid filler words such as "basically", "well", and "um"
Smile to the audience. They will perceive you like a warm speaker and be more receptive to what you have
to say.
Develop own personal style. Integrate your own personality into your speaking style.
QUESTION 5
Describe three ways that you could tailor your communications and comments to the following audiences:
a) Primary school aged children
Pick up on the emotion. When a child has noticeable emotion in their words or in their body language,
attend to that feeling.

Delay correction and gather more information. When a child is countering you, resist the urge to correct
them immediately, even if you think they are wrong.
Try to see the situation through a child’s eyes. Try to step into their frame of reference before reacting.
e) Secondary school aged children
Make time to hear about the day's activities, be sure they know you're actively interested and listening
carefully.
Ask questions that go beyond "yes" or "no" answers to prompt more developed conversation.
Do not talk down to them or oversimplify matters.
f) Members of the Board of Directors
Provide high-level updates on company initiatives.
Effectively communicate issues facing the company.
Use technology tools or other means of communication to communicate knowledge more effectively.
QUESTION 6
Arjun works for a software company and must present on updates to his company’s product at a meeting of
vendors and software users. He feels that his that his topic is not particularly interesting, but it is nevertheless
important information and he wishes to make sure that the audience pays attention to his presentation.

a) Describe how risk may improve audience interest in and retention of information delivered in Arju’s
presentation.
Tell a story. Transform anything in a presentation into a story format. Use real-life and invented
examples and use illustrative metaphors to prove your points.
Use emotional inflections in own voice. Show that emotion to the people listening. Use emotional vocal
inflections to put some real texture behind words.
g) Describe two risks Arju could take in his presentation.
Create a compelling opening to capture audience's attention. Start with a story or a statistic.
Get audience involved. Think of them as participants rather than listeners. Engage them in the
presentation by asking them questions.
SUBMISSION REQUIREMENTS FOR TASK 1:

 🗸 Your answers to each question

Name:
Unit:
Is this a
Project 2/11/2020
STUDENT DECLARATION

Student name: ____________________________________________________________________________

ASSESSOR FEEDBACK
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Date: 2/11/2020___________________________________________________________________________

Assessment Task 2: Plan Your Presentation
The following assessment tasks use a simulated business called Complete Business Solutions Australia
(CBSA). In order to complete the assessment tasks, you will need to access information, templates, policies
and procedures found on the CBSA website. Your assessor will provide you with login details. Navigate to
www.cbsa.com.au, select ‘Log in’ and enter your username and password prior to completing your
assessment tasks.
For this assessment you will play the role of Business Compliance Specialist for CBSA, Jay Gartner. CBSA
is a consultancy service providing assistance with compliance, finances, human resources, information
technology and other business needs to ensure that businesses have the expertise and support they need to
survive and prosper. You should familiarise yourself with what CBSA does, its services and history, the
organisational structure of the business and its employees. Ensure that you read the Business Plan to
understand CBSA’s mission, vision, and business objectives.
TASK SUMMARY
Students are required to plan a presentation to the staff of CBSA regarding their professional development
needs.

Resources
 Access to a computer, printer and Internet
 Access to Microsoft Word or a similar program
 CBSA professional development policies and procedures (accessible via the CBSA website)

 Your assessor will give you the due date for this assessment

If you get something wrong you will need to resubmit that part of the task or the related document that has not
been completed correctly or fully.
Your assessor will provide you with guidance as to what needs to be resubmitted and how.

To begin this part, read the following email and its attachment, then complete the tasks that follow:
To: Jay Gartner (jay.gartner@cbsa.com.au)
From: Trey White (trey.white@cbsa.com.au)
Date/time: Wednesday 10:52AM
Subject: Professional Development Induction for New Staff
Attachment: Project_Plan.docx
Good morning Jay,
As you may know, a number of new people have joined the CBSA team of late.
So that the new team members are fully aware of CBSA’s professional development policies I’d like you to
plan a presentation to these new staff members about their responsibility to source their own professional
development opportunities as outlined in CBSA’s professional development policies. As they are still settling
in, please plan a presentation that uses a range of techniques to engage the audience – be creative! Please
note you don’t need to prepare the presentation just yet, just submit a plan for it.
You must plan for a verbal presentation that will take approximately 10 minutes and must include two of the
following (one of which must make use of digital technology):
 A PowerPoint or similar presentation, or
 A video
 A hand out
 A prop
 An interactive activity
 A role play (may be live or videoed)
Please also identify a specific professional development opportunity team members may wish to pursue (see
policy for suggested PD topics) and use elements of storytelling to articulate and contextualise how this PD
opportunity may be of benefit to them.
Note, two of our new staff members identify English as their second language and one attendee is hearing
impaired. You will need to factor this into your communications.
Kind Regards,
Trey White
Training & Development

