Comaprive And Contrast Essay ” Democrats Vs Republicans “

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Democrats vs. Republicans

Name: Waleed Almutairi

Course Name and Number: EAP 136

Instructor’s Name: Lal

Date:

Democrats vs. Republicans Comment by Lal: Rephrase the topic that it sounds better than this one. It sounds like TV commercials on football tournaments.

 

The Democratic and the Republican parties are the main political parties in the United States. They are contrasted in a number of ways which make them stand out of each other in the United States politics. Although they are different, they have almost the same concerns about the welfare of the people of the United States although from a different perspective and with different motives. They are contrasted on the basement of believes and strategies they have in place in the practice of politics as per the ethics governing them (Newport, 2013). Comment by Lal: You have to write the thesis of your own, you’d better not cite in the thesis.

The Democratic Party is a socially conservative and fiscally classical liberalism. It is a party guided by the free expression and practice of human rights. Its main concern is to see that the people live in a free environment where they can practice and enjoy their lives without interference. They proclaim the practice of rights on the basis of social interaction and marriage whereby they believe that same sex marriages are choices of the people and a way of enjoying human rights and freedoms. Democrats believe that everyone is free within the nation to enjoy his or her rights without obstacles or discrimination (Slavenburg, 2012). They fight for the comfortable accommodation of the population as far as spending, treatment and investments are concerned. They can therefore be termed as liberal minded with regard to how they treat people’s needs and address their problems. They are therefore considered as fiscally progressive in promoting social-liberty and supporting social justice. Comment by Lal: These two sentences are two different topic sentences. First, you justify in what sense it is conservative and then y Comment by Lal: I would encourage you to give the page number, because the source you have cited deals with many things.

The rRepublicans are the supporters of the Republic Pparty in the United States. The basic beliefve with the republicans is the American conservatism which seems to fight the liberalism motive practiced by its rival the Democratic Party. Its platform involves support for free market capitalism, free enterprise, fiscal conservatism and a strong national defense as well as labor union restrictions. In addition to this, the republicans are socially conservative in the sense that they uphold human morals especially with regard to marriage practices and abortion. They believe that the rightful marriage is between a man and a woman and abortion should be unheard of. They seek to uphold traditional values based largely on Judeo-Christian ethics. Therefore the republicans are more conservative on human heritage and moral practices as they fight for the upkeep of the nation (Kopp, 2011). Comment by Lal: The sentence is not clear to me. Please rewrite the sentence including the ideas that you like to express in this sentence. Comment by Lal: You are listening many controlling ideas in this paragraph. Please take one at a time and elaborate it with details and explanation. Comment by Lal: Give the page number as well.

With reference to the way they treat people, republicans are a bit more pronounced with their concern for their people. They are considered to be more considerate and more equalized in the way they treat the people. With regard to social equalization, the republicans are deemed to be more considerate and fair by giving people equal chances and respecting their rights. In that sense therefore they uphold the concept of social integration with profound immunity and acceptance. They have open channels for everyone as far as human rights are concerned. The aspects of social classes and status do not have a major play with the republicans. They advocate for moral upholds and respect to what is deemed correct to be practiced. This is the reason why people willingly advocate for republicans (Ethridge, 2014). They fight for race free interactions between people and do not advocate for racial or class discrimination among the people. In general they can be termed to equally treat the people of the United States with profound equality and care as far as their rights and freedoms are concerned. Comment by Lal: How did you know these things? Have you read their manifestos? Comment by Lal: Give the page number as well.

On the other hand, democrats are deemed to be more inclined on social status and race as far as governance is concerned. Due to their liberalism cognition, they seem to be more compelled to bringing controversy between people with different believes about the issues presented in the society. Significantly, this has been seen in the advocacy for marriage rights and practices. There has been a general conflict brought about by the democrats concerning the marriage practice. This has greatly increased the aspect of discrimination and racial and classical consideration among the people in the United States. The reason for this is the different notions brought by the democrats about social morality as far as human rights practices are concerned. In that sensesense, therefore 9it can be noted that the democrats do not fully lead the society on peaceful grounds as social integration and acceptance is concerned. Even though they fight for free practice of human rights and expression they fail the nation by treating people with venom with regard to what they consider liberal movements (Newport, 2013). Comment by Lal: Are they democrats or republicans? Double check this information. Comment by Lal: Comment by Lal: Elaborate what you mean to say social status and race. Comment by Lal: Comment by Lal: I encourage you to give the page numbers even if you have summarized so that readers can find the source you have quoted and consulted if they like.

Investment motives between democrats and republicans are diversified. The democrats feature their investment considerations aimed at doing away with the minorities through infrastructure advancement. Their investment platforms advocates for rebuilding of institutions and schools that will help in visualizing the nation for the future as far as investment and developmental progression is concerned. In addition, they have major focus on energy and water and broadband platforms. They also focus their investment motives on curbing climatic conditions and therefore enabling the nation to be more productive with regard to land production. LastlyLastly, they strategize on tax exemptions whereby they advocate for an environment that will allow the minorities and less advantaged individuals to borrow loans to finance businesses and set up their own investments. On the other hand, republican’s main focus in investments is improving the business culture of the United States. They are contrasted in terms of investment with comparison to the democrats. Their investment motives are rebellious to the infrastructure pathway. In factfact, they are cutting out on the table funding of the infrastructure system with the aim of investing more in business, renovations and recreational platforms. They aim at improving the lives of the people by investing more on projects that will lower the cost of living of the people. In that context, they have moved with speed to eradicate taxes on gas and other related expenditures that make cost of living high for the Americans. Moreover, their investment considerations are propelled towards creating a platform that will encourage private and government corporate integration and partnering in investments (Slavenburg, 2012). This will see the country move forth with joint investment practices of the government and the private sector. Comment by Lal: Page number?

The republicans and the democrats have had a substantialive impacts on the society and the entire world as far as political practice is concerned. They credit party movements as getting people more involved in the political process and making the leadership more responsive to the views of the citizens. They have also stimulated a deep political division in many states in the world with the view of how the Americans operate. However, the practices of the two parties have aided in doing away with the tension felt between the state and the society in many nations due to the fierce fight for conservatism and liberalism. They have given the world a focus on what can be achieved with contrasting believes and common aims and forms. ThereforeTherefore, the two parties have had a much big play in the political practices of many nations across the world. They have helped in defining attitudes, beliefs and sentiments that give order and meaning to the political process for many nations. They have also helped in modifying the political ideals and polity operating norms that shape the political culture in subjective dimensions of politics (Kopp, 2011). Comment by Lal: Use the phrase that shows that you are concluding in this paragraph. Comment by Lal: Explain how they are influencing the political practices of the world. Comment by Lal: Give your own thoughts or comments. Also include page number if you like to cite.

 

 

 

 

 

 

References

Kopp, H., & Gillespie, C. A. (2011). Career diplomacy: Life and work in the U.S. foreign service. Washington, DC: Georgetown University Press.

Slavenburg, J. (2012). The Hermetic Link: From Secret Tradition to Modern Thought. Newburyport: Nicolas-Hays, Inc.

Newport, F. (2013). The Gallup poll: Public opinion 2011. Lanham, Md: Rowman & Littlefield Publishers.

Ethridge, M. E., & Handelman, H. (2014). Politics in a changing world. Comment by Lal: Write place of publication and publishers.

http://www.jofreeman.com/imagehome/spacer.gif

Overall,

You have a good start. For the further improvement of the essay, include the suggestions given in the texts and then edit before you submit.

Writing Composition

TEST: AN INTRODUCTION TO WRITING

 

 

Instructions:

 

 

Highlight the answers you think are correct.

 

For example: When given an assignment, I should

  • procrastinate
  • forget about it
  • start working on it
  • get help

 

Please do not use red color.

 

3) Once you have taken the test, email it to me, as an attachment, through Blackboard

 

4) Send it to me as a Microsoft word attachment only.

 

 

 

 

 

TEST

 

1. An important difference between writing and talking is that

 

a. writers make more points than speakers.

b. writers always use better English than speakers.

c. writers do not write about personal matters.

d. writers have to give reasons for their statements.

 

2. In most writing, your general aim should be to first advance a point and then

_________ that point.

 

  • Brain storm
  • Write
  • Support
  • Answer

 

3. The introductory paragraph of an essay should always begin by stating the point the        essay will prove.

 

a. True

b. False

 

4. The plan of development in an essay is

 

a. the structure of a body paragraph.

b. the same as a thesis statement.

c. a preview of the major points that support the essay.

d. always part of an introductory paragraph.

