- BSBWRT301A - Write simple documents
Assessor Resource
BSBWRT301A
Write simple documents
Assessment tool
Version 1.0
Issue Date: June 2024
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement to produce a range of basic workplace documentation.
This unit describes the performance outcomes, skills and knowledge required to plan, draft and review a basic document before writing the final version.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: producing a range of documents that accurately convey required basic information using formatting suitable for intended audience knowledge of organisational policies and procedures for document production. |
Context of and specific resources for assessment | Assessment must ensure: access to office equipment and resources examples of documents. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of draft documents analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of communication protocols review of final documents. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU303A Design and produce text documents other general administration units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to proofread and edit documents to ensure clarity of meaning and conformity to organisational requirements problem-solving skills to determine document design and production processes. |
Required knowledge |
basic grammar, spelling and punctuation. communication protocols how audience, purpose and method of communication influence tone organisational policies and procedures for document production resources to assist in document production, such as dictionary, thesaurus, templates, style sheets. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Audience may include: | internal and external customers recipient/s who receive a copy for information primary recipient/s of the communication |
Purpose may include: | clarification of issues communication about meetings or events information minutes/outcomes of meetings request for information, advice or assistance statements of fact straightforward advice |
Format may include: | forms letters memos minutes of meetings organisational templates or proformas for letters, memos or reports tables |
Structure may include: | organisation of the material to suit the format (e.g. scannability for on-screen use) treatment of attachments and hyperlinks visual signposting of material, including use of headings, lists, keywords and text in boxes |
Organisational requirements may include: | house style requirements identified authorities for signatories for correspondence/communications protocols, both written and unwritten for the organisation's internal and external communications requirements for inclusive and non-discriminatory language and for adherence to copyright legislation |
Method of communication may include: | inclusive communication use of active or passive voice use of the appropriate register or style of language - formal, standard or informal |
Means of communication may include: | software packages such as MS Word, Excel, PageMaker, PowerPoint and templates |
Intended recipient may include: | audience for document signatory of the document supervisor or other staff member who may add to or forward document to another recipient |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Determine audience and purpose for the document | |||
Determine format and structure | |||
Establish key points for inclusion | |||
Identify organisational requirements | |||
Establish method of communication | |||
Establish means of communication | |||
Develop draft document to communicate key points | |||
Obtain and include any required additional information | |||
Check draft for suitability of tone for audience, purpose, format and communication style | |||
Check draft for readability, grammar, spelling, and sentence and paragraph construction | |||
Check draft for sequencing and structure | |||
Check draft to ensure it meets organisational requirements | |||
Ensure draft is proofread, where appropriate, by supervisor or colleague | |||
Make and proofread necessary changes | |||
Ensure document is sent to intended recipient | |||
File copy of document in accordance with organisational policies and procedures |
Forms
Assessment Cover Sheet
BSBWRT301A - Write simple documents
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBWRT301A - Write simple documents
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: