STUDENT ASSESSMENT PACK

Unit Code PBM

Unit Title Performance in Business Meetings

Course Professional Year

The Professional Year students will be expected to attend meetings in their internships and in
their first professional positions. Depending on the organisation they may be expected to
organise meetings early in their career.

Unit Descriptor
The purpose of this unit is to ensure that the students feel comfortable joining and
participating in meetings. The unit covers the administration side of Organise Meetings,
expectations of meetings in Australia, behaviour and communication in meetings, language
and roles.

Assessment 1 – Meeting Agenda

The student is required to read the provided scenario and write a meeting agenda for the
leadership team.
Assessment 2 – Meeting Roleplay
Based on the meeting agenda developed in Assessment 1, the student is required to conduct
Assessment Methods a role play and write meeting minutes to demonstrate skills and ability to organise meetings.
This assessment consists of two tasks:

 Task 1: Organising and participating in a meeting

 Task 2: Writing meeting minutes

- Assessor Assessment Information

- Assessment Competency Mapping
- Assessment Methods
- Assessment Task Summary
Assessment Pack Content - Specific Resources required/Conditions and location of assessment
- Evidence gathered
- Marking guides/Checklist/Expected Responses
- Assessment Summary Sheet (s)
- VT252 Post Assessment Student Feedback Form
 Student Assessment Information
Performance Criteria
Evidence of the ability to:
 Identify features of a meeting
 Demonstrate understanding of meeting etiquette
 Identify communication styles in meetings
 Write an agenda for a meeting
 Demonstrate the ability to participate in a meeting using culturally appropriate language
 Write the minutes for a meeting
 Arrange the meeting
Assessment Outcomes
Written assignment: The student must satisfactorily address all of the assessment requirements in accordance with
the checklist to achieve a satisfactory outcome.
Project: The student must satisfactorily perform all of the assessment requirements in accordance with the checklist to
achieve a satisfactory outcome.
Achieving Competency
The student must achieve a satisfactory outcome for all assessment methods for this unit to be deemed ‘competent’.

Plagiarism/Cheating
If a student is caught plagiarising/cheating in a demonstrable way, the assessor must mark the assessment as “Not
Competent” and the student will be subject to disciplinary actions as stated in SCA 2.0 ATMC PY Academic Misconduct
Policy V2.0

Assessor intervention
There may be situations where the assessor is required to intervene the assessment process if that intervention does not
influence the integrity of the assessment. For instances, where there is safety or WHS issues, the assessor must intervene
immediately to ensure safety for students. The assessor must also intervene when a student is found to be cheating or
involved in plagiarism.
Important information about assessments
 Students must satisfy the assessment criteria for all assessments to be deemed competent for the unit.
 Students will be allowed up to three (3) attempts to complete any assessment task. If, after the third attempt of any
assessment task, the student does not achieve a satisfactory result, they will be marked as “Not Satisfactory” for that
assessment and will be deemed “Not Yet Competent” for the unit.
 If a student is not satisfied with any aspect of the assessment process, they may lodge a formal complaint or appeal
by submitting the form SS116 Student Complaint & Appeal Form available at on ATMC’s website (www.atmc.edu.au)
or at reception at 399 Lonsdale street/ 601 Bourke St, Melbourne/540 George St, Sydney. Where an appeal relates to
an assessment decision, ATMC will appoint the course coordinator/alternate assessor to validate the assessment
judgement and evidence gathered. If the student is still not satisfied with the internal appeal outcome, they may
lodge an external appeal with an external body in accordance with the complaints and appeals policy.
 For information about reasonable adjustments, see the section ‘Reasonable adjustments.
Reasonable adjustments
All students go through a Pre-training Review before commencing their course to identify areas where they need
support. However, the ATMC recognises that circumstances can change. Our assessors are always observant of their
students to detect any indicators of needing help or support. Additionally, the assessor may recognise that students
need some extra support. If the assessor feels that students are in a situation where they need support, assist them
immediately. During assessment, the assessor can determine the appropriate “reasonable adjustment” to the assessment
task or assessment method to support students. Examples of situations that may require reasonable adjustments are as
below:

