STUDENT GUIDE

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The Assessment Process
A digital copy of each assessment task must be submitted by the due date. Your trainer will advise you of
the due dates for each assessment task.

Why are assessment activities important?

A requirement of the qualification from which these unit of competency is taken, is the application of the
concepts you have been learning.

The assessment activities are an important part of your course as they provide an opportunity to apply
what you have been learning and they give both you and your trainer feedback on your progress.

How will you be assessed?

You are required to complete the assessments tasks within this assessment manual.

What is required for successful completion?

Please read this section carefully before commencing the assessment tasks. You must carefully respond
to EVERY component of every task and achieve a ‘satisfactory’ outcome for all assessment activities to be
deemed Competent for the unit.

Plagiarism and Referencing

You must be aware of the requirements for referencing and the consequences of plagiarism.

Full details of the appeals process are contained at www.aestudy.com/documents

Declaration of Authenticity
Each time that you upload an assessment task you are confirming that the assessment(s) is your own
original work, except where referenced property, and that you have kept a copy of the assessments for
your own record.

Finalising the Assessment

Please check your material before submission and make sure you keep a copy of all work submitted.

Submission of Assessments
You must submit your work in a digital format (using Microsoft Word, Excel, Power Point, MP4 or PDF).

Please note that some assessments require additional evidence, such as a form or a procedure, and these
must be included with your submission.

Assessments may be uploaded to your AE Legends Student Portal under your student profile or may be
emailed to [email protected]

For further information on how to upload assessments into your AE Legends Student Portal, please refer
to “HOW TO SUBMIT ASSESSMENTS” available on your Teachable account.

Make sure your assessment is named in the following format:

Yourname_Coursecode_Assessment.docx

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Assessment Outcomes
The evidence you submit will be assessed and you will be given feedback. Each assessment task will be
deemed as either Satisfactory or Unsatisfactory. If you submit an assessment that is deemed
unsatisfactory, you will be given an opportunity to provide further evidence in response to the task. In order
to achieve overall competency in this unit, you must satisfactorily complete every task.

Access and Equity

Reasonable adjustments can be made to ensure equity in assessment where circumstances require.
Reasonable adjustments are made to ensure that the participant is not presented with artificial barriers to
demonstrating competency.
Reasonable adjustments may include:

● The use of adaptive technology

● Educational support
● Alternative methods of assessment such as oral assessment, extended time frames, etc.

Adjustments include any changes to the assessment process or context that meet the individual needs of
a person but do not change competency outcomes. If you believe that you have not been given
appropriate access or treatment, please contact us. If you would like to discuss adjustments or individual
requirements contact your trainer.

What can you do if you don’t agree with the assessment result?
If you do not think the assessment process is valid, disagree with the assessment outcome, or believe that
you have been treated unfairly, you can appeal.

The first step is to discuss the matter with your trainer. If you still do not agree with the assessment, you’re
able to request a re-assessment. It is possible to have your evidence assessed by a different assessor. If you
remain dissatisfied after the re-assessment, you should contact the Academic Manager.

Full details of the appeals process are contained at www.aestudy.com/documents

Good Luck with your assessment!

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Introduction

The assessment tasks for BSBCRT511 Develop critical thinking in others are included in this Student
Assessment Tasks booklet and outlined in the assessment plan below.

Please ensure that you read the instructions provided with these tasks carefully. The Student Assessment
Guide provides important information for you relating to completing assessment successfully.

To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment Plan for this unit

BSBCRT511 Develop critical thinking in others describes the performance outcomes, skills and
knowledge required to develop critical thinking in others for products, programs, processes or services to
an operational level.

For you to be assessed as competent, you must successfully complete one assessment task:

Assessment Task Overview

Assessment Task 1: Project You must work through a range of activities and complete a project
portfolio.

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.

Each should include:

• Course identification code

• Assessment Task number
• Document title (if appropriate)
• Student name
• Date it was created

For example, John Smith BSBCRT511 Project Portfolio 26/03/2023.

Icons

Icons are used in task instructions to indicate three of the common stages within the task.

This icon indicates that you will need to meet with your assessor (and possibly other
students) to complete a meeting or role play.
This icon indicates that you will need to communicate via email or send documents
to via email.

This icon indicates that the you will need to submit an item of evidence.

This icon indicates all other stages during the task, which may include research,
developing documents, brainstorming ideas and so on.

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Additional Resources

You will be provided with the following resources before you begin each assessment task.

Assessment Task 1

• Project Portfolio – Section 1

• Project Portfolio – Section 2
• Project Portfolio – Section 3

Checklist

This will be used by your assessor to mark your assessment. Read through this checklist as part of your
preparation before beginning the assessment task. It will give you a good idea of what your assessor will
be looking for when marking your responses or observing your performance.