 

5. Supporting paragraphs in an essay do not need their own topic sentences.

 

a. True

b. False

 

6. Which of the following are advantages of learning how to write essays?

 

a. Makes you think more logically.

b. Helps you write job application letters.

c. Improves your chances of success on written tests.

d. All of the above.

 

7. The body of an essay consists of

 

a. paragraphs that support the thesis

b. the thesis.

c. introduction, development, and conclusion.

d. topic sentences.

 

8. The concluding paragraph of an essay can include both a summary of the main point      and a final thought on the subject.

 

a. True

b. False

 

  • If you don’t know your subject when you begin to write, you may discover it as you write.

 

  • True
  • False

 

10. In which stage of the writing process is a computer helpful?

 

a. Generating a list of items to write about.

b. Deciding on the order of sentences and paragraphs.

c. Substituting more effective writing during revision.

d. All of the above.

 

  • The first step in essay writing is deciding what __________you want to make.

 

  • Thesis statement
  • Topic sentence
  • Point
  • Narrowed topic

 

  • Formulating your thesis at the beginning will help you stick to the topic of your essay.

 

  • True
  • False

 

13. One way to make sure that your essay will have enough support is to start with

 

a. a thesis statement.

b. an informal outline.

c. an introduction.

. d. all of the above.

 

14. Which of the following sentences is an announcement rather than a thesis

statement?

 

a. Professional athletes are under worked and overpaid.

b. My cousin has centered his life around becoming a professional basketball

player.

c. For several reasons, professional athletes today are a bad influence on young

people.

d. The importance of professional athletes is the subject of this paper.

 

15. Choose the sentence that is too broad to be an effective thesis for an essay

 

a. Our family outings tend to fall into three categories.

b. A bicycle trip is a terrible way to spend a vacation.

c. Recreation is an important part of the American lifestyle.

d. Several steps should be taken to speed up baseball games.

 

16. Choose the sentence that is too narrow to be an effective thesis for an essay.

 

a. When I was eight years old, I got a parakeet.

b. Wild cats do not make good house pets.

c. Some people at zoos seem less civilized than the animals.

d. There are three effective ways to housebreak a puppy.

 

17. Which of the following sentences is not an effective thesis because it contains

more than one idea?

 

a. People who live in small towns escape many of the hazards of the city.

b. Living in a small town can be boring at times, but it has its advantages.

c. Moving to a small town required some major adjustments in my life.

d. My roommate’s small-town background did not prepare her for life at a large

University

 

18. A “dead-end” statement is another name for a sentence that is too       _______________ to be developed into an essay.

 

  • Wordy
  • Strong
  • Narrow
  • lengthy

 

19. Choose the vague term from the list below.

 

a. Diesel truck

b. Vehicle

c. Convertible

d. Wagon

 

20. One of the five prewriting techniques is

 

  • Questioning
  • Editing
  • Writing the thesis statement
  • Revising

 

21. When freewriting, you should concern yourself with

 

a. spelling.

b. punctuation.

c. constantly writing.

d. finding the exact words to say what you mean.

 

22. In questioning, you generate ideas about a topic by

 

a. asking as many questions as you can think of.

b. reading.

c. writing for ten minutes or so without stopping.

d. drawing boxes, arrows and circles to show relationships between ideas.

 

23. Another name for clustering is

a. brainstorming.

b. freewriting.

c. outlining.

d. diagramming.

 

24. In outlining, you must distinguish between major ideas and

a. minor details.

b. diagrams.

c. lists.

d. techniques.

 

25. What is the first stage of writing?

 

a. Pre writing

b. writing and revising

c. editing

d. proofreading

26. A paper is considered supported when

 

  • There are at least three separate supporting points.
  • Each supporting point is well supported with examples and evidence.
  • Each paragraph shows adequate use of source material
  • All of the above

 

27. In revising sentences, which of the following questions should you NOT ask?

 

a. Do I have a consistent point of view?

b. Do I use specific words?

c. Do I vary my sentences?

d. Do I use correct spelling and punctuation?

 

28. If a paper has been written on a computer, all revisions should be made at the             computer rather than in longhand.