300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.au
TASK
1. Write a bullet point plan for your presentation that clearly identifies
 The key points of CBSA’s professional development policy.
 A specific suggested professional activity and your reasons for choosing this activity. Please include a
link to the activity/course.
2. Describe the two accompanying visual aids/communication pieces you will use in your presentation and
how each will be used to enhance your communication with your colleagues.
3. Discuss why storytelling is a useful tool for communicating ideas and how you will use this technique in
your presentation.
4. Explore two or more ways in which you will encourage your audience to engage in your presentation.
5. List three ways (for each) in which the needs of the following participants will be acknowledged:
 Colleagues for whom English is not their first language
 Hearing impaired colleague
6. Describe two or more techniques, skills and attributes you can use to encourage and enable people to
contribute to discussion during your presentation.
7. Discuss the concept of risk taking and how you will apply this in your presentation.
8. Type your presentation plan in a word document.

 Word document containing presentation plan
Question 1
 Employees will expand and improve their professional competencies in relation to their roles and
responsibilities.
 Professional development activities enhance individual, group, and organisational learning and
capacities by building on employees' cumulative knowledge and experience.
 CBSA will provide chances for employees to acquire, practise, and adopt new knowledge.
 Enable a person to perform to a high standard in a given context and role.
Professional activity- Seminars (https://www.aare.edu.au)

 Providing an opportunity to explore a topic in depth
 Surveying and critically evaluating different viewpoints
 Developing a wide range of communication and study skills
 Building confidence
 Easing communication between parties
Question 2
Whiteboards and Interactive Whiteboards
Whiteboards are useful for brainstorming ideas, diagramming, and creating simple headings. They can also be
used to keep track of audience engagement and remarks during brainstorming sessions. Interactive
whiteboards can be used for PowerPoint presentations, video presentations, and writing on and recording
audience interactions. They're essentially projector screen/whiteboard combos with a personality.
Flip Charts
A flip chart can be produced ahead of time and is portable; it does not require a power source or
technological knowledge. Flip charts are great for gathering audience ideas and comments, as well as for
making quick summaries. A flip chart, on the other hand, will be too small to be seen by everyone if the
audience is huge. When preparing the overview for a presentation using flipchart, plan out the pages. Convey
notes on the flip chart in pencil to remind yourself of the points you wish to make. The pencil notes will not be
seen to your audience.
Question 3
Storytelling isn't only a fun technique to entertain your audience, it is also a great technique to communicate
ideas in a way that the human brain understands. It's a great tool for keeping listeners engaged in what you're
saying and pushing them to take action if used correctly. Visual elements are one storytelling approach that
can be used in corporate presentations. Visual design is a universal language that may help you connect the
dots between key data points and business conclusions in a way that everyone in the room can understand. A
company can able to humanize information about a topic and make benefits more relatable.
Question 4
Multiple choice questions
A versatile question form that allows for public participation. For multiple choice questions, the possibilities
are many and can use them for audience testing, reflection, or even a fun game to encourage them to
participate even more. It is an effective way to make audience think about their answer instead of just
choosing an option that you have given them. It helps to make the audience feel as if they are part of creating
the best presentation experience.
Body language
The air inhale in exhale out and the power you wield are both influenced by your movements and body
posture. Making sure you're visible and not hiding behind a podium is a no-brainer, yet many frightened
speakers fail to do so. Establish a connection with them and standing tall will make you appear more
confident and in command, which will naturally engage the audience.
Question 5
Colleagues for whom English is not their first language
 Recognize improvements. If the employee has shared with us that he or she is working on certain
skills, make sure to point out improvements that you notice.
 Identify specific situations where you noticed problems and share these with the employee.
 Use visual methods of communication
Hearing impaired colleague

 When feasible, face the hearing-impaired individual directly, on the same level, and in good light.
 Without yelling or exaggerated mouth motions, speak clearly, calmly, distinctly, but naturally.
 Provide pertinent information in writing, such as directions, schedules and work assignments.

Question 6
Embrace the power of non-linear presenting
Highlight the links between your thoughts and give viewers a "big picture" view of your issue instead of
clicking through slide after slide. Allow your audience to take control of the presentation by laying out all of
your important points and then allowing them to choose whatever themes they wish to focus on. Your
audience will get a truly custom presentation based on their interests, which they will appreciate and more
easily remember.
Tell stories
No matter where you are from or what you do for a job, storytelling is the most universal approach to attract
your audience's attention. When you start delivering your narrative, people naturally tune in because they
want to know what happens next.
Include videos
When it comes to making a compelling presentation, videos are a fantastic tool. Videos have the ability to
provoke emotions in an audience that would otherwise be impossible to achieve. Find a clip that will put your
viewers in a good mood while also supporting your storey.
Question 7
Risk taking in a presentation by instead of going for the safe option with presentation design, make slides bold
and unusual. The same may be said our material. Make a strong statement with the material. Skip the
presentation and send an email instead if you're just going to drag-and-drop a few charts and throw some
bullet point updates on your slides. Risk taking exploits unpredictability and a departure from more typical
presentation kinds to attract people's attention and indicate that this isn't a conventional dull presentation.

