Category: Writing

RSER 103 – Communication Competence Assignment Objectives: • To demonstrate professional communication style required in a workplace environment within the role of the EA • To apply and demonstrate appropriate communication skills • To describe and identify communication process • To utilize critical thinking and analysis skills in written application • To demonstrate academic writing skills For this assignment students will demonstrate competence in the following communication skills: 1. Impression Management (Chapter 2) 2. Perception Checking (Chapter 3) 3. Managing Negative Self-Talk (Chapter 4) 4. I-Language (Chapter 5) 5. Active Listening Strategies (Chapter 7) (Choose 3 from prompting, questioning, paraphrasing, supporting, or analyzing. 6. Managing interpersonal Conflicts (Chapter 10) Instructions: • This assignment can be completed as a Video, Word Document, PowerPoint, or any combination of these. • When you are trying to demonstrate a particular communication skill, prepare a script and then either submit your script or find a friend or family member to act out the script with you. • It is not necessary for the friend to be in the video frame, but I should be able to hear their voice. • All work submitted must be original. • Do not copy any examples from the internet or your textbook. ‘ • For example-Do not Google “I messages” and then Copy and Paste an example that you found on the internet. This is Plagiarism. This Assignment is Worth 30% of Final Grade. RSER 103 – Communication Competence Assignment Description of Assignment Components: Communication Skill: Description: 1. Impression Management • In a paragraph (approximately 200 words) discuss how you plan to manage people’s impressions of you on the job. • Please see Chapter 2 “How do we manage identities”. • In your answer you might focus on your clothing choices at work, your communication style with parents, co-workers and supervisors or your dealings with people associated with work out in your community (Multiple Roles). • Discussion how you manage your social media identity to minimize the problems associated with social media (see Chapter 1). • If you use ideas from the textbook-add an APA in-text citation and Reference page entry 2. Perception Checking • Provide explanation and examples of Perception Checking • Provide summary analysis of: o videos, links, resources, or written scripts of three examples of Perception Checking for 3 different situations o (See Chapter 3) 3. Managing Negative Self-Talk • Based on your exploration of Chapter 4 “Irrational thinking fallacies” write a paragraph or develop another form of media (e.g. Poster, blog, slides deck) of approximately 300 words identifying your two most common negative thinking fallacies • (see Chapter 4 for a description of common fallacies). • Describe how these thinking patterns lead to negative emotions. • Finally, identify at least two specific strategies you can use to minimize these debilitative emotions • (See “Minimizing debilitative emotions”). If you use ideas from the textbook-add an APA in-text citation and Reference page entry Common Negative Thinking Fallacies: 1. The fallacy of perfection 2. The fallacy of approval 3. The fallacy of should 4. The fallacy of overgeneralization 5. The fallacy of causation 6. The fallacy of helplessness 7. The fallacy of catastrophic expectations RSER 103 – Communication Competence Assignment 4. “I” language • Prepare a script/dialogue or video describing two conflicts that could be dealt with effectively using “I” or “We” language. • First describe the conflict (e.g.-your partner leaves dirty dishes all over the house) and then create an “I message” that you could use to approach the person with your concern or problem. Note: Effective “I messages” have 4 parts: 1. A description of the other person’s behaviour 2. Your interpretation 3. Your feelings 4. The consequences the other’s behaviour has on you • The four parts can go in any order. Example: I get embarrassed (feeling) when you talk about my bad exam grades in front of your friends (description of behaviour). I am afraid that they will think I am stupid when I am just not great at exams (interpretation)and that is why I got upset last night (consequence). 5. Active Listening Strategies • Prepare a script or video demonstrating three of the active listening strategies from Chapter 7. • Choose from prompting, questioning, paraphrasing, supporting, or analyzing. • Note: Giving advice shuts down the conversation and leaves people feeling like they have not been heard. Try to prompt your person to come up with their own solutions. • 6. Managing Interpersonal Conflict • In a paragraph of approximately 200 words describe your most common style of dealing with conflict. o Are you good at managing conflict or do you actively avoid it? o Are you passive, aggressive, passive-aggressive, or assertive? o Do you ever use any of the dirtyfighter or crazymaker strategies (see Chapter 10)? • Now-in another paragraph, describe a real or imagined conflict that went poorly. • Finally, using any of the strategies in Chapter 10 write a script or prepare a written analysis, slide deck, or video showing a positive outcome for the same conflict. • You can also incorporate active listening, “I” or “We” language, and/or perception checking. • This is your chance to show what you have learned about interpersonal competence. • Please see the script in Chapter 10 for some ideas RSER 103 – Communication Competence Assignment Content 5 Excelling 4 Exceeding 3 Applying 2 Developing 1 Beginning 0 Incomplete/ Plagiarized Impression Management Insightful ideas for managing impressions. Several ideas from course and textbook and personal experience included. Information includes specific details, explanations, examples for supportive analysis. Analysis includes ways to manage social media identity to minimize the problems associated with social media. Clear ideas for managing impressions. Many