Situation Examples of reasonable adjustment in assessment

Hearing difficulties Use of headphones, use of a transcript, appropriate use of volume of voice
Sight difficulties Use of enlarged photocopies, use or non-use of certain colours
Sudden illness Flexibility in re-scheduling for another time
Verbal tradition Allowance for verbal questioning where appropriate
Fatigue Allowance for appropriate break and rest times
Prayer time Flexibility in scheduling of assessment times
This list is not exhaustive – if unsure please speak to your Assessor
IT IS NEVER TOO LATE TO GET SUPPORT
Assessors are always on the look-out for students who need support, but if you commence an assessment then,
realise you need support, even if your Assessor does not notice, please tell your Assessor straight away so that they
can support you.

Assessment 1 – Meeting Agenda

 Instructions
The assessor must follow the instructions when assessing the student in this unit. The marking guide provided must be
completed for each student. Please refer to the Assessment Competency for specific details relating to alignment of this
assessment to the unit requirements. To achieve a satisfactory result, the student must satisfy all assessment requirements
indicated in the checklist of this assessment.
Submission Date: The assessor will set and inform the assessment date.
Assessment Summary:
The student is required to read the provided scenario and write a meeting agenda for the meeting held by Senior
Management on the details and requirements of moving staff assignments offshore to Manila.

The assessment conditions are as follows:

 Assessment method: this assessment is in the form of a written assignment.
 Assessment mode: this is an open book assessment. Students can refer to learning resources and other relevant
sources to produce the written assignment.
 Assessment duration: students will be informed about the assessment requirements and the submission date of this
assessment on the first day studying this unit. The submission date of this assessment must be no later than the date
provided by the Assessor/Supervisor of the student for this unit.
 Writing and referencing requirements:
 Word count minimum 200 words
 Good grammar and spelling (spelling must be 80% accurate)
 Concise style of writing
 Referencing: All references (source of information) must be included in the written assignment and cited
using Harvard citation style.

Assessment Details:
Scenario
You work for Accountancy Solutions a large accounting company of 250 workers spread over 4 States (Queensland, New
South Wales, Victoria and South Australia). You have been working there for 2 years and have been asked to prepare an
Agenda for a meeting to be held this Tuesday at 11:00am. The reasons for the meeting are detailed below:
 The directors of the company have decided that there needs to be a reduction in staff costs.
 They want the leadership team to investigate if they can outsource the customer service call center to Manila.
 They would like to improve the efficiency of their professional staffing by better matching staff availability to the
peaks and troughs of client workload.
 Professional staff numbers will be reduced by 20% and staff moved to new contracts which require flexible work
hours although the average will remain at 38 hours per week.
 Peak work periods will require additional professional casual staff to be hired
 The directors also want to put in a new technology system that will enable customers to self-serve.
 This will mean that there will be a series of redundancies in the customer service call center.
 There will also be an increase in head count with the recruitment of a project manager, 3 business
analyst, 5 back-end developers and 2 front end developers in the IT department.
 The IT solution will require significant funding. The Finance team is concerned that with the
redundancy payouts, new office location in Manila, etc the company may have financial difficulties.
 The directors require some decisions to be made.
o Pros and cons of outsourcing the call center to Manila
o How will outsourcing impact the development of the new Customer Self-Serve System?
o Can the redundancies and change of work contracts can be legally implemented
o Do the benefits of partially casualising professional staff capacity outweigh the risks?
o The recruitment of the new IT members
o Funding and budget required
 The meeting is to go for 25min-30min
Expected Performance:
Student are required to demonstrate the knowledge and skills to performs the requirements below for the task.
 Organising a meeting
-Include date, time, and place of meeting
-Include a list of participants (including yourself)
-Identify features of the meeting
-List and number agenda items
-List any other business issues that should be discussed
-Include date of the next meeting
-Submit a meeting agenda

Important information about the assessments:

 Students must satisfy the assessment criteria for all assessments to be deemed competent for the unit.
 Students will be allowed up to three (3) attempts to complete any assessment task. If, after the third attempt of any
assessment task, the student does not achieve a satisfactory result, they will be marked as “Not Yet Satisfactory” for
that assessment and will be deemed “Not Yet Competent” for the unit.
 If a student is not satisfied with any aspect of the assessment process, they may lodge a formal complaint or appeal by
submitting the form SS116 Student Complaint & Appeal Form available at on ATMC’s website (www.atmc.edu.au) or at
reception at 399 Lonsdale street/ 601 Bourke St, Melbourne/540 George St, Sydney. Where an appeal relates to an
assessment decision, ATMC will appoint the course coordinator/alternate assessor to validate the assessment
judgement and evidence gathered. If the student is still not satisfied with the internal appeal outcome, they may lodge
an external appeal with an external body in accordance with the complaints and appeals policy.
 For information about reasonable adjustments, see the section ‘Reasonable adjustments.
Reasonable adjustments:
Assessors will always be watchful regarding any indicators of students needing help or support. Additionally, they may
recognise in advance that students need some extra support. If the assessor feels that any student is in a situation where
they need support, they should render assistance immediately. Further during assessment, the assessor may determine an
appropriate “reasonable adjustment” to the assessment task or assessment method to better support students who require
support.
Assessors should always be on the look-out for students who need support, but if students commence an assessment,
then, realise that they need support, even if the Assessor does not notice, they can request the Assessor for suitable
support.
Some examples of situations that may require reasonable adjustments are as below:
Situation Examples of reasonable adjustment in assessment
Hearing difficulties Use of headphones, use of transcripts, or appropriate increase in volume of voice
Sight difficulties Use of enlarged photocopies, use or non-use of certain colours
Sudden illness Flexibility in re-scheduling for another time
Oral tradition Allowance for oral questioning where appropriate
Fatigue Allowance for appropriate break and rest times
Prayer time Flexibility in scheduling of assessment times
This list is exemplary only and not exhaustive – if unsure please speak to your supervisor or another Assessor
IT IS NEVER TOO LATE TO GIVE SUPPORT

Assessors are always on the look-out for students who need support, but if you commence an assessment then
realise you need support, even if you assessor does not notice, please tell your assessor straight away so they can
support you

 Assessment 2 – Meeting Roleplay
Instructions
The assessor must follow the instructions when assessing the student in this unit. The marking guide provided must be
completed for each student. Please refer to the Assessment Competency for specific details relating to alignment of this
assessment to the unit requirements. To achieve a satisfactory result, the student must satisfy all assessment requirements.
Date: The assessor will set and inform the assessment date.
Duration 2 hours
Assessment Summary:
Based on the meeting agenda developed in the assessment 1, all student in the group (groups of 5) are required to
conduct a role play and write meeting minutes to demonstrate skills and ability to perform in business meetings. This
assessment consists of two tasks:
 Task 1: Organising and participating in a meeting
 Task 2: Writing meeting minutes

The assessment conditions are as follows:

 Assessment methods:
Task 1: the assessment is in the form of a role play
Task 2: the assessment is in a written form
 Assessment mode: this is an open book assessment. Students can refer to learning resources and other relevant
sources to perform a role play and produce a written paper.
 Assessment duration: students will be informed about the assessment requirements and the submission date of this
assessment on the first day studying this unit. The submission date of this assessment must be no later than the date
provided by the Assessor/Supervisor of the student for this unit.
 Writing and referencing requirements:
 Word count minimum 300 words
 Good grammar and spelling (spelling must be 80% accurate)
 Concise style of writing
 Accurate account
 Referencing: All references (source of information) must be included in the written assignment and cited using
Harvard citation style.

Assessment Details:
The purpose of the meeting is to discuss Accountancy Solution, latest priorities in a leadership meeting, please refer to the
detailed agenda from last week’s assessment. The assessor is responsible for assessing all student’s participation during the
1-hour meeting. In your group you will assign a chairperson and you will all equally contribute to the meeting discussion.
Each member is required to take notes for this assessment.