Name:
Date of observation: 1/11/2020
Unit:
Is this a
Role Play/Observation 2/11/2020
STUDENT DECLARATION

Student name: ____________________________________________________________________________

ASSESSOR FEEDBACK
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Date: 2/11/2020___________________________________________________________________________

Assessment Task 3: Present & Discuss Ideas
TASK SUMMARY
There are two parts to this task:
 In Part A, you are required to prepare and deliver the presentation you planned in Task 2 to your three new
employees at CBSA (role to be played by students)
 In Part B you will be observed participating in a discussion and providing feedback on your classmates’
presentations

Personnel
 Three students to play the role of attendees at the presentation in Part A and to take part in discussion and
provide feedback in Part B
Resources
 Access to a computer
 Access to Microsoft PowerPoint or a similar program
 Access to a workplace environment such as a meeting room
 Access to presentation facilities such as a screen for projection of a presentation
 Access to three students

 You will do this task in a simulated workplace environment
 Your assessor will provide you with the date of the role play

If your assessor identifies that you did not correctly or adequately demonstrate the skills and knowledge
required of this task, you will be given feedback on areas for improvement.
Your assessor will provide you with guidance as to whether you need to:
 Redo the task immediately after you have considered their feedback
 Undertake further learning and redo the role play at a later date – your assessor will provide you with
further details about this

You must complete all parts of the task outlined below.

PART A – PRESENT AND DISCUSS YOUR IDEAS
TASK
You are to prepare and deliver the presentation you planned in Assessment Task 2 to at least three new
employees of CBSA (role to be played by fellow students).
Your presentation should follow the format and use the communication aids, tools or props identified in
Assessment Task 2.
During the presentation and following discussion, your assessor will be looking to see that you can:
 Use a variety of techniques to engage the audience and encourage discussion
 Use elements of storytelling to provide context to the ideas you are conveying
 Identify and respond to opportunities for discussion and exchange of ideas
 Respond to questions with clarity and confidence, demonstrating understanding of your topic
 Respect and acknowledge views and ideas from others
 Take risks in how you present and discuss ideas
 Effectively use communication aids and tools

PART B – DISCUSS YOUR IDEAS
TASK
For this part of the task you must participate in a discussion with the students you were grouped with as part of
Task A to promote your professional development idea and provide feedback on your group members’
presentations
This discussion should take approximately 15 minutes and should cover each of the following points:
 Feedback on each student’s presentation including the content included, the effective use of visual aids,
whether they provided opportunity for questions and discussions, the taking of risks and the use of
storytelling
 Each student’s professional development idea, including the case made for that particular PD idea, how it
linked to the story told
 Each student to argue the case for their idea, making a comparison to the other ideas submitted
During the presentation and following discussion, your assessor will be looking to see that you can:
 Discuss different ideas
 Respond to questions about your presentation with confidence and clarity
 Listen to the views of others
 Ask relevant questions of others
 Make a persuasive case for your ideas and compare your ideas to others
 Provide constructive feedback to each of your classmates on their presentation and professional
development idea

You do not need to submit anything for this task.

Name:
Unit:
Is this a
Project 2/11/2020
STUDENT DECLARATION

Student name: ____________________________________________________________________________

ASSESSOR FEEDBACK
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Date: 2/11/2020___________________________________________________________________________

Assessment Task 4: Reflection
TASK SUMMARY
Students are required to reflect on their presentation and feedback received in Assessment 3.

Resources
 Access to a computer, printer, Internet and email software (if required)
 Access to Microsoft Word or a similar program

 Your assessor will give you the due date for this assessment

If you get something wrong you will need to resubmit that part of the task or the related document that has not
been completed correctly or fully.
Your assessor will provide you with guidance as to what needs to be resubmitted and how.

Read the email below and complete the task that follows.
To begin this part, read the following email and its attachment, then complete the tasks that follow:
To: Jay Gartner (jay.gartner@cbsa.com.au)
From: Trey White (trey.white@cbsa.com.au)
Date/time: Monday 3:50PM
Subject: Professional Development Induction for New Staff – Follow Up
Attachment: Reflection.docx
Good afternoon Jay,
Congratulations on your presentation. I hear from a number of staff members that it went very well.
I’d be interested to know your thoughts on your presentation and how you might incorporate the feedback
you received from your colleagues into future presentations. I would also appreciate your thoughts as to the
skills and techniques used by your colleagues in their presentations and the discussion held afterwards.
Kind Regards,
Trey White

Training & Development
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.au
TASK
1. Summarise and reflect on the feedback you received on your presentation from your three colleagues.
Please include the following:
 Your clarity and presentation style
 How well you engaged with your audience
 And the effectiveness of the communication aids you used
 Your reflection on whether you feel the feedback is valid and whether you will incorporate it into future
presentations
2. Describe how you will incorporate feedback into your future presentations, or if not, why not.
3. Write a brief summary of each of your colleagues’ skills and attributes used during Assessment Task 3
(parts A and B).
4. Type your responses and submit in a Word document.