ideas from course and textbook and personal experience included. Information includes details, explanations, examples for supportive analysis. Analysis includes some ways to manage social media identity to minimize the problems associated with social media. General ideas for managing impressions. Some ideas from course and textbook and personal experience included. Information includes generalize details, explanations, and/or examples for supportive analysis. Analysis includes brief explanation of a way to manage social media identity to minimize the problems associated with social media. Brief explanation of ideas for managing impressions. Brief information from course/text included within analysis. Information includes short and brief details, explanations, or examples for supportive analysis. Further analysis and explanation of a way to manage social media identity to minimize the problems associated with social media required for a full response. Most information has been copied from resources. Further personal analysis of details, explanations, ideas required. Examples required to enhance response. Missing information in relation to ideas and thoughts pertaining to social media. Information/ Response is either plagiarized and copied directly from sources or is missing. Perception Checking Perception checking demonstrates all three required elements and thoughtfully describes observed behaviour. Information includes specific analysis and examples for supportive details. Perception checking demonstrates all three required elements and describes observed behaviour. Information includes analysis and examples for supportive details. Perception checking Demonstrates two required elements and generally describe elements and generally describe observed behavior. Generalized example included for support. Perception checking briefly explains 1-2 elements with brief example included for support. Further explanations and description of all elements required. Incomplete response with several elements and examples missing. Further reflection and development of response required. Information/ Response is either plagiarized and copied directly from sources or is missing. Managing Negative SelfTalk Learner thoughtfully and insightfully identifies Negative thinking patterns and has a realistic plan to reduce the negative emotions associated with these thinking patterns. Description of thinking patterns and at least two specific strategies are included and thoroughly explained with examples. Learner identifies Negative thinking patterns and has a realistic plan to reduce the negative emotions associated with these thinking patterns. Description of thinking patterns and at least two specific strategies are included and explained with examples within response. Learner satisfactorily identifies negative thinking patterns and/or has a somewhat realistic plan to reduce the negative emotions associated with these thinking patterns. 1 strategy and general example included for support. Learner briefly identifies negative thinking patterns and/or has a brief/general realistic plan to reduce the negative emotions associated with these thinking patterns., Strategies and examples need further analysis and explanations. Learner does not identify negative thinking patterns, or does not relate to themselves, or does not have a realistic plan. Brief example needs further explanations and analysis to develop a full response. Information/ Response is either plagiarized and copied directly from sources or is missing. RSER 103 – Communication Competence Assignment Content 5 Excelling 4 Exceeding 3 Applying 2 Developing 1 Beginning 0 Incomplete/ Plagiarized “I” language Learner demonstrates competence in using all 4 parts of an effective “I” message and is able to use “I” messages for a variety of conflicts. Information and examples are detailed, descriptive, and thoroughly developed. Learner demonstrates ability in using all 4 parts of an effective “I” message and is able to use “I” messages for a variety of conflicts. Information and examples are descriptive and well developed. Learner has satisfactory “I” messages but may be missing 1 or more parts or has a limited variety of situations. Further information and example required in a developed “I” message. Learner is missing more than one component within the “I” message. Brief explanation of I message and example provided is missing components. Further review required for a developed response. Learner has not mastered the 4 parts of an “I message”. Most information has been directly copied from a source. Information/ Response is either plagiarized and copied directly from sources or is missing. Active Listening Strategies Learner demonstrates competence in active listening strategies for a variety of listening contexts. Information is descriptive in analysis and includes details and examples relation to: prompting, questioning, paraphrasing, supporting, or analyzing. Learner demonstrates ability in active listening strategies for a variety of listening contexts. Information is clear in analysis and includes details and/or examples relation to: prompting, questioning, paraphrasing, supporting, or analyzing. Learner demonstrates satisfactory competence in active listening or chooses limited contexts. Some information and/or examples relate to: prompting, questioning, paraphrasing, supporting, or analyzing. Learner has copied information mostly from sources. Missing specific and personalized details in relation to active listening skills and techniques. Further explanation required for: prompting, questioning, paraphrasing, supporting, or analyzing required. Learner is not able to demonstrate competence or experiences confusion between strategies Information/ Response is either plagiarized and copied directly from sources or is missing. Managing Interpersonal Conflict Learner shows insight into personal conflict styles and is able to demonstrate a variety of strategies to resolve