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 Assessment Task 1
Project

Task summary

In this task, you are required to demonstrate your skills and knowledge by working through a number of
activities and completing and submitting a project portfolio.

This assessment is to be completed in the simulated work environment on Campus at 53 Murray Street
Pyrmont.

Ensure that you:

• comply with the due date for assessment which your assessor will provide
• adhere with Academy of Entrepreneurs submission guidelines
• answer all questions completely and correctly
• submit work which is original and, where necessary, properly referenced
• avoid sharing your answers with other students.

Required
• a suitable place to complete activities that replicates a business environment including a
meeting space and computer and internet access
• your learning resources and other information for reference
• Project Portfolio template
• Simulation Pack (if you need a case study).

Timing

Your trainer will advise you of the due date of these submissions.

Submit

• Completed Project Portfolio – Section 1

• Completed Project Portfolio – Section 2
• Completed Project Portfolio – Section 3

Assessment criteria

Students must complete all of the activities listed and will be assessed against the assessment criteria
included in the checklist included with this task.

Re-submission opportunities

If a student submits work that is not satisfactory, the assessor will provide written feedback explaining why,
as well as timelines for resubmission.

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Assessment Task 1 – Instructions

Complete the following activities:

1. Carefully read the following:

This project requires you to develop critical and creative thinking in others by:

• researching critical and creative thinking as it relates to learning and the

workplace

• identifying a team and individuals under your leadership who require

coaching in critical and creative thinking

• assessing individual and team critical thinking skills

• facilitating formal and informal learning opportunities in critical thinking

• providing an opportunity for team members to apply critical thinking to a

workplace problem

• developing recommendations for improvement in critical thinking learning

opportunities.

Vocational education and training is all about gaining and developing practical
skills that are industry relevant and that can help you to succeed in your chosen
career. For this reason, we are giving you the choice to base this project on your
own business, one you work in or a familiar with, or you can use the case study
provided. This will mean that you are applying your knowledge and skills in a
relevant, practical and meaningful way to your own situation!

It is important that you are able to access enough information for your chosen
business in order to be able to do your assessment. As a minimum this should
include organisational policies and procedures related to workplace training and
those that address features of critical thinking.

You will be collecting evidence for this unit in a Project Portfolio. The steps you
need to take are outlined below.

2. Preparation

Make sure you are familiar with the organisation you are basing this assessment
on and have read through the necessary background information. For the case
study business, this is all of the documents included in the Simulation Pack. If it’s
your own business or a business where you are working or are familiar with, have
your business or case study approved by your assessor.

Choose a suitable leadership role that you’ll assume for this assessment and
identify an appropriate team and individual job role(s) within the team that
require coaching in critical thinking. It’s important that critical thinking forms an
important part of your chosen team/job role(s).

Complete Page 3 of your Project Portfolio for this unit.

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 Whether you’re using an approved business or the case study business, your
assessor must approve your chosen job role and the team and job roles of
individual team members who require coaching in critical thinking.

Read through the requirements of Section 1, 2 and 3 of your Project Portfolio.

3. Plan and assess critical and creative thinking

You are now required to complete Section 1 of your Project Portfolio.

To complete Section 1, you need to:

• Research critical and creative thinking characteristics, models, features, skills,

techniques, applications and learning environments.

• Provide an overview of your chosen organisation and its products, services

and programs.

• Identify how critical and creative thinking is supported and inhibited in the
organisation.

• Plan how to articulate key features of critical and creative thinking concepts
to your team at an upcoming team meeting (step 4).

• Develop questions to identify critical and creative thinking knowledge gaps

in your chosen team and individual team members at an upcoming team
meeting (step 4).

• Plan how you will approach teamwork and communication at the upcoming
meeting to be inclusive and collaborative.

Make sure you have answered all questions in Section 1. Submit to your assessor
for review.

You are also required to attach certain documents as part of your evidence –
review the documents you need to attach as outlined in your in Section 1 of the
Project Portfolio and make sure you attach these upon submission.

You will use the work done in this section of the Portfolio to guide a team
meeting in the next activity. In preparation, read through step 4.

Arrange a meeting with your team to determine team and individual team
member’s critical and creative thinking knowledge gaps. Make sure you have
your questions ready to use at the meeting and are familiar with the teamwork
tools and techniques identified in Section 1 of your Project Portfolio.

This meeting may take place with actual people who work for/are associated with
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your chosen business. Alternatively, classmates or your assessor may play the role
of one or more team members.

This can either be viewed in person by your assessor or you may like to video
record the session for your assessor to watch later. Your assessor can provide you
with more details at this step. Make sure you follow the instructions below and
meet the timeframes allocated. If this session is not viewed in person by your
assessor, you will attach proof of the meeting to Section 2 of your Project
Portfolio.