 

  • True
  • False

 

 

29. Another name for order of importance is:

 

  • Chronological order
  • Coherence
  • Emphatic order
  • Order of sequence

 

30. Emphatic order, the most interesting or important detail is placed

a. last/first.

b. in the middle

c. in several places.

d. beginning to end

 

31. Which of the following is an addition signal?

 

a. but

b. such as

c. therefore

d. also

 

32. Which of the following is a change-of-direction signal?

 

a. another

b. before

c. on the other hand

d. once

 

33. A topic sentence can also be a transitional sentence.

 

a. True

b. False

 

34. Which of the following are connecting words?

 

a. repeated words

b. pronouns

c. synonyms

d. all of the above

 

35. Repeating a key word in a paragraph

 

a. is boring and should be avoided.

b. can serve to remind the reader of the paragraph’s main idea.

c. shows the reader where the most important detail is.

d. is grammatically incorrect.

 

36. An introductory paragraph may

 

a. contain a quotation.

b. include a question.

c. begin with an idea that is the opposite of the thesis.

d. all of the above.

 

37. The title of an essay should be a complete sentence.

 

  • True
  • False

 

 

38. Which of the following is the best example of addressing the audience of your paper?

 

  • When you go through this process
  • When one goes through this process
  • When they went through this process
  • I personally went through this process

 

 

  • Which of the following is an example of a good concluding sentence?

 

 

a. We need to realize that the only way we can put an end to this problem is by joining hands.

 

b. No one can single handedly resolve this problem; the whole nation needs to join hands in putting this monstrous issue to an end.

 

c. In conclusion, it can be well said that this is not a job for one single person; the whole nation need to do something about it.

 

d. As discussed in the paper, this is a huge and hideous issue that can only be put to an end if we all join hands and work together.

 

 

 

  • Which of the following is an example of a good introductory sentence?

 

 

a. From the earliest written rhymes to the latest top –forty ratio hit, love is among the eternal themes of poetry

b. This paper will show you that from the earliest rhymes to the latest poetry, love has been the most eternal theme.

 

c. By research, I have found that from the very beginning love has been the most eternal theme of poetry

 

d. This paper will discuss how from the earliest written rhymes to the latest most popular hits, love has always been amongst our eternal themes of poetry.

Persuasive Speech Outline (What You Eat, You Become)

Informative Speech

Genetically Modified Organisms

By Michael Whites

Topic: Genetically Modified Organisms

General Purpose: To inform

Specific purpose: To inform my audiences about GMOs

Central Idea: GMOs have become a debate for several decades, therefore; I would like to inform my audiences about their benefits, risks, and medical uses

 

 

 

Introduction

I. How many of you have thought about where your food comes from?

A. GMOs (Genetically Modified Organisms) are the result of a laboratory process where genes from the DNA of one species are extracted and artificially forced into the genes of an unrelated plant or animal. The foreign genes may come from bacteria, viruses, insects, animals or even humans. Because this involves the transfer of genes, GMOs are also known as “transgenic” organisms.

B. According to Margie Kelly, communications Manager at Healthy Child, Healthy World, commercialized GM crops in the U.S. include soy (94%), cotton (90%), canola (90%), sugar beets (95%), corn (88%), Hawaiian papaya (more than 50%) (Kelly, 2012)

II. Today, I would like to inform you about their benefits, health risks, and public concerns.

 

Body

I. We live in the populated world that demands high amounts of food. GMOs technology has a great benefit in that regard.

 

A. According Janelle Vaesa, Professor at the University of Louisville, one of the pros of genetically modified crops is a better taste, increased nutrients, resistance to disease and pests, and faster output of crops. (Vaesa, 2013)

B. Farmers can grow more food on less land with genetically modified crops. (Vaesa, 2013)

C. Genetically modified insect-resistant crops produce their own, highly-specific pesticide (called Bt proteins) against a specific group of pests. (Renee, 2015)

 

Transition: Even though they have tremendous advantages, there are some health risks related to the use of GMOs.

 

II. There is a continuous debate that GMOs are associated with some health risks.

 

A. Food Allergy affects approximately 5% of children and 2% of adults in the U.S. and is a significant public health threat (University of Minnesota, 2003).

B. Allergic reactions in humans occur when a normally harmless protein enters the body and stimulates an immune response (University of Minnesota, 2003).

C. GMOs rely on antibiotics, so antibiotics can potentially cause the development of genes to become antibiotic-resistant. (Stonebrook, 2013)

 

Transition: After talking about GMOs benefits and risks, I would like to tell you about the medical uses.