conflict positively. Information includes reflections of strategies and provide specific examples and explanations that develop analysis of response. Learner explains personal conflict styles and is able to demonstrate a variety of strategies to resolve conflict positively. Information includes some reflections of strategies and provides examples and/or explanations that develop analysis of response. Learner generally explains personal conflict styles. Information includes generalized reflection of strategies and/or provides examples or explanations. Learner briefly explains personal conflict styles. Information includes brief reflection of a strategy or provides an example or explanation.. Most information has been copied from a source. Learner needs to review and analyze information to develop a complete response. Information/ Response is either plagiarized and copied directly from sources or is missing. Research Learner correctly uses at least 4 in-text citations referencing ideas from the textbook or other sources. A reference page is included Learner uses at least 4 intext citations referencing ideas from the textbook or other sources. A reference page is included with minor errors. Learner uses at least 3 intext citations with minimal errors referencing ideas from the textbook or other sources. A reference page is included/ Learner uses at least 1 intext citations referencing ideas from the textbook or other sources. A reference page is included Information has been mostly copied and is missing APA citations and reference page. Review of APA required for a developed academic response. Information/ Response is either plagiarized and copied directly from sources or is missing. RSER 103 – Communication Competence Assignment Content 5 Excelling 4 Exceeding 3 Applying 2 Developing 1 Beginning 0 Incomplete/ Plagiarized Format Responses are placed in paragraph format and follow APA guidelines for academic submissions. Information meets all length requirements. No spelling or grammar errors. Responses are placed in paragraph format and follow APA guidelines for academic submissions. Information meets all length requirements. Minor spelling or grammar errors. Responses are placed in sentence format and generally follow APA guideline for academic submissions. Information generally meets all length requirements. Some spelling or grammar errors. Responses are placed in sentence format but further APA guidelines need to be reviewed for structure . Some information/ responses meet some of the length requirements. Spelling and grammar should be checked and revised for clarity. Further review of paragraph and sentence structure required for academic responses and submissions. Awkward phrasing and structure. Revisions for grammar and spelling required. Information/ Response is either plagiarized and copied directly from sources or is missing.
Attachments:
10450189_1_rser-103—communication-assignment–1-.pdf

STUDENT ASSESSMENT BOOKLET
HLTWHS002 FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE
Student first name: _______________________________________________________________________
Student last name: _______________________________________________________________________
© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of HLTWHS002 Follow safe practices for direct client care.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 5 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
Assessment Task
About this task
Assessment Task 1: Written questions
You must correctly answer all 9 questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Case studies
You are to read three case studies and complete the questions for each.
Assessment Task 3: Project – WHS inspection
You are to complete a work health and safety inspection of an area in your workplace.
Assessment Task 4: Project – WHS risk assessment
You are to complete a WHS risk assessment.
Assessment Task 5: Workplace observations
There are three parts to this assessment:
Part A: You are to locate and discuss your workplace’s policies and procedures with your assessor.
Part B: You are to demonstrate the application of emergency response policies and procedures.
Part C: You are to demonstrate the application of infection control policies and procedures by cleaning up a ‘blood spill’.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to this unit:
Arnott, G 2011,
The Disability Support Worker
, Pearson Australia, Frenchs Forest, NSW.
Croft, H 2013,
The Australian Carer
3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments
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.
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, 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.
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 appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements
Due date
Written questions
Case studies
Project – WHS inspection
Project – WHS risk assessment
Workplace observations
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
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? If yes, what are they?
_________________________________________________________________________________________________
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¨ No
Do you understand your rights to appeal the decisions made in an assessment?
¨ Yes
¨ No
Student name: ______________________________________________________
Student signature: ___________________________________________________________________ Date: ______________________________________________________________
Assessor name: _____________________________________________________
Assessor signature: ___________________________________________________________________ Date: ______________________________________________________________
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name:
Date of birth:
Student ID:
Unit:
HLTWHS002 Follow safe practices for direct client care
Student to complete
Assessor to complete
Assessment Task
Resubmission?
