Student Assessment Tasks

BSBCMM401 Make a presentation

BSBCMM401 Make a presentation.V3

Table of Contents

Table of Contents............................................................................................................................................. 2
Assessment Information.................................................................................................................................. 3
Assessment Instructions.................................................................................................................................. 4
Student Assessment Agreement...................................................................................................................... 5
Assessment Task 1 Cover Sheet..................................................................................................................... 6
Assessment Task 1: Written Questions........................................................................................................... 7
Assessment Task 1 Instructions...................................................................................................................... 8
Assessment Task 1 Checklist.......................................................................................................................... 9
Assessment Task 2 Cover Sheet................................................................................................................... 10
Assessment Task 2: Presentation planning project.......................................................................................11
Assessment Task 2 Instructions.................................................................................................................... 12
Assessment Task 2 Checklist........................................................................................................................ 15
Assessment Task 3 Cover Sheet................................................................................................................... 17
Assessment Task 3: Presentation delivery and evaluation project................................................................18
Assessment Task 3 Instructions.................................................................................................................... 19
Assessment Task 3 Checklist........................................................................................................................ 21

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Assessment Information

The assessment tasks for BSBCMM401 Make a presentation are included in this Student Assessment
Tasks booklet and outlined in the assessment plan below.

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

Assessment Plan

Assessment Task Assessment Task Summary

1. Written questions Students must answer all questions correctly.

Students must plan for a presentation on a topic of their

2. Presentation planning project
choice.

3. Presentation delivery and evaluation Students must deliver and evaluate a presentation on a
project topic of their choice.

Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions at all.

When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per Trinity
Institute (Australia’s) assessment appeals process.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt
with unfairly or have other appropriate grounds for an appeal.

Additional Resources
The following resources will be given to you before you begin each Assessment Task.

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Assessment Task 2
 Presentation Plan Template

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Assessment Instructions

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted together with your assessment responses.
If you are submitting hardcopy, the Cover Sheet should be the first page of each Assessment submission.
If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit
the file.

The Assessment Cover Sheet will be returned to you with the outcome of the assessment, which will be
satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your
assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your
assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per
Trinity Institute (Australia) re-assessment policy.

Depending on the task, this may include

 resubmitting incorrect answers to questions (such as short answer questions and case
studies)
 resubmitting part or all of a project, depending on how the error impacts on the total
outcome of the task
 redoing a role play after being provided with appropriate feedback about your performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.

Assessment Task Information

This gives you:
 a summary of the assessment task
 information on the resources to be used
 submission requirements
 re-submission opportunities if required

Assessment Task Instructions

These give questions to answer or tasks which are to be completed.

Your answers need to be typed up using software as indicated in the Assessment Task Instructions.

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment
task submission. Include this document’s header and footer.

If you are submitting electronically, give the document a file name that includes the unit identification
number, the task number, your name and the date.

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

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Assessment Task 1: Written Questions

Task summary
 Students need to answer all of the written questions correctly.
 Answers must be word processed.

Required
 Access to learning materials
 Computer and Microsoft Office
 Access to the internet

Timing
The assessor will advise you of the due date of this submission.

Submit
 Answers to all questions

Re-submission opportunities
Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you
have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed your assessor will explain why and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt/ s will be arranged at a later time and date.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt
with unfairly or have other appropriate grounds for an appeal.

Students are encouraged to consult with their assessor prior to attempting this task if they do not understand
any part of this task or if they have any learning issues or needs that may hinder them when attempting any
part of the assessment.

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Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell
you how you should answer the question. Use the definitions below to assist you to provide the type of
response expected.
Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in in detail, and identify
important points and key features. Generally, you are expected to write a response one or two paragraphs
long.

Compare – when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write
a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important issues or
features, and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments
for and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state information
in a list format.

Outline – when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.

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Assessment Task 1 Instructions

Provide answers to all of the questions below:

1. Identify and describe three ways that you could use to collect information to assist you to
get feedback on a presentation and to review your presentation based on the feedback.
Explain how you can use the information to review your presentation.