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4. Team meeting

Consult with your team as a whole, and with individual team member(s) to:

• Articulate key features of critical and creative thinking concepts.

• Identify at least two critical and creative thinking knowledge gaps for your
team and at least two critical and creative thinking knowledge gaps for at
least one individual team member.

• Establish your team’s views and experience of the organisation’s approach to

critical thinking.

• Collaborate with team members to identify workplace problems that fall

within the scope of the team and require further critical thinking.

• Negotiate with team members which problem is the most pressing and
relevant. The team members will apply critical thinking to this problem later
on in the assessment.

This meeting should take 20 minutes.

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As you engage with team members, you are required to demonstrate effective
communication and teamwork skills including:

• speaking clearly and persuasively to communicate your ideas and thoughts

• asking questions and listening to seek the views and opinions of all team
members

• using appropriate language suitable to the team dynamics.

As you interact, establish connections and understanding with each team

member and make sure you collaborate and negotiate using techniques that
includes and considers all participants. You will be assessed on this.

5. Support critical and creative thinking

You are now required to complete Section 2 of your Project Portfolio.

To complete Section 2, you need to:

• Summarise the outcomes of the team meeting.

• Develop at least two processes relevant to your organisation that provide a

safe critical and creative thinking environment.

• Plan one formal and one informal learning opportunity for team member(s).
The learning opportunities must address the knowledge gap(s) identified in
the team meeting. Make sure that between your two learning opportunities
you cater for a whole team and an individual. (i.e. one opportunity should be
for a team and one opportunity should be for an individual).

• Plan for team members to apply critical and creative thinking to the
workplace problem selected as part of the team meeting.

The formal and informal learning opportunities and application of critical thinking
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skills can take place in any relevant format as long as they adhere to the
requirements set out int Section 2 of the Project Portfolio.

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 Ideas for formal learning opportunities are:

• Face-to-face training session with a PowerPoint presentation

• Interactive online training course with a quiz

• Written document with a draft email to relevant staff

Ideas for informal learning opportunities are:

• Discussion over a cup of coffee with relevant team member

• Feedback on work they’ve done (e.g. using review functionality in software)

• Poster

Ideas for application opportunities are:

• Hosting a hackathon

• Workplace competition

• Brainstorming session

• Report writing using graphical representation of data

Make sure you have answered all questions in Section 2. Submit to your assessor
for review.

You are also required to attach certain documents as part of your evidence –
review the documents you need to attach as outlined in your in Section 2 of the
Project Portfolio and make sure you attach these upon submission.

You will use the work done in this section of the Portfolio to facilitate the formal
and informal learning opportunities and application of critical thinking skills in
the next steps. In preparation, read through steps 6,7 and 8.

Make any necessary arrangements with the team member(s) who are
participating in your planned formal and informal learning opportunities as well
as your planned application opportunity (e.g. arrange a meeting, draft an email
with attached documents etc.).

Make sure you are prepared to facilitate these opportunities and seek feedback as
planned in Section 2 of your Project Portfolio (e.g. required resources have been
developed).

The opportunities may take place with actual people who work for/are associated
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with your chosen business. Alternatively, classmates or your assessor may play the
role of one or more team members.

If the opportunity requires face-to-face interaction, this can either be viewed in

person by your assessor or you may like to video record the session for your
assessor to watch later. Your assessor can provide you with more details at this
step. Make sure you follow the instructions below and meet the timeframes
allocated. If this session is not viewed in person by your assessor, you will attach
proof of how you facilitated the learning or application opportunity to Section 3 of
your Project Portfolio.

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6. Facilitate a formal learning opportunity

This is your opportunity to demonstrate your ability to lead a team or individuals

to develop their critical thinking ability by addressing their knowledge gap(s).

Facilitate the formal learning opportunity planned in step 5. Make sure you:

• Focus on their specific knowledge gaps.

• Seek feedback from team member(s) about the learning opportunity you’ve
facilitated.

7. Facilitate an informal learning opportunity

If your formal learning opportunity addressed knowledge gaps of your team, then
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this learning opportunity will address the knowledge gap(s) of an individual team
member. Alternatively, this learning opportunity will be for your team if the
formal learning opportunity was created for an individual.

This is your opportunity to demonstrate your ability to lead a team or individual to

develop their critical thinking ability by addressing their knowledge gap(s).

Facilitate the informal learning opportunity planned in step 5. Make sure you:

• Focus on their specific learning gap(s).

• Seek feedback from team member(s) about the learning opportunity you’ve
facilitated.

8. Facilitate an application opportunity

This is your opportunity to demonstrate your ability to lead a team and individuals
to develop their critical thinking ability by facilitating an opportunity for them to
apply their critical thinking skills.

Facilitate the application opportunity planned in step 5. Make sure you:

• Provide clear instructions on what is required by team member(s) as they

critically address the workplace problem.

• Provide feedback to the team member(s) relating to their use of critical

thinking as they address the work place problem.

• Identify additional support your team requires.

• Seek feedback from team member(s) about the opportunity you’ve provided.

9. Monitor and improve critical thinking practices

After the learning and application opportunities, complete Section 3 of your

Project Portfolio.

To complete Section 3, you need to analyse feedback and develop at least one
recommendation for improvement in future learning.

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 You are also required to attach certain documents as part of your evidence –
review the documents you need to attach as outlined in your in Section 3 of the
Project Portfolio and make sure you attach these upon submission.

10. Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio, answered all
questions, provided enough detail as indicated and proofread for spelling and
grammar as necessary. Remember to submit all necessary attachments as
indicated.

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Assessment Task 1: Checklist

Student Name:

Completed
successfully?
Did the student: Comments
Yes No

Plan and assess critical and creative thinking

by:

• accessing at least four different

information sources to research critical
and creative thinking and present the
information as a written report using
appropriate language and referencing,
including:

o a summary of at least three

models of critical and creative
thinking

o at least five characteristics of

critical and creative thinking

o features of critical thinking skills

such as analysis, synthesis and
evaluation

o formal and informal organisational

learning environments and
systems

o best practice approaches for

instructing teams and individuals
in critical thinking

o examples of how the critical

thinking can be applied in the
workplace

o examples of what a safe critical

and creative work environment
includes.

• identifying how critical thinking is an

important part of the organisation,
including:

o the vision and objectives of the

organisation as they relate to
critical thinking

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Student Name:

Completed
successfully?
Did the student: Comments
Yes No

o assessment of the work

environment as it relates to critical
and creative thinking, including:

- systems, policies and

procedures supporting critical
thinking

- barriers to critical thinking in

existing organisational
systems

o legislative requirements related to

critical thinking and training

o how critical thinking is required as

part of the work done by their
chosen team

o list of critical thinking skills

required for job roles performed by
the individual team members

• developing at least five questions to

identify critical and creative thinking
knowledge gaps in your chosen team
and the individual team member(s)

• planning for teamwork, including:

o the diverse requirements of their

team

o how they plan to establish

connections and understanding
with team members

o techniques to negotiate, influence

and elicit the views of your team?

Support critical and creative thinking by:

• meeting with their team to:

o articulate key features of critical

and creative thinking concepts to
the relevant team

o identify at least two critical and

creative thinking knowledge gaps

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Student Name:

Completed
successfully?
Did the student: Comments
Yes No

for their team and at least two

critical and creative thinking
knowledge gaps for at least one
individual team member.

o establish their team’s views and

experience of the organisation’s
approach to critical thinking

o collaborate with team members to

identify at least three workplace
problems that fall within the scope
of the team and require further
critical thinking

o negotiate with team members to

choose which problem is the most
pressing and relevant.

• developing at least two processes that

create a safe environment for critical
and creative thinking and including for
each process:

o a description of the process

o resources required for the process

to be implemented

o description of at least three

sources of information related to
establishing the process

o any relevant legislative

requirements

o how the process supports a safe

critical and creative critical
thinking environment.

• facilitating a formal and informal

learning opportunity for a team and
individual by:

o focusing on their specific

knowledge gaps.

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Student Name:

Completed
successfully?
Did the student: Comments
Yes No

o seeking feedback from team

member(s) about the learning
opportunity you’ve provided.

• facilitating an opportunity for team

members to apply critical thinking skill
to a workplace problem by:

o providing clear instructions on

what is required by team
member(s)

o providing feedback to the team

member(s)

o identifying additional support their

team requires

o seeking feedback from team

member(s) about the opportunity
they’ve provided?

Monitor and improve critical thinking

practices by:

• analysing feedback

• developing recommendations for

improvement in future learning,
including:

o resources required for the

development of the
recommendation

o the development of at least one

recommendation

o how the recommendation adheres

to explicit organisational policies

o how the recommendation adheres

to implicit organisational policies

o how the recommendation adheres

to legislative requirements?

Demonstrate effective oral communication

skills, including:

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Student Name:

Completed
successfully?
Did the student: Comments
Yes No

• speaking clearly and persuasively to

communicate ideas and thoughts

• asking questions and listening

• seeking the views and opinions of all

team members

• using appropriate language suitable to

the team dynamics?

Task Outcome: Satisfactory ¨ Not Satisfactory ¨

Assessor Signature:

Assessor Name:

Date:

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 Final Results Record

Student Name:

Assessor Name:

Date:

Result

Task Type Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Project S U DNS

Overall unit results C NYC

Feedback

☐ My performance in this unit has been discussed and explained to me.

☐ I would like to appeal this assessment decision.

Student Signature: ____________________________________ Date: _________________________

☐ I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

Assessor Signature: ____________________________________ Date: ________________________

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