Student Assessment BSBHRM415 Student Assessment V1.0 October 2021 XXXXXXXXXXPage 1 of 14 Assessment Resource Summary Unit Details BSBHRM415...

Student Assessment

BSBHRM415 Student Assessment V1.0 October 2021 XXXXXXXXXXPage 1 of 14
Assessment Resource Summary
Unit Details BSBHRM415 Coordinate recruitment and on boarding
Assessment
Methods
Project Assessment Task 1
Student Assessment

BSBHRM415 Student Assessment V1.0 October 2021 XXXXXXXXXXPage 2 of 14
Unit Summary
This unit describes the skills and knowledge required to develop and implement strategies to
source candidates and to assess their suitability for available positions.
The unit applies to individuals working in a human resources job role, as well as those for
whom recruitment and onboarding are part of their
oader duties.
No licensing, legislative, regulatory 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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Student Assessment

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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 & 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 should be in accordance with SHIC policies & 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 be 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.
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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 being 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 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
easonable 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 & 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

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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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.
Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance
with the rules 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 practical application
- assessment to be based on evidence that demonstrates that a learner could demonstrate
these skills and knowledge in other similar situations
- judgement of competence is based on evidence of learner performance that is aligned to the
unit/s of competency and associated assessment requirements.’
 Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment
esults are comparable i
espective of the assessor conducting the assessment.’
 Flexibility: ‘Assessment is flexible to the individual learner by:
- reflecting the learner’s needs
- assessing competencies held by the learner no matter how or where they have been acquired
- drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
 Fairness: ‘The individual learner’s needs are considered in the assessment process. Where
appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs. The RTO informs the learner about the assessment process and provides the
learner with the opportunity to challenge the result of the assessment and be reassessed if
necessary.’
Students are required to sign the declaration in this Student Assessment booklet and ensure that they
have advised the trainers/assessors if they have any special needs or considerations that may