There are many methods that could be used to gather feedback about presentation. These methods can
help to evaluate whether it was successful or not, what worked well and what could be improved. Some
of these methods are:
1- Audience Evaluation Worksheet
2- Conduct formal interviews with participants
3- Ask critical people to analyse your performance
These three sources of information are external and analysing them can help you to get important
insights about how everything worked. Based on that you can review all the key points that have been
brought up by the audience in order to evaluate and improve.
The audience evaluation worksheet can be anonymous, so the public might feel more comfortable to
give real feedback. The formal interviews are usually made one-by-one and specific questions are
asked about what exactly you would like to know about your presentation. Ask people is a more informal
method and you can do them with friends.
Each one of these described methods can add valuable information to the evaluation process, the
choice for each one will depend on what the presenter aims to know.

2. Identify two examples of legislation/regulations that should be considered in planning and

delivering a presentation. For each one you identify, explain how the legislation or
regulation impacts on a presentation.

When preparing and delivering a presentation, one needs to take into account a few things in order to
guarantee the content and methods are safe and inclusive.
Two examples of legislations/regulations that need to be considered are:
1- Anti-discrimination: the presenter needs to be respectful to everyone regarding their culture, sex, age,
disability or race. The commonwealth and each territory have specific laws that protects people that
might feel discriminated during a presentation.
2- WHS laws: Australia is extremely serious about health and safety in the workplace. The presenter
needs to be aware of safety aspects when preparing a presentation and make sure it doesn’t offer any
risk to the audience. There are many regulations and legislations that cover occupational health and
safety Australia-wide and currently each state has its own WHS guideline.

3. Identify two examples of organisational obligations and requirements that should be

considered in planning and delivering a presentation. For each one you identify, explain how
the organisational obligation or requirement impacts on a presentation.

Each organisation has a series of specific guidelines that should be followed in order to ensure
compliance to their policies and procedures. These obligations can be regarding to Privacy or to the
Environment. The first is due to the level of confidentiality of the information. The presenter needs to be
careful with what will be shared to guarantee the presentation is not jeopardising any privacy rights. The
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 latter is to guarantee presentations are in accordance to environmental obligations. Federal and regional
governments have environmental protection legislations that can punish a company that does
presentation that disrespect the environment.
These obligations and requirements can impact directly in the delivery method, content and presentation
aids. They need to be considered in the planning phase to tailor it in a manner that does not break any
obligations.

4. Describe three principles of effective communication. Provide an example to illustrate your

answer.

Effective communication is essential to guarantee that the audience will understand correctly the
message that the presenter is aiming to spread. There are many principles of effective communication
for presentations, such as:
1- Avoid technical jargon
2- Use the appropriate delivery method
3- Focus on the key points of the message

All these aspects should be thought taking into account the audience that will receive the message.
Sometimes the public can be non-expert and some subjects and using technical jargons will make them
confused about what exactly has been said. Prepare a presentation that uses simple language will have
more chances to be understood by the majority of the public. Understanding the audience’s needs will
also help focus on what needs to be said. A presentation that has too many unnecessary information
can lead to a low engagement. The appropriate delivery method is also essential to guarantee
engagement and turn the presentation in something that drags attention instead of a boring lecture.

5. Outline two reasons why a presenter may choose to use presentation aids and materials to
support presentations.

Presentation aids and other materials are extremely important to support a presentation and illustrate
what has been said. Those presentations where there’s someone just talking non-stop can become too
boring and people will soon lose the interest. Using presentation aids can offer a more modern and
engaging approach and help the presentation to have more successful outcomes.

6. Describe two types of presentation aids that can be used to support presentation.
For each one, explain how you would use the presentation aid or material to support the
presentation.

There are many types of presentations aids, such as:

1- Graphs and Charts - These can help to explain data that would be too complex to be understood just
by explaining it.
2- Videos - Can be used to entertain and simplify a process that was previously brought up during the
presentation.
Both these aids offer support to the presentation and can help to drag the audience’s attention.

7. Describe two types of presentation materials that can be used to support presentation.
For each one, explain how you would use the presentation aid or material to support the
presentation.

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 Two examples of presentation materials are:
1- Handouts: Printed documents that show specific images that can help to illustrate the verbal content
of the presentation. They can be graphs, charts, tables or pictures. They can be used when there’s no
projector available or if the presenter wants the audience to keep the information for further consult.
2- Speaker notes: These are notes made by the presenter of what are the key points of the
presentation. It is extremely helpful to ensure the presenter won’t forget any important information.