 Responses to questions 1–3 typed in an Word document
Feedback received:
Vocabulary is too weak. Work on collocations. I would have checked the collocations in the dictionary before
presenting. There were numerous inaccuracies in the collocations used in the presentation. As a result, I had
trouble understanding what you were saying at times. It's a shame, because your subject seemed fascinating.
To improve your collocations' range and precision, use an English dictionary or Collocations in Use from the
library.
Talked too fast. During the lecture, I noted that you spoke hastily three times. As a result, my classmates were
less interested and it was difficult to grasp what you were saying at those times. It's a shame, because the
introduction was fascinating. If I think I am speaking too slowly, it's probably the right tempo for the listener.
Ways to improve:
I would time myself when practicing my presentation. Time the presentation from start to finish with a timer. The
practise time will usually be less than my actual presentation duration, which will most likely increase by a few
minutes as I adjust to the crowd's and environment's intensity. I would also plot my pace. I will try to convey
excitement, an uptick in speed is natural, whether I am a fast talker or not. What isn’t natural is speeding
through my entire presentation, which can make me appear as if I am nervous or lack confidence.
I will also develop a reading habit. Vocabulary building is easiest when encounter words in context. Seeing
words appear in a novel or a newspaper article can be far more helpful than seeing them appear on vocabulary
lists. Not only do you gain exposure to unfamiliar words; you also see how they’re used. I would also practice
using new words in conversation. By experimenting in low-stakes situations, you can practice the art of word
choice and, with a little bit of trial and error, hone in on the right word for a particular context.

Part A:
They all used PowerPoint to communicate the facts to the audience in a straightforward and accurate manner.
The audience was given a better comprehension of the subjects by using the storytelling method. They left
enough time at the end of the lecture for a group discussion, which increased audience participation.
Part B:
They spoke clearly and succinctly. They provided useful criticism to others, along with specific instances to
back up their claims. They also offered some helpful comments that could aid others in improving their
presentation skills in the future.


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STUDENT ASSESSMENT

Student first name: _______________________________________________________________________

Student last name: _______________________________________________________________________

Alice Spring College

Alice Spring College

Assessment Task Overview

Assessment Task Task Summary

Assessment Task 3: Students are required to:

Submitting your Assessment Tasks

Assessment Task Cover Sheet

Assessment Attempts and Resubmissions

Alice Spring College

Plagiarism, Cheating and Collusion

Guidance to Written Responses

Alice Spring College

Assessment Tasks Due Date

1. Questions and Answers 1/11/2020

3. Role Play/Observation 1/11/2020

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? 🗸 Yes  No

Student name: ____________________________________________________________________________

Student signature: _______________________________________ Date: 1/11/2020______________________

Assessor name: Joe Miklic___________________________________________________________________

Assessor signature: Joe Miklic_____________________________ Date: 2/11/2020______________________

Alice Spring College

Date of submission: 1/11/2020

Questions and Answers 2/11/2020

I __________________________________________________ declare that these tasks are my own work.

þ None of this work has been completed by any other person.

Student signature: __________________________________________________________________________

Student name: ____________________________________________________________________________

Alice Spring College

Assessor signature: Joe Miklic_______________________________________________________________

Assessor name: Joe Miklic___________________________________________________________________

Alice Spring College

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:

WHEN AND WHERE WILL THIS TASK BE COMPLETED?

WHAT HAPPENS IF I GET SOMETHING WRONG?

STUDENT INSTRUCTIONS FOR TASK 1

WRITTEN ANSWER QUESTION GUIDANCE

Alice Spring College

 Determine the report's purpose, example define the problem.

b) Visually impaired attendees

Ensure that all content is verbally clarified.

Paraphrase or summarize a question before you answer it.

Use analogies to make concepts clearer

Alice Spring College

Engaging to your audience in the presentation to overcome fear

Avoid filler words such as "basically", "well", and "um"

Alice Spring College

e) Secondary school aged children

Do not talk down to them or oversimplify matters.

f) Members of the Board of Directors

Provide high-level updates on company initiatives.

Effectively communicate issues facing the company.

Alice Spring College

g) Describe two risks Arju could take in his presentation.

SUBMISSION REQUIREMENTS FOR TASK 1:

Student signature: _________________ Date: 1/11/2020

Assessor signature: Joe Miklic_______ Date: 2/11/2020