Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code	CPC50210
Course name	Diploma of Building and Construction
Unit code	BSBPMG505A
Unit name	Manage project quality

Assessment Submission Method

☐ By hand to trainer/assessor	☐ By email to trainer/assessor	☐ Online submission via Learning Management System (LMS)
☐ By Australia Post to RTO	☐ Any other method _________________________________________________ (Please mention here)

Student Declaration

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: ____/_____/______________

Assessment Plan

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded	Evidence Type/ Method of assessment	Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Unit Project (UP) – Prepare a quality management plan	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 3	Unit Project (UP) – Quality Inspection of an under construction building	S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 4	Unit Skill Test (UST) – Project quality improvement and lessons learnt	S / NS (First Attempt) S / NS (Second Attempt)
Final result	C/NYC	Date assessed
Trainer/Assessor Signature

Assessment Conditions

Unit purpose/application

This unit describes the performance outcomes, skills and knowledge required to manage quality within projects. It covers determining quality requirements, implementing quality assurance processes, and using review and evaluation to make quality improvements in current and future projects.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

What the student can expect to learn by studying this unit of competency

• Determine quality requirements
• Implement quality processes
• Implement project quality improvements

Training and assessment resources required for this unit of competency

The student will have access to the following:

• Learner guide
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
• access to project documentation, which includes quality criteria and evidence of quality monitoring and improvement practices
• consideration of feedback from project stakeholders regarding project quality management.

The resources required for these assessment tasks also include:

• Access to a computer, the Internet and word-processing system such as MS Word.
• An operational business environment to implement the learning plan
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, you are required to:

• Undertake studies and research responsibly and with honesty and integrity.
• Ensure that academic work is in no way falsified.
• Seek permission to use the work of others, where required.
• Acknowledge the work of others appropriately.
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Other Important unit specific Information

N/A

Unit outcome

• This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s

Nil

Co-requisite/s

Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Work Health and Safety Act 2011
• Occupational Safety and Health Act 1984 (WA)
• Occupational Safety and Health Regulations 1996 (WA)
• Competition and Consumer Act 2010 (Cth)
• Building Act 2011 (WA)
• Building Services (Registration) Act 2011 (WA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/BSBPMG513

Additional Information

• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

• Be provided for each Unit Assessment Task (UAT).
• Guide students to adapt and adjust their learning strategies.
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs.
• Be a pivotal feature of learning and assessment design, not an add-on ritual.
• Focus on course and unit learning outcomes.
• Guide students to become independent and self-reflective learners and their own critics.
• Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
 LLN	 Speaking  Reading  Writing  Confidence	 Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists
 Non-English Speaking Background	 Speaking  Reading  Writing  Cultural background  Confidence	 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
 Indigenous	 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment	 Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
 Age	 Educational background  Limited study skills	 Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
 Educational background	 Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need
 Disability	 Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in accessible format, e.g. a textbook in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 1 – Unit Knowledge Test (UKT)

Assessment type:

• Written Questions

Assessment task description:

• This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised of twenty-one (21) written questions.
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

• All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location for completing this assessment task.

Instructions for answering written questions:

• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer all the questions.
• Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
• Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• When you quote, paraphrase, summaries or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?

• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

• Knowledge to determine quality objectives and standards with the input from stakeholders and higher authorities to establish quality management plan and quality management methods, and tools to be used to determine preferred mix of quality, cost and time.
• Knowledge to identify quality criteria, get agreement from higher authority and communicating to stakeholders to ensure clarity and understanding of quality and objectives and inclusion of agreed quality requirements and implementation on basis of performance measurement.
• Knowledge to measure and document outcomes of product performance throughout project life cycle to determine compliance with agreed standards and identify causes for unsatisfactory result and actions required in consultation with client and higher authorities.
• Knowledge to conduct inspections of Quality process and quality control results to check compliance with quality objectives and maintain quality management system to enable effective recording and communications to higher authorities.
• Knowledge to review process and implement project quality improvements throughout project life cycle to ensure quality improvement and check project outcomes against performance criteria to determine effectiveness.
• Knowledge to identify and document lessons learned and recommending the improvements on to higher authorities.
• Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
• Written and oral/speech communication skills to organise and deliver information to effectively communicate Manage quality project to a range of stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information.
• Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

• This is an individual assessment.
• The purpose of this assessment task is to assess the students’ knowledge essential to Manage project quality in a range of contexts and industry settings.
• To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answered in order to gain competency for this assessment.

• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:

• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers

• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system

Questions:

Question 1: What steps can be taken to improve the project quality and achieve quality objectives? Explain in 100-150 words.

Question 2: How does a well-maintained Quality Management System (QMS) benefits an organisation and what purpose does the QMS serve in communicating and recording quality issues? Explain in 250-300 words.

Question 3: When starting a new project, why is it necessary to identify quality requirements in consultation with the higher authorities and implement the same in the project. Explain in 100-150 words.

Question 4: What details shall be included in the Project Quality Management Plan (PQMP)? Write your answer in 50-100 words.

Question 5: What is total quality control in construction. What is the organisation’s objective behind employing total quality control procedure at a construction site? Explain in 250-300 words.

Question 6: Assume you are working as a Project Manager on a Mid-income housing project (wherein 200 units shall be constructed). You have reviewed the processes in place at the construction project and have come through some of the improvement opportunities (listed in the table given below). Based on these improvement opportunities, what improvement actions will you implement in the project life cycle to ensure continuous quality improvement?

Mid-income housing project with a total of 2000 units	Improvement Opportunities	Improvement actions (single sentence)
Excessive transportation time
Overmanning of crews
Inefficient use of manpower
High level of reworking time
Poor operational planning
Inadequate Construction method

Question 7: Explain the steps involved in establishing and implementing a quality management system? Write your answer in 50-100 words.

Question 8: Assume you are working as a quality inspector at a construction site. You are required to conduct inspection and determine whether the project meet the specified quality standards. Explain in 150-200 words, how will you determine any gaps in quality standards.

Question 9: List the four (4) most common components of quality control plan.

Question 10: List the six (6) steps that are implemented to ensure that the project has achieved all the quality objectives that were established by the stakeholders.

Question 11: Explain the process of PIR (Post Implementation Review) which is used in determining the effectiveness of quality management process and procedures. Answer in 150-200 words.

Question 12: “Every project teaches you a new lesson”. Answer in 150-200 words, how will you document and pass the lessons learned and recommended improvements to higher authorities. How this documentation helps you in future projects.

Question 13: List the Australian standards and the building/construction codes that guide Quality standards for the below tabulated activities (stages) of a construction project.

Activity	Building Code of Australia Other Codes Compliance	Relevant Australian Standard
	Section	Description	Number	Name
Excavation
Footings
Slab
Drainage& Plumbing
Frame–Walls
Frame–Roof
Facia & Gutters
Roofing–Cladding
PlumbingRoughIn
Brickwork
Electrical RoughIn
Plaster Internal Linings
FixOut
Tiling
Painting
Fitoff–all trades
Carpet&Floor finishes
SwimmingPool
Landscaping

Question 14: What are the roles and responsibilities of a Quality Management executives in construction project? Answer in 50-100 words.

Question 15: Explain the steps involved in monitoring and applying quality control to a construction project. Answer in 250-300 words.

Question 16: List any five (5) methods of quality control.

Question 17: What do you understand by quality assurance? What are the different tools and techniques that form the basis of the key quality assurance principles? Write your answer in 100-150 words.

Question 18: Explain in 50-100 words each, the following methods for managing continuous improvement:

1. Deming Cycle or Shewhart Cycle
2. Six Sigma

Question 19: Based on the different cost variance causes listed in the table given below, what appropriate corrective action will you undertake for each cause? Write a single sentence description for each.

Cost Variance Causes	Corrective Actions
Poor forecasting of field condition, weather and event in the future
Poor planning in scope of work
Poor material scheduling (inaccuracy)
Poor estimation and budgeting of materials cost
Poor development and application of the standard work procedure
Poor data and information of activity and materials

Question 20: What is National Construction Code (NCC)? Write your answer in 50-100 words.