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Assessment Task 1 Checklist
Student’s name:

Completed
Did the student provide a sufficient and
successfully Comments
clear answer that addresses the
suggested answer for: Yes No

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name

Date

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Assessment Task 2: Presentation planning project

Task summary
This assessment task requires you to plan a presentation on a topic of your choice. In Assessment Task 3,
you will be required to present and evaluate your presentation.

This task will be completed in the simulated work environment at your Trinity Institute (Australia’s).

Required
 Computer and Microsoft Office
 Access to the internet for research
 Presentation Plan Template

Timing
The assessor will advise you of the due date of this submission.

Submit
 Presentation plan (completed)
 Presentation aids/materials developed for presentation

Assessment criteria
For students’ performance to be deemed satisfactory in this assessment task, they must satisfactory
complete each part of the task. If part of this task is not satisfactorily completed they will be asked to
complete further assessment to demonstrate their knowledge and skills.

Re-submission opportunities
Assessors will provide students with feedback on their performance. The feedback will indicate if the student
has satisfactorily addressed each part of the task requirements.

If any part of this task is not satisfactorily addressed, the assessor will explain why and provide written
feedback along with guidance on what is required to demonstrate satisfactory performance. Reassessment
attempt/ s will be arranged at a later time and date.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt
with unfairly or have other appropriate grounds for an appeal.

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Assessment Task 2 Instructions

Complete the following activities:

1. Plan presentation

a) First of all you will need to identify a presentation topic to conduct a presentation of approximately
15 minutes. Review the information below to assist you in choosing presentation topic.

Presentation topic

Occupation of interest
Your presentation could focus on an occupation that is of interest to you and that a student
studying your course could pursue following the completion of their course. Your presentation
should include a range of information about the occupation/s. For example, key roles and
responsibilities, key skills required to complete the job, job outlook both in Australia and overseas,
training required and average salaries.

Topic of interest
Your presentation could focus on a topic that you are studying in your course and that is of
particular interest to you. Your presentation should address key concepts related to the topic. For
example, if you are studying marketing, your topic could be the effectiveness of digital marketing
and include a range of information about its purpose, contrast with other forms of marketing and
statistics about its effectiveness. Similarly, if you are studying human resources, you may choose
to develop a presentation about the use of social media for recruitment.

As you will have to provide a presentation of 15 minutes, you should make sure that you will be able to
access enough information and prepare sufficient material for your presentation.

b) Once you have chosen your presentation topic you need to review the presentation requirements
outlined below and then complete the presentation plan template provided to you in order to prepare
for your presentation.

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Presentation requirements
Assume that the audience for your presentation is a diverse group of individuals (female and male and
culturally diverse, including those whose first language is not English) who do not have a general knowledge
of the subject matter.
As your presentation is to be conducted on-site at your studying location, you must also consider the
location and the resources that are available to you to conduct your presentation. Your assessor will ensure
that you are provided with this information as part of this assessment task.
Your presentation should commence with an introduction regarding the purpose of the presentation, as well
as an outline of the content you will cover and the desired outcome of the presentation. You should also
allow time for questions, which may be during or at the end of the presentation depending on the type of
presentation you choose to provide

Presentation format/strategy/delivery method

Consider the best method of presenting your topic to the identified target group. Consider options such as
discussions, oral presentation, demonstration and case studies. In addition, consider the most suitable
presentation format and delivery methods such as a verbal presentation only, a presentation incorporating
video and/or visuals or a presentation using storyboards. Your chosen format/strategy/delivery method will
also need to take into account the audience, as well as resources and location advised by your assessor.

Presentation aids and materials

As your presentation is to be engaging and informative, consider presentation aids and materials and
techniques that can make your presentation interesting. Remember that a presentation aid is defined
as something to assist you to make the presentation and presentation materials are something to
provide to the audience. You must create at least one of the presentation aids or materials using a
business software package such as PowerPoint or Microsoft word or any other relevant software
package.

Your choice of presentation aids and materials will also depend on the available resources advised to
you by your assessor.

You must include at least one presentation aid and one presentation material in your presentation as
outlined above, as well as practical examples to illustrate the information you provide to add interest to
the presentation.

Communication techniques
As you will need to use effective communication techniques during the presentation, consider the
following for inclusion in your presentation:
 A planned opener to engage audience interest
 Planned techniques to ensure continuing audience interest throughout the presentation – you
should identify and use at least one.

Presentation helpers
Assume that you need assistance with your presentation, for example, someone to introduce you or by
handing out materials you have developed. This should be a fellow student.
You will need to brief this person to assist you in your presentation in the next part of the assessment
and advise them of their roles and responsibilities within the presentation plan template, ensuring your
instructions are clear and easy to follow.

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 b) Next submit your completed Presentation Plan template via email to your assessor. Your assessor
will review your work and provide you with approval to proceed to preparing your presentation in the
next task. Your assessor may also suggest changes, which will be provided to you in writing via
email. You will be expected to make any suggested changes.

d) Now prepare your presentation. This will include researching the topic you have chosen and
preparing your presentation according to the presentation strategy and format you have chosen, as
well as the presentation aids and materials that you have identified as most suitable for your target
audience.
Send the presentation aids and materials via email to your assessor prior to the presentation.
Where the presentation aids and materials cannot be sent, electronically, submit them in hard copy.
Make sure you practice your presentation prior to delivery.
e) The final part of the assessment requires to you identify how you will evaluate the effectiveness of
your presentation. You should choose two techniques that can be used to evaluate the effectiveness
of your presentation and then prepare the associated documents. For example, if you choose to
develop a survey you will need to develop a short questionnaire that you can provide to participants
after the presentation.

The purpose of the evaluation is to seek feedback on participants understanding of the ideas and
concepts you presented, as well as their ideas on how you can improve your performance.

f) Prior to your presentation, you must submit your PowerPoints and evaluation documentation to your
assessor via email.

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Assessment Task 2 Checklist

Student’s name:

Completed
successfully
Did the student: Comments

Yes No

Identify and document the topic of the presentation in

the presentation plan and the rationale for the choice
of topic?

Identify and document the purpose of the presentation

in the presentation plan?

In the presentation plan, document:

 Presentation strategy (e.g. discussion, formal
presentation)?
 Presentation format and delivery methods
(e.g. verbal presentation, presentation using
videos or audio, presentation using story
boards)?

In the presentation plan, explain how the presentation

strategy and format has been identified to meet
audience characteristics, location of presentation and
resources available?

In the presentation plan, identify the presentation aid/s

that will be used and explain how they have been
selected to:
 Suit the presentation format and purpose?
 To assist the audience to understand key
concepts and ideas presented?

In the presentation plan include clear instructions for

the other person involved in the presentation on their
roles and responsibilities?

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Student’s name:

Completed
successfully
Did the student: Comments

Yes No

In the presentation plan identify and report on

appropriate techniques to evaluate the presentation
effectiveness?

Submit documentation associated with the evaluation

of the presentation?

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name

Date

Presentation Plan

Audience: Colleagues from the class of Diploma in Business of Trinity Institute.

Mixed nationalities, English as second language, Average age of 28 years old. (Millenials)
Address: Trinity Classroom (5 Figtree Drive, Sydney Olympic Park)
Topic: Workplace Health and Safety
Intended Outcomes: Explain the importance of the subject (especially in Australia which
takes WHS very seriously), inform key points, create awareness and influence best
practices in the audiences’ workplace
Key points: Definition of terms, Legislation and Regulations, Evaluation Techniques, Risk
Mitigation
Strategy: Use visual aids to illustrate specific information that can sound confusing from
people of different backgrounds. Let audience interact in order to maintain the interest.
Duration of presentation*: 14.5 minutes
Presentation Aids and Materials: Power-point, Images, Checklists, Informative Video
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Roles: Debora (lecturer), Lee (pass slides according to the subtopic and hand survey by
the end of the presentation)
Presentation Opener: Personalisation technique (Start presentation addressing
problems that are likely to have been experienced by most of the audience)
Techniques to continue audience’s interest: Engage audience by asking open
questions where people feel encouraged to participate.
Persuasive communication techniques: Tell stories about people that have died or had
a serious injury due to accidents in the workplace. Convince people of the importance of
looking after their own health and safety and their colleagues as well.
Evaluation Methods: Evaluation Form** and Informal Asking Critical Participants for their
Opinion.