 

III. GMO technology is saving lives every day.

 

A. Scientists developed a new form of insulin made by genetically modified bacteria. (Fraley, 2015)

B. “GMO vaccines to fight cholera, malaria, and many other diseases for which non-GMO methods have proved ineffective are under development.” (Fraley, 2015)

 

Conclusion

GMOs have many benefits and potential health risks. In addition, they are heavily used in medication productions that can save many of lives. Among the GMO debate, would you still consume GMOs and save money, or rather to eat organics regardless of their expensive prices?

 

 

Work Cited

 

 

Fraley, Robert. “GMOs essential to life-Saving medicines and other uses, even if you don’t want them in food.” Genetic Literacy Project, 28 Sept. 2015, geneticliteracyproject.org/2015/09/28/gmos-essential-life-saving-medicines-uses-even-dont-want-food/. Accessed 23 Sept. 2017.

“Harmful Effects of the Agent.” GMO: Harmful Effects, University of Minnesota, enhs.umn.edu/current/5103/gm/harmful.html. Accessed 23 Sept. 2017.

Kelly, Margie. “Top 7 Genetically Modified Crops.” The Huffington Post, TheHuffingtonPost.com, 30 Oct. 2012, www.huffingtonpost.com/margie-kelly/genetically-modified-food_b_2039455.html. Accessed 23 Sept. 2017.

Renee, Janet. “Benefits You Get From a GMO.” LIVESTRONG.COM, Leaf Group, 20 May 2015, www.livestrong.com/article/195435-benefits-you-get-from-a-gmo/. Accessed 23 Sept. 2017.

Stonebrook, Shelley. “4 Potential Health Risks of Eating GMO Foods.” 4 Potential Health Risks Of Eating GMO Foods, Care2 Healthy Living, www.care2.com/greenliving/health-risks-of-eating-gmo-foods.html. Accessed 23 Sept. 2017.

Vaesa, Janelle. “GMOs: Benefits and Negative Effects of Genetically Modified Food.” Decoded Science, 19 July 2013, www.decodedscience.org/gmo-food-pro-and-con/23179. Accessed 23 Sept. 2017.

Workplace Assessment

National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: email: mobile: qualification: TAE40116 Certificate IV in Training and Assessment unit codes & titles: Workplace Assessment TAEASS401 Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Student Declaration I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Date: Learning Resources, Assessment Materials and Tools This Kit includes required tasks for assessment of the following units: National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

CHECKLIST FOR PREPARING TASKS

 

DAY 1

 

 

Program commencement – no specific requirements. Time for review and planning for managing time.
DAY 2 Plan, design and develop assessment tools
  Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.

 

You need to develop for Tool 1:

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments – observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

 

DAY 3 – Reviewing Assessment tool
  You need to bring a hard copy of the following documents that you have developed.

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments – observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.

DAY 4 Conduct assessment
  Training & Assessment (not RPL)

You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.

Four copies of your assessment tool:

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

Also bring 4 copies of:

· Assessment brief checklist (Template M)

· Assessment feedback for (Template N)

· Assessment feedback for candidate (Template O)

 

DAY 5 Participate in validation
  Please bring one copy of the documents you developed for task 3.1. Items listed below:

 

· Competency Map (Template B)

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

· Marking Guide (Template K)

· One copy of Template P: Assessment tool validation record

 

 

 

National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes
  TAEASS502   Design and develop assessment tools
  TAEASS402   Assess competence
  TAEASS403   Participate in assessment validation
Assessment Information
Qualifications TAE40116 Certificate IV in Training and Assessment
Type Task 1: Knowledge questions – Written responses
  Task 2: Plan assessment activities and processes (RPL)
  Task 3: Design, develop and trial assessment tools
  Task 4: Plan assessment activities and processes (training & assessment pathway)
  Task 5: Assess competence
  Task 6: Participate in assessment validation
Due Date 6 weeks from last day of workshop
General Information Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

 

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

 

 

 

Unit requirements and Assessment conditions
Application

 

TAEASS401 Plan assessment activities and processes

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

TAEASS502 Design and develop assessment tools

This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.

TAEASS402 Assess competence

This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.

It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.

TAEASS403 Participate in assessment validation

This unit describes the skills and knowledge required to participate in an assessment validation process.

