Student Assessment BSBHRM417 Student Assessment V1.0 September 2021 Page 1 of 14 Assessment Resource Summary Unit Details BSBHRM417 Support human resources functions and processes...

Student Assessment
BSBHRM417 Student Assessment V1.0 September 2021 Page 1 of 14
Assessment Resource Summary
Unit Details
BSBHRM417 Support human resources functions and
processes
Assessment
Methods
Project

Assessment Task 1

Project

Assessment Task 2


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Unit Summary
This unit describes the skills and knowledge required to support work across a range of human
esource functional areas.

The unit applies to individuals who require a
oad understanding of human resource functions,
associated policy frameworks and the administrative requirements to support these functions and
policies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.
Prerequisite Units
There are no mandatory pre-requisite units for this competency.
Co-requisite Units
There are no recommended co-requisite units for this competency.
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The Assessment Process and Student Rights & Responsibilities

Submitting your Assessment Tasks:
 When you have completed your assessment, you will need to submit them, according to the instructions
provided to you by your traine
assessor. This may either be through TURNITIN or email or by hand to
the assigned traine
assessor.
 You will be provided with a due date and you must make sure you submit your assessments in accordance
with it. You may be required to apply for an extension if you require extra time, according to your SHIC
policies and procedures.
 Make sure you keep a copy of your tasks before you submit them. SHIC will need to keep them as
evidence and may not be able to return them to you.
 Task specific instructions can be found further in this document.

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
have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative a
angements for re-assessment with the intervention team. The
alternative a
angement may even include the student re-enrolling in the unit, participating in additional training
or attempting the task again at a later date, so that skills and knowledge can be consolidated. These
a
angements will be in accordance with SHIC policies and procedures.
When you are required to resubmit, you may be required to:
 resubmit inco
ect answers to questions (such as for written tasks and case studies)
 resubmit all or part of a project, depending on how the e
or affects the overall outcome of the task
 redo a role-play after being provided with appropriate feedback about their original performance
 be observed a second (or third) time undertaking any tasks or activities that were not completed
satisfactorily 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. All re-submissions will
e conducted in accordance with the SHIC policies and procedures.

Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet
Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of
Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an
overall outcome for the unit of Not Yet Competent (NYC).

Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable.
Any incidence of this is considered academic misconduct. 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 pass them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources, such as staff members, other students, authors, 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, this will be addressed in line with the SHIC policies and procedures which may
ultimately lead to an academic misconduct warning and you needing to complete the whole unit again.

Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to appeal it.
You may need to lodge your request for an appeal within a certain amount of time from the original decision
eing made. You will need to make your appeal in writing and follow SHIC process for appeals. Refer to your
Student Handbook for more information about our appeals process.

Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities.
A legislative and regulatory framework underpins and supports the delivery of vocational education and


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training across Australia. Under this framework, providers of vocational education and training must take steps
to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to
perform and complete assessments as learners without disabilities.

Adjustments include any changes to the assessment process or context that meet the individual needs of the
person with a disability, but do not change competency outcomes. 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. Your traine
assessor may also provide
assistance / intervention during the assessments in the event that there is a risk of injury to the student or to
the other members of the class.

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.

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

Thus, if students are considered to have special needs, traine
assessors are allowed to provide reasonable
adjustment in accordance with SHIC Policies and Procedures which means there may be modification to the
way in which evidence is gathered. This could include alternative methods of assessment. However, it will not
change the standards or outcomes the student achieves.
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. Reasonable adjustments made for you will be recorded
in the space provided in the checklist for the relevant task and in the Unit Assessment Record sheet.
Information about Assessment

Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard required in the
workplace, as specified in a training package or VET accredited course’.2
Dimensions of Competency: To be competent, a person must show their ability to perform effectively in a
oad capacity. The dimensions of competency ensure that the person being assessed has the skills to
perform competently in a variety of different circumstances. To be competent, a person must demonstrate the
following:
 Task skills – These are the skills that are needed to perform a task at an acceptable level. They are
usually described in the performance criteria and include knowledge and practical skills.
 Task management skills – These are skills in organising and coordinating, which are needed to be
able to work competently while managing a number of tasks or activities as part of a job.
 Contingency skills – These are the skills that are needed to respond and react appropriately to
unexpected problems, changes in routine and
eakdowns while also performing competently.
 Job role/environment skills – These are the skills that are needed to perform as expected in a
particular job, position and location, and with others. These skills may be described in a range of
variables and in the underpinning skills and knowledge.

1 Source: Innovation & Business Skills Australia XXXXXXXXXXBSB business services training package: implementation guide. Retrieved
from https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
2 Source: Australian Skills Quality Authority XXXXXXXXXXUsers’ guide to the Standards for registered training organisations (RTOs XXXXXXXXXXRetrieved from
https:
www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. ©
Australian Skills Quality Authority; www.asqa.gov.au.
https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf


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Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance with the
ules of evidence and principles of assessment. The following definitions of these terms are taken from the
Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment -
 Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of
the individual learner. Validity requires:
- assessment against the unit(s) of competency and the associated assessment requirements
covers the
oad range of skills and knowledge that are essential to competent performance
- assessment of knowledge and skills is integrated with their