Question 21: Provide the name of legislation applicable to the following:

1. Occupational health and safety
2. Environmental issues
3. Equal opportunity
4. Industrial relations and anti-discrimination

Unit Assessment Result Sheet (UARS)

Assessment Task 1 – Unit Knowledge Test (UKT)

Student and Trainer/Assessor Details

Unit code	BSBPMG505A
Unit name	Manage project quality
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 2 – Unit Project (UP) – Prepare a quality management plan

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
 LLN	 Speaking  Reading  Writing  Confidence	 Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists
 Non-English Speaking Background	 Speaking  Reading  Writing  Cultural background  Confidence	 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
 Indigenous	 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment	 Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
 Age	 Educational background  Limited study skills	 Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
 Educational background	 Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need
 Disability	 Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in accessible format, e.g. a text book in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 2 – Unit Project (UP) – Prepare a quality management plan

Assessment type

• Unit Project (UP) – Prepare a quality management plan

Assessment task description

• This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a Unit Project (UP).
• You are required to prepare a quality management plan based on given case study in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions

• This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
• You must read and respond to all criteria of the project.
• Word limit to complete the quality management plan is 600-800 words.
• You may handwrite/use computers to answer the criteria of the project.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

Location

• This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

• You will be required to correctly attempt all activities of this assessment task.
• You will document a quality management plan based on given case study in this assessment task.

• You will be expanding the knowledge and skills acquired during the previous assessment task.
• Instructions to complete the quality management plan are provided within the assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to prepare a quality management plan based on given case study in this project.
• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate the following skills and abilities:

• Skill to determine quality objectives and standards with the input from stakeholders and higher authorities
• Skills to determine the quality requirements based on given case study in consultation with the stakeholders.
• Skills to select and document quality management methods, techniques and tools to resolve quality issues given in the case study.
• Skills to discuss the quality requirements with the project team and the stakeholders
• Skill to include agreed quality requirements and implementation on basis of performance measurement.

Assessment Task 2 – Unit Project (UP) – Prepare a quality management plan

• You are required to prepare a quality management plan.
• Your assessor will assess your work according to the given performance criteria/ performance checklist.

• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:

• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers

• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.

• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• The premise of the project must be closely related to the previous assessment task.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
• One of the most important steps that you can take: proofread your project.
• Project must be based on 600-800 words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.
• Appropriate citations are required.
• All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system

Assessment task Instructions

• This assessment part is divided into two parts:

• Part 1: Role play
• Part 2: Prepare a quality management plan

• This assessment task requires you to assume/ take on the role of a Project Manager at the organisation given in the case study.
• Your trainer/assessor will act as supervisor and civil engineer in the role play (part 1).
• You must determine quality objectives and standards in consultation with the trainer/assessor during the role play based on the issues given in the case study.
• You must prepare quality management plan as per the provided template to you.
• Your trainer/assessor must assess the performance as per the performance criteria and checklist provided.
• You can incorporate feedback received from your trainer/assessor to improve the quality management plan.

Project:

In this task, you are required to document a quality management plan for an organisation given in the case study.

Case study:

Assume you are project manager of a construction company called Yellow Bricks. Your company has got a new project to build new low-rise houses. Your construction manager is concerned about the quality of the new homes that are to be prepared.

On a recently completed project, your company incurred huge losses due to defects and failures in construction. The pictures of the defects that occurred during the construction of the previous projects are given below:

Image 1: Image 2

Based on the construction manager’s inspection of the completed house projects, he came across an engaged pier that had detached from the main wall (as shown in image 1).

The photo shows the defect, and this is considered a structural issue of floor loads (bearers/joists). As the load of the wall frames was onto the area of the permitter wall and roof loads sat on the walls, it got worse, the expense to repair were substantial. 

Where as in another inspection, there was a significant poor deck footings construction (as shown in image 2) that was a safety hazard due to possible collapse as the footings were inadequate and non-compliant with Building Code of Australia.

A substantial amount of money was spent to fix these issues.

Your construction manager has also enlisted the major causes of construction defects that he noticed during his inspections; as given below:

• Defective building material i.e. inferior material such as building bricks, cement, roofing material and poorly manufactured windows.
• A violation of building codes during construction.
• Failure to meet professional standards.
• Failure to build accordingly the accepted trade standards for goods and man work construction.
• Engineering soil i.e. structural failures and earth movements.

Before starting the new project, your construction manager asks you to determine the quality objectives and standards applicable to this project with input from supervising the civil engineer and address the above given issues and then prepare and document the quality-management plan.

Part 1 (Role-play):

In this assessment task, you are required to perform a role play with your trainer/assessor. You will play the role of project manager where your trainer/assessor will act as supervisor and civil engineer.

In this roleplay, you have to engage in discussion with the supervising civil engineer discussing these issues and determining the quality objectives and the standards that must be adhered to when constructing the building. The key points that needs to be discussed are as follow:

• Material specifications

• Load Ratio of the material
• Pay Factor of the material

• Trade standards
• Cost of the material
• Functional performance
• Engineering failures
• Performance specifications
• Desired performance level
• Minimum standards of material and workmanship

The discussion must address the major causes of the construction defect listed in case study given above.

At the end of the discussion, you must come to a conclusion of the agreed quality requirements that will become basis for the part 2 of this assessment task.

Part 2 (prepare quality management plan):

In this part of the assessment task, you have to prepare a Project Quality Management Plan (PQMP) based on the given case study. The PQMP shall include:

Purpose of Quality Management Plan:

[Provide the purpose of the Project Quality Management Plan. This document should be tailored to fit the particular project needs. Identify which project(s), product(s), and/or the portion of the project life cycle that are covered by this plan and the overall quality objectives for this project.]

Quality Management Plan Components

[To achieve this, the <project name> Quality Management Plan includes the following components:

• Quality Assurance – to ensure quality project management processes.
• Quality Control – via the development of quality outputs; and
• Quality Improvement – review points to assess and improve quality where possible.]

Organisation, Responsibilities, and Interfaces

[Describe the primary roles and responsibilities of the project staff as it relates to the practice of Project Quality Management. Indicate responsibilities for activities such as mentoring or coaching, auditing work products, auditing processes, participating in project reviews, etc.]

Role	Quality Responsibility
Project Manager	Quality mentoring & coaching
Team Lead	Quality audits
<Role>	<Responsibility>

Tools, Environment, and Interfaces

[List and define the data elements the quality tools that will be used to measure project quality and level of conformance to defined quality standards/metrics.]

Tool	Description
[Benchmarking]	[Industry recognized benchmarks]
<Tool Name>	<Tool Description>

Quality Planning

[Identify which quality standards are relevant to the project and how to satisfy them. Identify and define appropriate quality metrics and measures for standards for project processes, product functionality, regulatory compliance requirements, project deliverables, project management performance, documentation, testing, etc. Identifies the acceptance criteria for project deliverables and product performance]

Define Project Quality requirements

[Identify quality standards and expectations for customers, the project, organization and federal regulations, define customer and project goals, quality standards, critical success factors, and metrics for which to measure success, and outline acceptance criteria for project deliverables and product performance.]

Measure Project Quality

[Identify desired metrics and related monitoring processes for which to measure quality standard, develop a plan for measuring quality, define methods of data collection and archiving, and document timeframe for measurement and metrics reporting.]

Quality Assurance

[Identify and define those actions, and the metrics to measure them, that provide the confidence that project quality is in fact being met and has been achieved. Relate these actions to the quality standards defined in the planning section of this document.]

Analyse Project Quality

[Analyze quality data, document opportunities for improvement and apply what was learned from quality analysis to eliminate gaps between current and desired levels of performance.]

Improve Project Quality

[Identify ways of doing things better, cheaper, and/or faster. For projects, identify ways of eliminating unsatisfactory performance.]

Quality Control

[Identify those monitoring and controlling actions that will be conducted to control quality throughout the project’s life. Define how it will be determined that quality standards comply with the defined standards outlined earlier in this document. Identify owners of ongoing monitoring and improvement of project processes.]

Appendix A: Project Quality Management Plan Approval

The undersigned acknowledge they have reviewed the Project Quality Management Plan and agree with the approach it presents. Changes to this Project Quality Management Plan will be coordinated with and approved by the undersigned or their designated representatives.

[List the individuals whose signatures are desired. Examples of such individuals are Business Steward, Project Manager or Project Sponsor. Add additional lines for signature as necessary. Although signatures are desired, they are not always required to move forward with the practices outlined within this document.]

Title:		Description as to why their sign are required:
Role:

Title:		Description as to why their sign are required:
Role:

Appendix B: References

[Insert the name, version number, description, and physical location of any documents referenced in this document. Add rows to the table as necessary.]

The following table summarizes the documents referenced in this document.

Document Name and Version	Description	Location
<Document Name and Version Number>	[Provide description of the document]	<URL or Network path where document is located>

Appendix C: Key Terms

[Insert terms and definitions used in this document. Add rows to the table as necessary. Follow the link below to for definitions of project management terms and acronyms used in this and other documents.

http://www2.cdc.gov/cdcup/library/other/help.htm

The following table provides definitions for terms relevant to this document.

Term	Definition
<term>	<definition>
<term>	<definition>
<term>	<definition>

Your draft must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
Successfully determined the quality objectives and standards to check quality.
Successfully included the quality tools in the quality management plan that will be used to measure project quality and level of conformance to defined quality standards/metrics.
Appropriately identified the quality standards that are relevant to the issues given in the case study.
Successfully identified the desired metrics and related monitoring processes for which to measure quality standard and developed develop a plan for measuring quality.
Successfully determined the quality objectives and standards with the input from trainer/assessor.

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Project (UP) – Prepare a quality management plan

Student and Trainer/Assessor Details

Unit code	BSBPMG505A
Unit name	Manage project quality
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 3 – Unit Project (UP)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
 LLN	 Speaking  Reading  Writing  Confidence	 Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists
 Non-English Speaking Background	 Speaking  Reading  Writing  Cultural background  Confidence	 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
 Indigenous	 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment	 Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
 Age	 Educational background  Limited study skills	 Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
 Educational background	 Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need
 Disability	 Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  provision of information or course materials in accessible format, e.g. a text book in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 3 – Unit Project (UP)

Assessment type:

• Workplace Project

Assessment task description:

• This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency.
• This assessment task requires you to complete a project.
• You must undertake quality assurance audit at the construction site and document the quality processes that needs to be implemented in this assessment task.
• You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

• This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook).
• You must read and respond to all criteria of the project.
• You may handwrite/use computers to answer the criteria of the project.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in an independent learning environment or learning management system.
• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

• You will undertake quality assurance audit at the construction site and document the quality processes that needs to be implemented in this assessment task.
• You will be expanding the knowledge and skills acquired during the previous assessment task.
• Instructions to complete project report is provided within the assessment task.
• You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to successfully complete and submit a project.
• Answers must demonstrate the student’s understanding and skills of the unit.
• You will be assessed according to the provided performance checklist/ performance criteria.
• Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

• Skill to undertake quality assurance audit of the quality processes in compliance with the agreed plans.
• Skill to assess the quality control of project and product output according to agreed quality specifications.
• Skill to identify the causes of variance to quality metrics.
• Skills to identify the processes that does not comply with the Australian standards.
• Skills to identify the procedures that can be implemented to maintain a quality management system to enable accurate and timely recording of quality audit data.
• Skills to document the remedial actions for identified variances.

Assessment Task 3 – Unit Project (UP)

Instructions to complete this assessment task:

• Please write your responses in the template provided.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• The premise of the project must be closely related to the previous assessment task.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
• One of the most important steps that you can take: proofread your project.
• Inspection report must be 300-400 words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.
• Appropriate citations are required.
• All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system

Assessment task Instructions

• This assessment task requires you to conduct an onsite inspection of an under construction low rise building.
• You must undertake quality assurance audit of a construction project for compliance with the agreed quality requirement.
• You must complete the quality assurance checklist template provided to you based on your inspection.
• You must use the quality management plan from previous assessment task to get information on the agreed quality requirements and specifications.

Project:

This task is in continuation with previous assessment task.

You will be required to use the quality management plan you prepared as part of assessment task 2.

In this task, you are required to conduct an onsite inspection of a low rise construction site. Access to this site will be arranged by your RTO.

Before conducting the inspection of the workplace, you must complete general construction induction training to receive a general safety induction training card, commonly referred to as the ‘White Card’.

You will be given an induction training on the site as well prior to you commence your inspection. You will be accompanied and supervised by fully inducted site personnel at all times while at the workplace.

Task:

Part 1:

When conducting the inspection, you will need to:

• Undertake quality assurance audit of project processes at the construction site for compliance with the agreed quality requirements (Discussed in part 1 of assessment task 2)
• Do a detailed inspection of the construction site and fill the checklist provided below:
• You will be inspecting footings/slabs/frames/ handover

• Assess the quality control of the construction building with the agreed quality specifications (Discussed in part 1 of assessment task 2).
• Identify causes of variance to quality metrics (As per the quality management plan prepared in part 2 of assessment task 2) and undertake remedial action.
• Use the attached quality control checklist.

Part 2:

After inspecting the construction site, you will need to prepare a report that must include the following:

• Outcomes of your quality assurance audit that must include the:
• Processes that does not comply with the Australian standards.

• Your point of view on the effectiveness of quality control of the construction building.
• Causes of variance to the inspected footings/slabs/frames.
• Remedial actions for identified variances.
• Procedures that can be implemented to maintain a quality management system to enable accurate and timely recording of quality audit data.
  
  
  

Template for Quality Control Checklist

QUALITY CONTROL CHECKLIST
Jobsite: Phase & Lots:	Foreman: Week Ending:
Conditionstobechecked	OK	Doesn’t apply	Action Needed Comments
DeliverLumber
The lumber delivered is the correct grades and quantity.
The lumber is properly stacked off the ground.
The storage location has been approved by the builder.
1set FloorFraming
Builder has released the slabs.
Framing materials are per plans/specifications.
Plumbing is placed correctly inside walls.
Plumbed walls are straight
Wall connection details are per plan/specification.
Door and window openings are straight, plumb & level, and headers are level and sized per plans/specifications.
Shear panel placement and nailing is correct.
Anchor bolt placement is correct.
Work area is free of debris and kept in a safe workmanship-like manner.
Options have been verified with the superintendent.
Rise and tread on installed stairs are correct. Handrails/guardrails are installed where needed.
2NDFloorFraming
Floor sheeting is properly screwed and glued per specifications.
Walls dimensions are exact per dimensions plans/specifications.
Plumbing is placed correctly inside walls.
Walls are plumb, and plate lines are level and straight.
2ndfloor wall connection details are per plans/specifications.
Door and window openings are straight, plumb & level, and headers are level and sized per plans/specifications.
Safety rails are installed at stair openings and lofts.
Attic access is framed in and located per plans/specifications.
Roof trusses (including bracing and catwalks) are set according to plans and manufacturer’s specifications.
Trusses are defect free (i.e. splice webbing, no cracks, no cuts, no breaks).
Bottom cords of trusses are set straight and level.
Work area is free of debris and kept in a safe workmanship-like manner.
Options have been verified with the superintendent.
Fall protection has been installed per CW company practices.
Roof sheeting is the proper thickness.
Draglines properly locate trusses.
Roof sheeting is properly nailed.
All roof hardware is in place and installed correctly.
Chimneystacks and crickets are set correctly.
Starter board is set correctly. (No shiners)
Fascia is level, straight and without cracks, cupping, warping, etc. Nails used are galvanized.
The builder has started back prime.
Eave and gable vents are framed per plans/specifications.
All shear panels are in the correct place and nailed according to shear schedule.
The HVAC platforms and catwalks have been installed
Work area is free of debris and kept in a safe workmanship-like manner.
Window installers have included the proper flashing and caulking.
Pickup/final
All exterior siding, pop-outs, trim or details are properly placed per elevation.
There is proper fall on exterior pot shelves.
All soffits, drops, and chases are installed correctly.
All ceiling plate lines are straight.
All door and window openings are the proper size, square and plumb with even reveals.
All door openings have sufficient room for casing.
Arches and radius walls are true.
All insets are framed in (i.e. medicine cabinets, art niches, etc.).
Backing is installed for tubs, A/C registers, toilet paper holders, towel bars, light fixtures, handrails, cabinets, etc.
Draft and fire stops are installed.
All hardware is in place and properly fastened.
Floors are inspected for squeaks and damages.
Walls are straight-edged to ensure they are straight and plumb without bowed stubs.
Window and door flashing is inspected for damage prior to lathing.
All temporary bracing has been removed.
A walk was conducted with the drywall Subcontractor and Contractor to inspect all walls and ceilings.
Sheeting and shear passed inspection.
Framing passed inspection, and 3rdparty framing inspection was completed.
Work area is free of debris and kept in a safe workmanship-like manner.
All punch list items are completed.
Options are final, checked and verified by superintendent.
Signature: Date :

Report template:

Inspection Report A cover sheet of the unit of competency Version control information Disclaimer and Acknowledgement An introduction about the project List of symbols and their explanations Table of contents Main body of the report covering following Topics in appropriate details Outcomes of your quality assurance audit that must include the: Processes that does not comply with the Australian standards. Your point of view on the effectiveness of quality control of the construction building. Causes of variance to the inspected footings/slabs/frames. Remedial actions for identified variances. Procedures that can be implemented to maintain a quality management system to enable accurate and timely recording of quality audit data. Summary and review Glossary References

Performance criteria:

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
Successfully undertook quality assurance audit of the quality processes in compliance with the agreed plans.
Effectively assessed the quality control of project and product output according to agreed quality specifications.
Successfully identified the causes of variance to quality metrics.
Successfully identified the processes that does not comply with the Australian standards.
Identify the procedures that can be implemented to maintain a quality management system to enable accurate and timely recording of quality audit data.
Effectively documented the remedial actions for identified variances.

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Project (UP)

Student and Trainer/Assessor Details

Unit code	BSBPMG505A
Unit name	Manage project quality
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 4 – Unit Skills Test (UST)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
 LLN	 Speaking  Reading  Writing  Confidence	 Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists
 Non-English Speaking Background	 Speaking  Reading  Writing  Cultural background  Confidence	 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
 Indigenous	 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment	 Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
 Age	 Educational background  Limited study skills	 Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
 Educational background	 Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need
 Disability	 Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in accessible format, e.g. a text book in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Assessment Task 4 – Unit Skills Test (UST)

Assessment type:

• Unit Skills Test – Implement project improvements

Assessment task description:

• This is the fourth (4) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a Unit Skills Test (UST).
• You are required to implement the project quality improvements in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
• You must prepare a project quality improvement report by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

• This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
• Word-limit to prepare a project quality improvement report is 400-500 words.
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the skills test:

• You will be required to correctly attempt all activities of this assessment task.

• You will review the quality processes prepared in quality management plan in assessment task 2 and 3.
• You will prepare a project quality improvement report in this assessment task.
• Instructions to complete the project quality improvement report are provided within the assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to implement the project quality improvements.
• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

• Skills to review processes and implement agreed changes continually throughout the project life cycle to ensure continuous quality improvement.
• Skills to implement project quality improvements.
• Skills to review project outcomes against performance requirements.
• Skills to identify and document the lessons learned and recommend further improvements.
• Reading skills to collect, review, interpret/understand and analyse/review text-based quality management plans.
• Written and oral/speech communication skills to organise and deliver information on project quality improvements.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing the quality management plan.

Assessment Task 4 – Unit skills test (UST)

Assessment Instructions

• You are required to implement project quality improvements.
• Your assessor will assess your work according to the given performance criteria/ performance checklist.

• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:

• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers

• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system

Assessment task Instructions

• This assessment task requires you to conduct a review (make comparisons) on the quality control processes prepared in quality management plan in assessment task 2 and the quality control processes assessed during onsite inspection in assessment task 3.
• You must identify and analyse the variations in the actual project outcomes.
• Word limit to complete the project life report is 400-500 words.
• You must prepare project life cycle report as per the provided template to them.

Task:

This task is in continuation with assessment task 2 and 3.

In this assessment task, you are required to implement the project quality improvements.

Part 1:

In this part of assessment task, you will be required to conduct a review (make comparisons) on the quality control processes that you prepared in quality management plan in assessment task 2 and the quality control processes that you assessed during your onsite inspection in assessment task 3.

After conducting review, you will discuss the following topics with the trainer/assessor:

• Variations in the actual project outcomes (as per your inspection) against performance requirements (as per your quality management plan)
• Effectiveness of the quality management plan you prepared as part of assessment task 2.
• Changes that can be further implemented in the project life cycle for continuous improvement.

Part 2:

After your discussion with the assessor, prepare a report which must include the following:

• Stages of the project life cycle where the agreed changes (improvements) can be implemented.
• Effectiveness/drawbacks of quality-management processes and procedures prepared in assessment task 2.
• Document your learnings and the lessons learned.

Once completed, submit the report to your trainer/assessor for evaluation.

Report template:

Report on Project Quality Improvement A cover sheet of the unit of competency Version control information Disclaimer and Acknowledgement An introduction about the project List of symbols and their explanations Table of contents Main body of the report covering following Topics in appropriate details Stages of the project life cycle where the agreed changes can be implemented. Effectiveness/drawbacks of quality-management processes and procedures prepared in assessment task 2. Document your learnings and the lessons learned. Summary and review Glossary References

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
Effectively processes and implement agreed changes continually throughout the project life cycle to ensure continuous quality improvement.
Appropriately documented project quality improvements in project life cycle.
Adequately reviewed project outcomes against performance requirements
Adequately identified and documented the lessons learned and recommend further improvements.
Effectively engaged in discussion and discussed the effectiveness of the quality management plan prepared as part of assessment task 2.
Appropriately discussed the changes that can be further implemented in the project life cycle for continuous improvement.

Unit Assessment Result Sheet (UARS)

Assessment Task 4 – Unit skills test (UST)

Student and Trainer/Assessor Details

Unit code	BSBPMG505A
Unit name	Manage project quality
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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