Assignment title: Information
Assessment Resource Summary
Unit Details BSBITU402 Develop and use complex spreadsheets
Assessment Type This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment
Assessment 1 Must also be undertaken in a real or simulated office environment
Assessment Methods Observations Assessment 1
(Develop 2 different complex (linked) spreadsheets)
Written Assessment or Project Assessment 2
(Written Assessment / Project)
Last Modification Date October 2015
Proposed Review Date October 2016
Unit Summary
This unit describes the skills and knowledge required to use spreadsheet software to complete business tasks and produce complex documents.
It applies to individuals employed in a range of work environments who require skills in creation of complex spreadsheets to store and retrieve data. They may work as individuals providing administrative support within an enterprise, or may be independently responsible for designing and working with spreadsheets relevant to their own work roles.
No licensing, legislative or certification requirements apply to this unit at the time of publication
All products purchased remain the intellectual property of Accredited Education & Training. All rights reserved; no part of any publication provided by Accredited Education & Training may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Accredited Education & Training.
Summative Assessment - Assessor Instructions
It is important that in conducting assessment, the assessor undertakes the following:
Prior to conducting the assessment
• Read the assessment tasks as detailed throughout this document
• Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
• Read the assessor instructions and checklist prior to commencing the assessment
• Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
• Make suitable modifications to the assessment environment (if required), to allow all tasks to be observed
• Ensure the student is allocated the appropriate time and resources for the task
• If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
• If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment.
• Advise the student prior to conducting the assessment of:
o what will occur throughout the assessment process
o when the assessment will occur
o the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)
o the RTO reasonable adjustment process and offer adjustment for any students needing assistance
o the RTO re-assessment and appeals process
• You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment.
• Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment. The student instructions provide appropriate detail for the student on the expected level of competency for each task.
Conducting the assessment
• Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible
• Advise the student when to commence the assessment
• Observe the student undertake the tasks as outlined
• Record your observations in the assessor checklist
• Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
• Where a checklist point is not appropriate, write "N/A" in the space provided
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment. Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid)
• Gather supporting documentation where available and appropriate (as evidence)
• Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else. In the event that the actions of the student impact on the safety of any person - you are to immediately cease the assessment and take actions to reduce the identified risk.
• If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
• Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided.
Making and recording the decision
• The student needs to be deemed satisfactory in all assessments to gain competency.
• You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)
• If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity.
• Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision.
• Assess the students on what you observe during the assessment period, not on their actions before or after the assessment.
• If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.
• Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete
• Attach all evidence (projects / checklists / tests, etc) to this form.
• Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures
Providing feedback
• Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
• Provide the student with:
o Their assessment result
o Clear and constructive feedback based on the assessment decision
o The reasons underpinning your assessment decision
o Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
o An opportunity for reassessment if appropriate or requested by the candidate
o Information on appeal process as applicable to your organisation
ASSESSMENT SUMMARY / COVER SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file.
Student results are not to be entered into the Student Management Database unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Unit Code BSBITU402
Unit Name Develop and use complex spreadsheets
Please attach the following documentation to this form Result
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed Reassessment
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed
Assessment 1 Checklist Attached (Observe developing 2 spreadsheets)
2 spreadsheets attached S | NS | NA S | NS | NA
Assessment 1 Written Assessment / Project attached S | NS | NA S | NS | NA
Final Assessment Result for this unit C / NYC
Student Feedback: _______________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____
Administrative use only
Entered onto Student Management Database ________________
Date
Initials
ASSESSMENT 1 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
You are to create and use a total of 2 different linked spreadsheets that use advanced spreadsheet features –relevant to your company. Think about your company, and what you could use spread sheets for. Ideas might include:
• Customer database
• menus,
• itinerary,
• staff details,
• wages,
• timesheets, etc
You must discuss your spreadsheet concept with your assessor prior to commencing this assessment
Functions to be demonstrated must include 3 from the list below
• mathematical functions (e.g. square root, integer, absolute value, round)
• statistical functions (eg. standard deviation, count, maximum, minimum)
• basic financial functions (if available)
• date functions
• logical functions (eg. lookup, if, choose, true, false, conditions)
• simple nested functions.
Your assessor will also be required to observe you in this task. During this observation, your assessor will be assessing you:
• Using safe work practices
• Developing a linked spreadsheet solution
• Automating and standardising your spreadsheet operation (through creating, using and editing macros nd templates)
• Using your spreadsheet ensuring you
• Enter, check and amend each spreadsheet correctly
• Enter your data effectively
• Use manuals or user documentation (including on-line) for assistance where required
• Review, adjust and print your spreadsheet
• Name and store your spreadsheet accordingly
• Representing numerical data into graph form
• Include appropriate chart type and chart features, which represents numerical data validly
• Create graphs with Labels and titles from numerical data contained in a spreadsheet file
• Save, view, adjust and print each chart
Assessment Summary
You are to submit the following evidence / perform the following tasks
• Your assessor will observe you creating each spreadsheet,
• A print out of 2 different linked spreadsheets and associated graphs
• A soft-copy of each spreadsheet
Date for Assessment: _____________________
ASSESSMENT 1 – STUDENT SELF ASSESSMENT CHECKLIST
This information is to be handed to each student to outline the assessment criteria
This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.
Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.
You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.
Student Assessment Criteria I feel I can demonstrate this
Communication | Are you able to:
o Communicate clearly with others
o Ask for help when needed
o Follow instructions
o Identify the task requirements including determining spreadsheet purpose and proposed audience
o Clarify task requirements with supervisor (assessor) as required Yes No
Safety | Are you able to:
o Set your workstation up safely and ergonomically (chair, support, monitors, foot rests, distance to screen, etc) Yes No
o Work safely (posture, breaks, etc) Yes No
Conservation | Are you able to:
o Follow the 4 R's (Reduction, Re-use, Recycling and Recovery) Yes No
o Work safely (posture, breaks, etc) Yes No
Task requirements | Are you able to:
o Organise yourself before starting the task Yes No
o Identify useful spreadsheet concepts to improve business functionality Yes No
o Design a spreadsheet layout to meet functionality and usability Yes No
o Analyse data requirements for spreadsheets Yes No
o Create new spreadsheets Yes No
o Create headings Yes No
o Classify, segregate and enter data into appropriate areas Yes No
o Create and test cell-based formulae Yes No
o Link spreadsheets together Yes No
o Format cells and assign data attributes with relative or absolute cell references Yes No
o Enter data to ensure accuracy and operational function of spreadsheet. Yes No
o Ensure data input allows for speed and accuracy of input Yes No
o Identify areas for automation and develop appropriate macros, ensuring they increase efficiency Yes No
o Ensure spreadsheet has a clean appearance Yes No
o Develop an appropriate and logical layout to ensure logical to assist data entry Yes No
o Test the spreadsheets by entering, checking and amending data Yes No
Adjust import/export data between spreadsheets and host documents Yes No
Preview, adjust and print spreadsheets in accordance Yes No
Enter and manipulate picture or image in spreadsheet Yes No
Create accurate pie and chart graphs (appropriate to data) with labels and titles from numerical data contained within spreadsheet file Yes No
o Use appropriate spreadsheet functions such as Yes No
- Page layout alterations - Typeface style
- multiple toolbars - Point size
- varying cell styles - Change font format (italic, bold, underline, etc)
- Spacing - Cell formatting (number and currency)
- Page alignment
o Ensure layout is consistent in terms of Yes No
- Borders - Row size
- Column size - Spacing
- Type face - Point size
- Page alignment - Margins
- Cell formatting (number and currency)
o Use the following spreadsheet features Yes No
- Insert and delete columns - Insert and delete rows
- Appropriate formulae - Headers
- Footers - Automatic functions
- Copy and Paste - Insert tables
- Change cells -
o Use on-line help features of program Yes No
o Proof read documents for
- grammar
- spelling
- accuracy
- punctuation
- format
- errors
- omissions
- balance Yes No
o Print documents using correct and appropriate settings (No of copies, correct printer / tray; paper size and type; simplex or duplex; quality of print; colour or black & white; Yes No
o Save documents ensuring
- appropriate naming convention used
- appropriate location selected
- document can be found at a later date Yes No
o Save spreadsheets in multiple formats (HTML, XML, comma separated values, or text) Yes No
o Complete task on time Yes No
ASSESSMENT 1 – ASSESSOR INSTRUCTIONS
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Each student is to create and use a total of 2 different linked spreadsheets that use advanced spreadsheet features –relevant to your company. Students should think about a company requirements, and what you could use spread sheets for. Ideas might include:
• Customer database
• menus,
• itinerary,
• staff details,
• wages,
• timesheets, etc
Students must discuss your spreadsheet concept with your assessor prior to commencing this assessment
Functions to be demonstrated must include 3 from the list below
• mathematical functions (eg. square root, integer, absolute value, round)
• statistical functions (eg. standard deviation, count, maximum, minimum)
• basic financial functions (if available)
• date functions
• logical functions (eg. lookup, if, choose, true, false, conditions)
• simple nested functions.
During this observation, your are to assess each candidate:
• Using safe work practices
• Develop a linked spreadsheet solution
• Automate and standardise your spreadsheet operation (through creating, using and editing macros and templates)
• Use your spreadsheet ensuring you
• Enter, check and amend each spreadsheet correctly
• Enter your data effectively
• Use manuals or user documentation (including on-line) for assistance where required
• Review, adjust and print your spreadsheet
• Name and store your spreadsheet accordingly
• Represent numerical data into graph form
• Include appropriate chart type and chart features, which represents numerical data validly
• Create graphs with Labels and titles from numerical data contained in a spreadsheet file
• Save, view, adjust and print each chart
Assessment Summary
Students are to submit the following evidence / perform the following tasks
• Your assessor will observe you creating each spreadsheet,
• A print out of 2 different linked spreadsheets and associated graphs
• A soft-copy of each spreadsheet"
SPECIFIC ASSESSOR NOTES
• Each student is to prepare two linked spreadsheets
• You are to discuss spreadsheet options with each student, and allow them to develop spreadsheets that are suitable to their vocational direction
• Appropriate spreadsheet options include, but are not limited to
o Customer database
o menus,
o itinerary,
o staff details,
o wages,
o timesheets, etc
• Each item listed in the Student Self Assessment Checklist (which is the same as the Assessor Checklist) must be observed during the spreadsheet development
• You are to ensure each student has appropriate data to enter into each spreadsheet. This is to ensure the student can demonstrate the ability to use spreadsheets on an ongoing basis
This assessment may be undertaken in the following formats:
• On the job. These assessments must:
o using a registered and operating workplace
o ensure access to customers relevant to the work role and unit requirements
o ensure access to staff members / colleagues
o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
o ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
o substitute the provided data with relevant data from the students work-place
• Classroom / Simulated environment. These assessments must
o Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state "Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
technical skills
underpinning knowledge
generic skills such as decision making and problem solving
workplace practices such as effective communication "
o In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:
Quality – The work is of the standard required for entry into the industry.
Productivity – The work is performed within a timeframe appropriate for entry to the industry.
Safety – The work is performed in a manner that meets industry safety standards.
o Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:
performing the task (task skills)
managing a number of tasks (task management skills)
dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)
fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)
transferring competencies to new contexts.
o Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers
use facilities, equipment and materials that meet current industry standards
plan and prioritise multiple tasks to meet deadlines
experience the typical workflow for the industry
require adherence to service standards, workplace procedures, health and safety requirements
work with others as part of a team
consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources
o If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a business unit, a simulated environment may also include an office environment with office equipment and computers. Each student must dress appropriately and professionally in line with workplace standards.
o For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately
ASSESSMENT 1 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
Please complete below
Student Name:
Student ID No: Date:
Whilst undertaking this observation, did the student: Spreadsheet 1 Spreadsheet 2 Comments
Adjust workspace, furniture and equipment to their ergonomic requirements
This is to include:
Workstation height
Chair height, seat & back adjustment
Footrest
Screen position
Keyboard and mouse position
Document holder
Posture
Avoiding radiation from computer screens
Lighting
Noise minimisation Yes No Yes No
Identify a suitable project for the spreadsheet Yes No Yes No
Identify the most appropriate format for the spreadsheet that considers data input and presentation Yes No Yes No
Analyse the requirements for the spreadsheet including:
• Data entry
• Storage
• Output
• Reporting
• Presentation Yes No Yes No
Plan the spread sheet design Yes No Yes No
Ensure the design meets the requirements of the set task Yes No Yes No
Ensure the design allows for customer usability Yes No Yes No
Open new spreadsheet application Yes No Yes No
Save the file in an appropriate place (to set up automatic saves) Yes No Yes No
Create headings Yes No Yes No
Enter data as required to produce spreadsheet (categories, totals, headers, etc) Yes No Yes No
Create cell-based formulae Yes No Yes No
Test formulae to confirm output meets task requirements. Yes No Yes No
Make adjustments as required. Yes No Yes No
Produce the spreadsheet Yes No Yes No
Link the spreadsheets to each other Yes No Yes No
Format cells and assign data attributes with relative or absolute cell references Yes No Yes No
Enter data to ensure accuracy and operational function of spreadsheet. Yes No Yes No
Ensure data input allows for speed and accuracy of input Yes No Yes No
Identify areas for automation and develop appropriate macros Yes No Yes No
Ensure macros increase efficiency Yes No Yes No
Adjust layout / templates to suit macro usage Yes No Yes No
Adjust the layout to ensure clean appearance Yes No Yes No
Adjust the layout to ensure logical entry process for user Yes No Yes No
Test the spreadsheets by entering, checking and amending data Yes No Yes No
Adjust import/export data between spreadsheets and host documents Yes No Yes No
Preview, adjust and print spreadsheets in accordance with organisational and task requirements. Yes No Yes No
Use manuals, user documentation and on-line help to overcome problems with spreadsheet design and production. Yes No Yes No
Enter and manipulate picture or image in spreadsheet Yes No Yes No
Create graphs to suit data supplied Yes No Yes No
Include pie and chart graph Yes No Yes No
Create charts / graphs with labels and titles from numerical data contained in a spreadsheet file. Yes No Yes No
Ensure charts / graphs accurately display the required information Yes No Yes No
Save, view and print charts / graphs Yes No Yes No
Basic settings observed
(All must be used at least once within the 2 documents) Page layout alterations
Use multiple toolbars
varying cell styles
Spacing
Typeface style
Point size
Change font format (italic, bold, underline, etc)
Cell formatting (number and currency)
Page alignment Borders
Row size
Column size
Spacing
Typeface style
Point size
Change font format (italic, bold, underline, etc)
Cell formatting (number and currency)
Page alignment
Final product ensures consistency of design and layout including
(All must be used at least once within the 2 documents) Borders
Row size
Column size
Spacing
Typeface style
Point size
Cell formatting (number and currency)
Page alignment
Margins Borders
Row size
Column size
Spacing
Typeface style
Point size
Cell formatting (number and currency)
Page alignment
Margins
Spreadsheet Features Observed (All must be used at least once within the 2 documents) Insert columns
Insert rows
Delete columns
Delete rows
Formulae used
Headers used
Footers used
Automatic functions
Copy and paste
Insert table
Change cells
Insert columns
Delete columns
Insert rows
Delete rows
Shading
Formatting
Name and store spreadsheet and exit the application without data loss/damage Yes No Yes No
Student observed viewing both spreadsheets concurrently, flipping between each one. (You will have to ask the student to perform this task, as it is not covered in the student instructions) Yes No Yes No
Student saved the spreadsheet in another format such as HTML, XML, comma separated values, or text. (You will have to ask the student to perform this task, as it is not covered in the student instructions) Yes No Yes No
Student printed document as required, ensuring the following was correct:
• Number of copies Yes No Yes No
• Printer / printer tray Yes No Yes No
• Paper type and size Yes No Yes No
• One or two sided Yes No Yes No
• Quality of print as required for task Yes No Yes No
• Black and white or colour as required for task Yes No Yes No
Student saved document under an appropriate name Yes No Yes No
Student saved document to appropriate location as directed, e.g. to USB, or c:\documents etc Yes No Yes No
Complete spreadsheet by due date Yes No Yes No
Spreadsheet attached to checklist Yes No Yes No
Comments
Result: Satisfactory | Not Satisfactory | Not Assessed
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSMENT 2 – ASSESSOR INSTRUCTIONS
WRITTEN ASSESSMENT / PROJECT
This assessment may be undertaken in one of the following formats
Written assessment
1. Set a date for this written assessment.
2. Advise students of the topic and how the assessment will be conducted / marked
3. Advise students where this assessment will be undertaken (classroom environment)
4. Set up room with a gap between each student (staggered formation recommended)
5. Set ground rules including no phones, talking, books, etc.
6. Pass a copy of the assessment to each student (Ensure the answers have been deleted from the students copy)
7. Allow time for reading and questions before commencing assessment.
8. Once assessment has commenced, no communication between students is allowed.
9. If students repeatedly talk, or are caught cheating, they are to be removed from the classroom, and reported to student administration. Mark the assessment tasks as "incomplete"
10. Allow 1.5 hours for this assessment.
11. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD. We are assessing the students, not you!
12. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student responses
13. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question.
14. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.
Project
1. Set a date for this written assessment.
2. Advise students of the topic and how the assessment will be marked.
3. Provide the blank project to the student
4. Provide student the opportunity to ask questions prior to starting the assessment.
5. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question.
6. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD. We are assessing the students, not you!
7. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student responses
8. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.
ASSESSMENT 2 – WRITTEN ASSESSMENT / PROJECT
Student Name: ______________________________________________________________
Student ID No: _________________________________________ Date: _______________
Student Instructions
Written Assessment Project
• This assessment will be undertaken in the classroom, under test conditions.
• This is a closed book written assessment
• Time allocated: 1.5 hours • You are to research and answer all of the following questions. Be sure to:
• Please print / write legibly
• Make sure you all questions
• Black or blue pen is required to complete this assessment.
• Return your assessment by the date set by your assessor
• Do not plagiarise. Plagiarism is considered cheating. Please refer below for our policy in regards to cheating
• Do not cheat during this assessment. Anyone caught cheating will automatically be excluded under the Disciplinary Rules and their opportunity for assessment will be subject to the outcome of an Appeal Process or Disciplinary Hearing
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
• Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised.
• Re-assessment: If you do not achieve the required standard, you will be given the opportunity to be re-assessed by our Assessor. Arrangements will be made on an individual basis.
• Feedback: Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.
Questions
1 What is a linked spreadsheet?
2 What policies and procedures might you have to adhere to when developing spreadsheets?
3 What ergonomic requirements must you adhere to when working on a computer?
4 List 3 conservation techniques you could apply when working with spreadsheets
5 Describe the following formulae
Maximum –
Minimum –
Average –
Sum –
6 Describe 4 ways different formatting you can perform on spreadsheets
.
7 What do you look for when checking a spreadsheet
8 List and describe 4 different chart types
9 Describe 4 different chart features
10 Describe how you can use a counter in an excel macro.
11 Describe what each of the following formula's will do
=COUNT(A1:A10)
=COUNTA(A1:A10)
=LEN(A1)
=TRIM(A1)
=VLOOKUP(lookup_value, table_array, col_index_num, range_lookup)
=MAX(B4:B13)
=MIN (B4:B13)
=DAYS(A30,A29)
=NETWORKDAYS(A33,A34)
=CONCATENATE(E33," ",F33,", ",G33)
=CONCATENATE(E37,"-",F37,"-",G37)
12 Provide an example of how you would reference another workbook that is closed at the time of building your function
13 Describe the following cell references
Relative
Absolute
Mixed
14 Referring to the sample below, describe each syntax listed and provide an example of what each syntax would do
A B C
1 Richards julia
2 Thompson sarah
3 Smith fred
Syntax Description Example
=lower(cell address)
=upper(cell address)
=left(cell address)
=right(cell address)
=mid(cell_address,whe
re_to_start,how_many_
characters_ to_return)
=proper
15 Using the date "5 January 2016", provide an example of how the following date formats will show on an excel spreadsheet
m/d
d/m
d/m/yy
dd/mm/yy
d-mmm
d-mmmm
dddd d mmmm yyyy
16 How does formatting effect the readability of spreadsheets (explain your answer)
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Name: ________________________
Signature: ________________________
Date: ____/_____/_____
ASSESSOR USE ONLY
Comments
Assessment Method: WRITTEN / PROJECT
Result
(Please Circle) Satisfactory Not Satisfactory Incomplete
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback Name: ________________________
Signature: ________________________
Date: ____/_____/_____