Task 1: Organising and participating in a meeting

In this task, you are required to:
 Identify features of the meeting
o Identify the type of meeting
o Identify meeting participants
o Identify the reason for the meeting
o Identify the objectives of the meeting
 Demonstrate understanding of meeting etiquette
 Identify communication styles in the meeting
  Distribute the meeting agenda to meeting participants prior to the meeting
 Arrange the meeting
 Demonstrate the ability to participate in a meeting using culturally appropriate language
o Introduce self by first name
o Have eye contact and maintain good body language with the others
o Offer an idea/suggestion. If not, agree with ideas of the others
o Use of active listening
o Orient tasks
o Use appropriate language when making requests
o Handle difficult conversation well
 Take meeting notes which consists of:
o Title of meeting, place and date
o People present and absent
o Key points of discussions and suggestions from the participants
o Key action points
o Key conclusion points

Task 2: Writing meeting minutes

After the role play, you are required to write a completed meeting minutes which consists of:
 Title of meeting, place, and date
 The type of meeting
 People present (including chairpersons and participants)
 The reason for the meeting
 The objectives of the meeting
 Discussions/suggestions from the participants (key points)
 Summary of action points
 Conclusion of the meeting
 Date for the next meeting

In assessment 2, all students are required to submit individually:

 A completed meeting minutes is to be submitted to Moodle

Expected Performance:
Student are required to demonstrate the knowledge and skills to perform the requirements below for each task:
Task 1: organizing a meeting
 Identify features of the meeting
 Demonstrate understanding of meeting etiquette
 Identify communication styles in the meeting
 Distribute the meeting agenda to meeting participants prior to the meeting
 Arrange the meeting
 Demonstrate the ability to participate in a meeting using culturally appropriate language
 Take brief meeting note for the meeting
Task 2: writing meeting minutes
 Include title of meeting, place and date
 Include the type of meeting
 Name people present (including chairpersons and participants)
 Include the reason for the meeting
 Include the objectives of the meeting
 Include discussions/suggestions from the participants (key points)
 Include summary of action points
  Include conclusion of the meeting
 Include date for the next meeting
 Submit completed meeting minutes

Important information about assessments:

 Students must achieve a satisfactory result for all assessments to be deemed competent for the unit.
 Students have up to three (3) attempts to complete each assessment task. If after the third attempt for any assessment
task, the student does not achieve a satisfactory result, he/she will receive a result of “Not Satisfactory” for the
assessment and will be deemed “Not Yet Competent” for the unit.
 If a student is not satisfied with any aspect of the assessment process, he/she may lodge a formal complaint or appeal
by submitting the form SS116 Student Complaint & Appeal Form available at on ATMCs website (www.atmc.edu.au)
or at reception at 104 Franklin St, Melbourne/540 George St, Sydney. Where an appeal relates to an assessment
decision, ATMC will appoint the course coordinator/alternate assessor to validate the assessment judgement and
evidence gathered. If the student is still not satisfied with the internal appeal outcome, he/she may lodge an external
appeal with an external body in accordance with the complaints and appeals policy.
 For information about reasonable adjustments, see the section ‘Reasonable adjustments.

Reasonable adjustments:
All students go through a Pre-training Review before commencing their course to identify areas where they need support.
However, the ATMC recognises that circumstances can change. Our assessors are always observant of their students to
detect any indicators of needing help or support. Additionally, the assessor may recognise that students need some extra
support. If the assessor feels that students are in a situation where they need support, assist them immediately. During
assessment, the assessor can determine the appropriate “reasonable adjustment” to the assessment task or assessment
method to support students. Examples of situations that may require reasonable adjustments are as below:
Situation Examples of reasonable adjustment in assessment
Hearing difficulties Use of headphones, use of a transcript, appropriate use of volume of voice
Sight difficulties Use of enlarged photocopies, use or non-use of certain colours
Sudden illness Flexibility in re-scheduling for another time
Verbal tradition Allowance for verbal questioning where appropriate
Fatigue Allowance for appropriate break and rest times
Prayer time Flexibility in scheduling of assessment times
This list is not exhaustive – if unsure please speak to your Assessor
IT IS NEVER TOO LATE TO GET SUPPORT
Assessors are always on the look-out for students who need support, but if you commence an assessment then, realise
you need support, even if your Assessor does not notice, please tell your Assessor straight away so that they can
support you.
 VT257 Post Assessment Student Feedback Form
This form is to be completed by the student in order to gain feedback on the assessment and its process. This form will be completed upon
the student gaining an overall assessment outcome per unit of competency. This form must be submitted to the Assessor. The student’s
feedback is important for the ATMC’s assessment validation and quality improvement processes.
Student Name: Date
/ / 20
(do not leave empty)
Unit Title & Code Qualification Title
(do not leave empty) (do not leave empty)
Instructions for Students: Please read each question carefully and then provide a comment for each including suggested
improvements. We would appreciate any form of feedback in relation continuous improvement. If you require help in completing this
form, please ask your assessor.