Y/N
Student
initials
Sufficient/
insufficient
Date
Written questions
STUDENT
DECLARATION
I _______________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: __________________________________________________
Student name: ______________________________________________________
Date: ______________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return
Attachments:
10450183_1_b5-6208744018029842203.docx

1 Assignment 2 1 Mapping the Stock and Flow Structure of Systems Due: Wednesday November 8, 2023 This is a group assignment. Please complete it with your group. This assignment provides you with the opportunity to practice with the structure and dynamics of stocks and flows. Stocks and flows are the building blocks from which every dynamic system is constructed. The ability to identify, map, and understand the dynamics of the networks of stocks and flows in a system isessential to understanding the processes of interest in any modeling effort. This assignment will focus on goal seeking processes. ? Be sure you have carefully read Ch. 6 and 7 of Business Dynamics before doing this assignment. ? Submitting your work: One member of your team should submit your team’s write up and model on Blackboard, as a single zip (or 7Z) file containing a word document and a Vensim mdl file. Make sure the write up lists the full names of all members of your group. 1 This assignment is modified from an assignment prepared by MIT System Dynamics Group faculty. MIT has not endorsed any changes or modifications to the original assignment. Terms of Use, visit: http://ocw.mit.edu/terms. 2 • Modeling Goal-Seeking Processes All goal-seeking processes consist of balancing (negative) feedback loops. In a balancing loop, the system state is compared to a goal, and the gap or discrepancy is assessed. Corrective actions respond to the sign and magnitude of the gap, bringing the state of the system in line with the goal. For example, consider programs designed to improve the quality of a process in a company. The process could be in manufacturing, administration, product development-–any activity within the organization. Improvement activity is iterative. Members of an improvement team identify sources of defects in a process, often ranking benefits of correcting them using a Pareto chart. They then design ways to eliminate the source of the defect and try experiments until a solution is found. They then move on to the next most critical source of defects. Quality professionals refer to this iterative cycle as the “Plan—Do—Check—Act” or “PDCA” cycle (also known as the Deming cycle, after the quality expert W. Edwards Deming). In the PDCA process, the improvement team: (1) plans an experiment to test an improvement idea, (2) does the experiment, (3) checks to see if it works, then (4) acts—either planning a new experiment if the first one failed or implementing the solution and then planning new experiments to eliminate other sources of defects. The team continues to cycle around the PDCA loop, successively addressing and correcting root causes of defects in the process. This learning loop is not unique to TQM: All learning and improvement programs, including Six Sigma, follow an iterative process similar to the PDCA cycle. The figure below shows data on defects from the wafer fabrication process of a mid-size semiconductor firm (from Figure 4-5 in Business Dynamics). The firm began its TQM program in 1987, when defects were running at a rate of roughly 1500 parts per million (ppm). After the implementation of TQM, the defect rate fell dramatically, until by 1991 defects seem to reach a new equilibrium close to 150 ppm—a spectacular factor-of-ten improvement. Note that the decline is rapid at first, then slows as the number of defects falls. 3 A. Create a model of the improvement process described above and compare its behavior to the data for the semiconductor firm. Once you have formulated your model, make sure the units of each equation are consistent. Hand in your final documented Vensim model file (.mdl file). • Follow the instructions below precisely. Do not add structure beyond that specified. a) The state of the system is the defect rate, measured in ppm. The defect rate in 1987 was 1500 ppm. • The defect rate is not a rate of flow, but a stock characterizing the state of the system—in this case, the ratio of the number of defective dies to the number produced. b) The defect rate decreases when the improvement team identifies and eliminates a root cause of defects. Denote this outflow the “Defect Elimination Rate.” c) The rate of defect elimination depends on the number of defects that can be eliminated by application of the improvement process and the average time required to eliminate defects. d) The number of defects that can be eliminated is the difference between the current defect rate and the theoretical minimum defect rate. The theoretical minimum rate of defect generation varies with the process you are modeling and how you define “defect.” For many processes, the theoretical minimum is zero (for example, the theoretical minimum rate of late deliveries is zero). For other processes, the theoretical minimum is greater than zero (for example, even under the best imaginable circumstances, the time required to build a house or the cycle time for semiconductor fabrication will be greater than zero). In this case, assume the theoretical minimum defect level is zero. e) The average time required to eliminate defects for this process in this company is estimated to be about 0.75 years (9 months). The average improvement time is a function of how much improvement can be achieved on average on each iteration of the PDCA cycle, and by the PDCA cycle time. The more improvement achieved each cycle, and the more cycles carried out each year, the shorter the average time required to eliminate defects will be. These parameters are determined by the complexity of the process and the time required to design and carry out experiments. In a semiconductor fab, the processes are moderately complex, and the time requiredto run experiments is determined by the time needed to run a wafer through the fabrication process and analyze the results. Data collected by the firm prior to the start of the TQM program suggested the 9-month time was reasonable. f) Equipment wear, changes in equipment, turnover of employees, and changes in the product mix can introduce new sources of defects. The defect introduction rate is estimated to be constant at 250 ppm per year. B. Run your model with the base case parameters, and hand in the plot. • Briefly describe the model’s behavior. • How well does your simulation match the historical data? Are the differences likely to be important if your goal is to understand the dynamics of process improvement and to design effective improvement programs? 4 • Does the stock of defects reach equilibrium after 9 months (the average defect elimination time)? Referring to the structures in your model, explain why or why not. C. Experiment with different values for the average defect elimination time. What role does the defect elimination time play in influencing the behavior of other variables? D. Explore the sensitivity of your model’s results to the choice of the time step or “dt” (for “delta time”). o Note: Before answering this question, read Appendix A in Business Dynamics. a) Change the time step for your model from 0.125 years to 0.0625 years. Do you see a substantial difference in the behavior? b) What happens when dt equals 0.5 years? Why does the model behave as it does? c) What happens when dt equals 1 year? Why does the simulation behave this way?