It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

 

Assessment support Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

 

 

 

 

 

TASK 1

Knowledge Questions

Task 1: Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

 

1.1 Best practice a. Explain what CBA is and describe how it works.

b. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.

c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.

d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBA

e. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBA

 

    To the candidate: replace this text with your response
1.2 Principles of Assessment a. Name and define each of the four (4) Principles of Assessment.

b. Describe how assessors apply the Principles of Assessment when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation.

 

    To the candidate: replace this text with your response
1.3 Rules of Evidence a. Name and define each of the four (4) Rules of Evidence.

b. Describe how assessors use the Rules of Evidence when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation

 

    To the candidate: replace this text with your response
1.4 Dimensions of Competence a. Name and define each of the four (4) Dimensions of Competence.

b. Describe how assessors use the Dimensions of Competence when:

· planning assessment

· assessing competence

· participating in assessment validation.

 

    To the candidate: replace this text with your response
1.5 Recognition of prior learning (RPL) assessment

 

a. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.

b. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.

c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.

d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.

 

    To the candidate: replace this text with your response
1.6 Inclusive assessment practice

 

a. Define reasonable adjustment.

b. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.

c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:

· Name each source of specialist support you find

· Describe the type of support available from each source

· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.

d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.

 

    To the candidate: replace this text with your response
1.8 Safety a. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures.

d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

 

1.7 Training packages and their use

 

a. Name the four (4) endorsed components of a training package and summarise the information found in each component.

b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.

c. Briefly explain guidelines for contextualising units of competency.

d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.

e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.

 

    To the candidate: replace this text with your response
1.8 Assessment instruments Explain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.

 

    To the candidate: replace this text with your response
1.9 Safety Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.

To do this, answer the questions below about

a. Briefly describe workplace/s or environment/s where you assess (or intend to assess).

 

Answer remaining parts of this question based on the environment/s described in part A above:

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures

d. Must personal protective equipment (PPE) be worn?

● if so, list the PPE required and briefly explain why it is needed.

● if not, briefly justify why PPE is not required.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

 

    To the candidate: replace this text with your response
1.10 Evaluation Describe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.

 

    To the candidate: replace this text with your response
1.11 Management systems Explain the information management system you have in your organisation and how assessment records are stored and maintained.

 

    To the candidate: replace this text with your response
1.12 Assessment validation

 

a. Define ‘assessment validation’.

b. Explain the benefits of assessment validation

c. Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.

d. Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.

e. Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.

 

    To the candidate: replace this text with your response

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK 2

Plan RPL Assessment

(using case study 1 – BSBWOR203)

 

Task 2: Plan assessment activities and processes for Recognition of Prior Learning (RPL)

For this task you will use the case study attached to:

· Develop a competency based assessment plan for RPL

· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

· Evaluate your development processes.

 

Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

 

 

 

Case Study 1

( Plan and RPL assessment for: BSBWOR203 Work effectively with others and develop one assessment instrument— a portfolio checklist for RPL. )

 

Instructions

Read the case study on the next page and complete the steps below.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

 

 

Case Study 1

 

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

 

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

 

 

 

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

Step 1 – Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

 

 

 

 

2. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

 

BSBWOR203 Work effectively with others

 

 

3. Who else might to be involved in—or informed of—the assessment?

 

 

 

 

4. What safety issues must be considered?

 

 

 

 

 

5. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures will you use to inform and guide development of the assessment plan and tool?

 

 

 

 

Step 2 – Contextualise the unit of competency and its assessment requirements

 

Contextualise BSBWOR203 Work effectively with others for the target candidate. Refer to participant manual for example.

 

Elements and performance criteria Contextualisation/Unpack
1 Develop effective workplace relationships  
1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

 

Eg Responsibilities & duties – relates to person’s position description
1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

 

 
1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

 

 
2 Contribute to workgroup activities  
2.1 Provide support to team members to ensure workgroup goals are met

 

 
2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

 

 
2.3 Share information relevant to work with workgroup to ensure designated goals are met

 

 
2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

 

 
3 Deal effectively with issues, problems and conflict  
3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

 

 
3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately

 

 
3.3 Identify issues, problems and conflict encountered in the workplace

 

 
3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

 

 
Foundation Skills Contextualisation
Reading •Identifies and interprets information to determine task requirements  
Writing •Completes required documentation using organisational formats

•Composes simple documents for others to read

 
Oral communication •Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

 
Numeracy •Interprets information related to timeframes and resource quantities  
Navigate the world of work •Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures  
Interact with others •Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications  
Get the work done •Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

 
Performance evidence