Overall Information for Assessment Comments/ suggested improvement

1. Did you think you had enough instructions
before starting the assessment? If no, please tell
us how to improve it?
2. How did you find the level of language used
and was it easy to read and understand?

3. Was enough time given to complete

the assessment? If no, why?

4. Did you think the task/assessment was related

to what you learnt in the unit - Rate from 1 (not
at all) to 5 (very much) and explain why?
5. In order to do this assessment, did you
expect any extra support?
Example: more time to complete an assessment.
If yes, please specify and note whether you
received this support from your assessor
6. How relevant do you think the assessment task
is for your (future) workplace? Rate from 1 (not
at all) to 5 (very much).
7. How do you feel about the feedback you
received from your assessor after you
had finished your assessment?
8. Please give any other feedback or
continuous improvement regarding this
assessment

Office use only:

Did the student appeal the assessment decision?
 Yes
 No
Student appeal outcome (if applicable):
……………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………….
The feedback form must be submitted to the compliance department upon completion for tabulation and recording keeping purpose

Signature: Date
:
 CPW.01 Performance in business meetings
/ /20

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VT252 Post Assessment Assessor Feedback Form

This form is to be completed by the Assessor in order to gain feedback on the assessment and its process. This form will be completed
upon the students gaining an overall assessment outcome for a unit of competency. This form must be submitted along with the
assessment results to the Student Support Department. The Assessor’s feedback is important for ATMC’s assessment validation and
quality improvement processes.

Assessor Name Date ____/____/20____

Unit Title & Code Qualification Title Professional Year
Instructions for Assessors: Please read each question carefully and then provide a comment for each and suggested improvement to
support your comment. You are encouraged to also document any positive outcomes you have identified in the assessment as well as
improvement. We would appreciate any form of feedback in relation continuous improvement. Assessors have a responsibility to
validate assessment tools systematically. The assessor must identify areas of improvement in accordance with the principles of
assessment and rules of evidence.

Questions related to the Assessment Comments/ suggested improvement

1. How can your understanding of the policy and
procedures surrounding assessments be improved?

2. Comment and suggest improvements on the language

used for the student in terms of being appropriate to the
AQF level and for the student target group?

3. How can the assessor instructions be improved (provide

details)?

4. How can the student instructions be improved (provide

details)?
5. Rate the assessment methods/ Please circle one of these options:
6. in terms of suitability to unit of competency using from 1 Assessment 1: 1 – 2 – 3 – 4 – 5. Reasons:
(not at all) to 5 (very much), and explain why?
Assessment 2: 1 – 2 – 3 – 4 – 5. Reasons:

7. Suggest how the decision-making rules could be clearer

or further improved?

8. Comment and suggest improvements on the evidence Evidence requirements for assessments included:
required for the assessment, does it align with the unit of
competency being assessed?
9. Comment and provide further improvement to the
marking guide provided for this assessment?

10. If relevant, state any types of reasonable adjustments Types of reasonable adjustments made:
made to the assessment and why they were applicable?
(e.g. verbal questioning was used for written questions 5 & 6
due to LLN barriers)
11. Please add any other feedback or continuous
improvement topics you wish to address

Date: ……/……/……..

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