Attachments:
10450182_1_assignment-2–1-.pdf

Practical Assignment 2 (Must be typed) (Group Assignment)- Due second week of openingThere are marks for the write up and for presentation in classMr Moyo has been recently appointed work’s manager .he has heard rumours that some departments are overloaded with work than others .Every time he airs this subject at his weekly meetings he is assured by the supervisors that there are no unfair workloads. Mr Moyo decided to introduce a work distribution chart and instructs the supervisors to complete a daily production control reportsAfter 4 weeks to Mr Mayo’s surprise there are no discrepancies .Expecting for at least some mismatch between records he conducts some sport checksThe first check in one of the suspect section reveals that the fitter is not performing the task written up in the log .On acquiring it with him the fitter replies,“I was told to build up hours on this one, we do it all the time, it’s a system. “Similar cases are found out in other sectionsAs a group consider carefully the choice of action that Mr Moyo would take applying the proper management concepts.What are the deeper implications of this discovery to the organisation and how it can be prevented in future?

With the following document make discussions about the parameters of the kinetics model obtained. Take into account it ir an ACOMPETITIVE INHIBITION. Write quotes in each paragraph and references in APA
Attachments:
10447850_1_professions-differ-from-other-occupations-in-a-range-of-ways.docx

Student Book Written Assessment
AURETR123 Diagnose and repair spark ignition engine management systems
Assessment 1 – Questioning – Written Assessment – AURETR123 Version: 2.0 Created: May 2021
Assessment 1 – Questioning – Written Assessment
Student Name
Student ID Number
Unit Start Date
Unit End Date
Assessment Due Date
Date Submitted
This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task.
The assessment process and tasks were fully explained. Yes/No
I am aware of which evidence will be collected and how. Yes/No
I am aware of my right to appeal an assessment decision. Yes/No
I am aware that I can locate the AIBT’s Complaints and Appeals Policy and Procedure on their website at

Homepage

. Yes/No
I have discussed any additional educational support or reasonable adjustments I require in order to undertake this assessment with the Student Support Services Officer and Trainer / Assessor, (if applicable). e.g. Student Handbook and Access and Equity Policy

Homepage

. Yes/No
I have access to all required resources? Yes/No
Cheating & Plagiarism Declaration
Student Declaration: In accordance with the AIBT’s Academic Misconduct Policy, I hereby acknowledge by signing this declaration that I have not cheated or plagiarised any work regarding the assessment tasks undertaken in this unit of competency except where the work has been correctly acknowledged.
NOTE: Student must sign this prior to submitting their assessments to the assessor
Signature
Date: ______ / ______ / 20______
Assessment Results
Satisfactory or Not Yet Satisfactory (Please circle or highlight the assessment result for this task)
Feedback to Student – Please provide general feedback on the Student’s performance
Student Declaration: – I verify that the work completed is my own and that I was adequately informed of the assessment process prior to commencing this assessment task.
Assessor Declaration: – I verify that I have adequately explained and negotiated the assessment tasks with the student prior to commencing assessment.
Student Signature
Assessor Signature
Date
Date
Context and Conditions of Assessment
This assessment will ensure that the elements, performance criteria, performance evidence and knowledge evidence required and conditions are adhered to demonstrate competency in this unit assessment task.
