SBADM506 MANAGE BUSINESS DOCUMENT DESIGN AND DEVELOPMENT ASSESSMENT TASK 1

For further information regarding assessment criteria, including:

• application of unit
• elements and performance criteria
• assessment requirements
• modification History
• performance Evidence
• knowledge Evidence
• assessment conditions. 

Understanding assessment terminology
Describe: Give a detailed account by recounting, characterising, outline and relating, in sequence, an event, situation, theory or point.
Explain: Clarify or elaborate on the facts.  Focus on reasons how and why things happen or a why a particular point is important in the relevant context.
List: Using dot points, list a series of points, steps or stages that relate to the question.
Outline: Leaving out minor details, give an account of thing or a process outlining the main points of a topic.
Review: Provide a summary while analysing and commenting on the evidence, argument or other relevant points.
Summarise: Identify and interpret the most relevant features of a theory, discuss issue or detail, leaving out the finer details.
Develop: Involves the creation of the materials/activities/procedures to achieve the outcome.  This is about designing and creating.
Implement: After materials/activities/procedures are developed, test all materials/procedures to determine if they are functional and appropriate for the intended audience.
Evaluate: ensures that the materials/activities/procedures achieve their desired goals and involves a detailed review including any recommendations for change and reasons.
Plagiarism
While cooperative effort and the sharing of information are encouraged, you must ensure your assignments and assessments are representative of your own effort, knowledge and skills. You must not take the work of others and present it as your own. Plagiarism may result in the assignment/assessment being deemed to be “not yet competent” by the assessor.
Students accused more than once of academic misconduct, including plagiarism, may be dismissed or cancelled from their course at the discretion of the Clinton Institute Director of Studies.
Plagiarism can take several forms.

• Quoting from a book or an article without acknowledging the source
• Handing in someone else’s work as your own
• Stealing and passing off another person’s words or ideas and claiming them as your own
• Giving incorrect information about the source of a quotation or idea
• Downloading information from the internet without acknowledging the source
• Copying a section of a book or article and submitting it as one’s own work
• Presenting something as a new and original idea or producing something which was derived from an existing source.

Referencing Materials
If you are unfamiliar with how to reference, we recommend that you review http://www.citethisforme.com/harvard-referencing. Two types of citations are included:

• In-text citations are used when directly quoting or paraphrasing a source. They are located in the body of the work and contain a fragment of the full citation.Depending on the source type, some Harvard Reference in-text citations may look something like this:
  • “After that I lived like a young rajah in all the capitals of Europe…” (Fitzgerald, 2004).
• Reference lists are located at the end of the work and display full citations for sources used in the assignment. Here is an example of a full citation for a book found in a Harvard Reference list:
  • Fitzgerald, F. (2004). The great Gatsby. New York: Scribner.*
• It is preferred that students utilises Harvard Style referencing. Generally, Harvard Reference List citations follow this format:
  • Books: Last name, First Initial. (Year published). Title. City: Publisher, Page(s).
  • Journals/publication: Last name, First initial. (Year published). Article title. Journal, Volume (Issue), Page(s).
  • Websites: Website name, (Year published). Page title. [Online] Available at: URL [Accessed Day Mo. Year].

Understanding your results
The great thing with competency-based training is that you are either deemed ‘competent’ (you can demonstrate the required skills and knowledge) or ‘not yet competent’ (at this time, you haven’t been able to demonstrate required skills or knowledge). The key word is “YET”.
Your trainer will provide you with feedback on your assessments so that you know what you have done well in your assessment and what you need to improve upon or fix. An “NYC” result does not mean that you have failed and that is it. You have the opportunity to try again.  It could be that one question in your assessment was deemed not yet satisfactory(NS) and this is the only question that will require review.
Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Yet Satisfactory (NYS). 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 yet satisfactory, you will be given an overall outcome for the unit of Not Yet Competent (NYC).
You will be allowed up to two (2) reassessments attempts to complete the task and achieve a satisfactory outcome. You will be given a time frame for re submission and advised what you must include in the re submission.
There is an Assessment Task # – Outcome Record at the end of each discreet assessment activity. Assessors will fill this out for each assessment activity. The summary of the outcomes will be transferred to the Overall Unit – Record of Assessment Outcomes located on the last page of this Student Assessment Booklet.
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