Content The presentation was a concise summary of the topic with all questions answered. Comprehensive and complete coverage of information. The presentation was a good summary of the topic. Most important information covered; little irrelevant info. The presentation was informative but several elements went unanswered. Much of the information irrelevant; coverage of some of major points. The presentation was a brief look at the topic but many questions were left unanswered. Majority of information irrelevant and significant points left out.

Presentation Skills Regular/constant eye contact, The audience was engaged, and presenters held the audience’s attention. Appropriate speaking volume & body language. Most members spoke to majority of audience; steady eye contact.The audience was engaged by the presentation. Majority of presenters spoke at a suitable volume. Some fidgeting by member(s). Members focused on only part of audience. Sporadic eye contact by more than one presenter. The audience was distracted. Speakers could be heard by only half of the audience.Body language was distracting. Minimal eye contact by more than one member focusing on small part of audience. The audience was not engaged. Majority of presenters spoke too quickly or quietly making it difficult to understand. Inappropriate/disinterested body language.

Comprehension Extensive knowledge of topic. Members showed complete understanding of assignment. Accurately answered all questions posed. Most showed a good understanding of topic. All members able to answer most of audience questions. Few members showed good understanding of some parts of topic. Only some members accurately answered questions. Presenters didn’t understand topic. Majority of questions answered by only one member or majority of information incorrect.

Criterion Presentation and Training Demonstration Marking Rubric (for trainer to fill-up during student presentation) 4 3 2 1 Visual Appeal There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide. Visually appealing/engaging. There are some errors in spelling, grammar and punctuation. Too much information on two or more slides. Significant visual appeal. There are many errors in spelling, grammar and punctuation. Too much information was contained on many slides. Minimal effort made to make slides appealing or too much going on. There are many errors in spelling, grammar and punctuation. The slides were difficult to read and too much information had been copied onto them. No visual appeal.

Instructions for Students Please read the following instructions carefully • This assessment is to be completed according to the instructions given by your assessor. • Students are allowed to take this assessment home. • Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within 2 weeks of the assessment due date. • Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency. • If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. • Please refer to the College re-assessment and re-enrolment policy for more information.

Resources required for this Assessment • All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint • Upon completion, submit the assessment via the student learning management system to your trainer along with the completed assessment coversheet. • Refer the notes on eLearning to answer the tasks • Any additional material will be provided by Trainer

Validity – the assessor is assured that the learner has the skills, knowledge and attributes, as described in the module of unit of competency and associated assessment requirements. Sufficiency – the assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency. Authenticity – the assessor is assured that the evidence presented for assessment is the learner’s own work. This would mean that any form of plagiarism or copying of other’s work may not be permitted and would be deemed strictly as a ‘Not Yet Competent’ grading. Currency – the assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles: Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual.

Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.

Assessment Summary Sheet • This form is to be completed by the assessor and used a final record of student competency. • All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. • Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.