Read the assessment carefully before commencing.
This is an open book assessment and will be conducted at your designated campus / workshop/ specialised lab.
Your Assessor will use the assessment criteria in this document and will provide feedback / comment.
You must answer all the questions in the assessment tasks in your own words and own handwriting.
Your Trainer / Assessor will inform you of the due date for this assessment task.
Your Assessor will grade as either S – Satisfactory or NS – Not Satisfactory for the assessment. In all cases your Assessor will provide you with feedback.
Only when all assessment tasks have been graded as S – Satisfactory you will be deemed C – Competent in the final result of the unit of competency; if you do not satisfactorily complete all the assessment tasks you will be deemed NYC – Not Yet Competent.
Re-Assessment Conditions
If the evidence is graded as NS – Not Satisfactory you will be required to re-submit the evidence. In this case, you will be provided with clear and constructive feedback based on the assessment decision so that they can improve your skills / knowledge prior to reassessment.
Where a ‘NS – Not Satisfactory’ judgement is made, you will be given guidance on steps to take to improve your performance and provided the opportunity to resubmit evidence to demonstrate competence.
The assessor will determine and discuss the reasons for NS – Not satisfactory on any of the criteria and will assess you through a different method of assessment e.g. verbal/oral questioning, problem-solving exercises.
You will be notified between 10-30 working days of undertaking an assessment of their result in achieving competency.
If a student does not complete the assessment, they should notify their trainer as to why they did not complete the assessment and if due to illness, a medical certificate must be produced.
In the above scenario, student will be given an opportunity for reassessment within 5 working days with no reassessment fee charged.
Students who are deemed to be Not Yet Competent (NYC) will be provided with information identifying the areas in which they failed to achieve competency. Students will then have the opportunity to repeat the assessment task within 5 working days of notification with no reassessment fee charged.
If a student is deemed NYC in the reassessment or if the student did not approach the AIBT’s within five working days with a valid reason for not availing themselves of the reassessment opportunity, then those students will be given a final chance to re-sit the assessment and will be charged a reassessment fee as per AIBT rule.
After this no further reassessment attempt will be provided to the student and the student will be required to repeat the whole unit with full fee for the unit. The student will be made aware of the impact of repeating the unit may have on their student visa.
If a student is found to be cheating or plagiarising their assessment, a reassessment fee will be charged for reassessing the assessment within 5 working days.
If the student is found to be plagiarising or cheating again after conclusion of the Intervention meeting with the Course Co-ordinator, the matter will be referred to the Academic Management Committee which may result in the suspension or cancellation of their enrolment.
AIBT’s has intervention strategies, including student support services available to enable students to complete qualification in the expected time frame. Students at risk of not completing within this time frame are identified as early as possible and an intervention strategy is put in place.
Evidence to be submitted by the student:
Completed written responses to the questions in the assessment task
Assessment Decision Making Rules
Your assessor will assess the evidence submitted for the following elements, performance criteria, performance evidence and knowledge evidence to confirm that the student evidence submitted demonstrates validity, sufficiency, authenticity and confirms current skills and knowledge relevant to the unit of competency.
Your assessor will be looking for the following in this assessment task:
Prepare to diagnose and repair spark ignition engine management system
Diagnose engine management system
Repair engine management system
Complete work processes
Work health and safety (WHS) and occupational health and safety (OHS) requirements relating to diagnosing and repairing spark ignition engine management systems, including procedures for:
Using specialised tools and equipment
Using appropriate personal protective equipment (PPE)
Identifying hazards and controlling risks associated with:
Working on vehicle high voltage ignition systems
Wearing jewellery while working around high current wiring systems
Working with high pressure petrol fuel systems
Operating principles of spark ignition engine management systems and associated components, including:
Combustion, including:
Air-fuel ratios and chemistry of combustion
Composition of petrol fuel, including octane rating
Indirect and direct fuel injection
Application, purpose and operation of spark ignition engine management systems and components, including:
Fuel system, including:
Fuel filters
Fuel pumps
Fuel pressure regulators
Fuel injectors
Electronic control system, including the following system inputs:
Throttle position sensors
Coolant temperature sensors
Oxygen sensors
Load sensors and air flow meters
Intake air temperature sensors
Crankshaft position sensors
Camshaft position sensors
Battery voltage
Accessory load sensors
Knock sensors
Key features of electronic control units (ECUs), including:
Read-only memory (ROM)
Programmable read-only memory (PROM)
Attachments:
10450178_1_assessment-1—questioning—written-assessment—auretr123.pdf