Timing*
Slide Content Timing Resource
Number
1 Presenting myself and theme and telling 1:30 Slide and Image
workplace accidents cases
2 Introduction: 1:10 Slide and Image
 What is WHS?
 What does the law say about it?
Which states have it?
3 Whose responsibility is it? 0:30 Slide
4 What is a hazard? 0:30 Slide
5 Definition of Hazard and what are the types. 0:40 Slide
6 How do you identify a Hazard? 0:10 Slide
7 How to identify the obvious and the not 1:00 Slide
obvious.
8 Check-list Sample 0:40 Slide and Image
9 What is your duty? 0:30 Slide and Image
10 Assess Risks 1:10 Slide
11 Definition of risk and why risk assessment 0:40 Slide
should be done.
12 Record the main information 0:40 Slide and Image
13 Why is it important to take the record? 0:50 Slide
14 What is risk mitigation and why is it done? 0:40 Slide and Image
15 What is hierarchy of control? 3:00 Slide, Image and
Video
16 Which action should I take and can I make 0:40 Slide
this decision?
17 What to do after taking measures? 1:00 Slide
18 Conclusion: 1:20 Slide and list of links

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  Quick closure
 List of websites to get more info
Total time: 14 minutes

Evaluation Form**

Presenter: ___________________________

Topic: _______________________________

Date: ________________________________

Question Yes No Neutral Comment

Did you understand clearly what the
presentation was about?
Do you think the presentation was
organized?
Do you think the lecturer had enough
knowledge about the topic?
Did the presenter used clear
communication?
Did you find the presentation
engaging?
Do you think the delivery method and
presentation aids were appropriate?

Assessment Task 3: Presentation delivery and evaluation

project

Task summary
This assessment task requires you to conduct your presentation and then to evaluate the presentation using
the presentation review techniques and to identify changes you could make based on the feedback.
Your assessor will observe you completing this task and will video your presentation and the recording will
be kept as evidence that you have completed this task.
This task will be completed in the simulated work environment at your Trinity Institute (Australia’s).

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Required
 Computer and Microsoft Office
 Access to the internet for research
 Presentation helper
 Presentation Plan Template

Timing
The assessor will advise you of the due date of this submission.

Submit
 Evaluation report (word document sent via email)
 Completed evaluation documents
 Updated presentation aids and materials

Assessment criteria
For students’ performance to be deemed satisfactory in this assessment task, they must satisfactory
complete each part of the task. If part of this task is not satisfactorily completed they will be asked to
complete further assessment to demonstrate their knowledge and skills.

Re-submission opportunities
Assessors will provide students with feedback on their performance. The feedback will indicate if the student
has satisfactorily addressed each part of the task requirements.

If any part of this task is not satisfactorily addressed, the assessor will explain why and provide written
feedback along with guidance on what is required to demonstrate satisfactory performance. Reassessment
attempt/ s will be arranged at a later time and date.

Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt
with unfairly or have other appropriate grounds for an appeal.

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Assessment Task 3 Instructions

Complete the following activities:

1. Prior to delivering the presentation, you are required to meet with the presentation helper (another
student) to advise them of their role and responsibilities within the presentation. Clearly outline the
tasks to be completed and then confirm that your instruction have been understand through asking
the presentation helper to confirm their understanding of their role and responsibilities. Your
assessor will observe you briefing the student and you will be assessed on your ability to provide
clear instructions on the role and responsibilities of the presentation helper.

2. You are then required to deliver your presentation ensuring that you:
 Open your presentation with the opener you planned to engage the audience.
 Introduce your presentation, including:
a. Purpose
b. Outline of content to be delivered
c. Desired outcome/s.
d. Advising your audience that they will be able to ask questions during and the end of the
presentation according to your presentation plan.

3. During the presentation you must:

 Clearly deliver the presentation content according to the presentation plan and in the time
specified.
 Use the presentation aids and materials you have prepared and to ensure that key concepts
and ideas are conveyed to your audience.
 Use effective communication skills to clearly convey information including:
o Speaking clearly
o Using appropriate non-verbal communication, for example, gestures and eye contact.
 Use persuasive communication techniques to ensure audience interest as identified in your
presentation plan.
 Monitor participant’s non-verbal and verbal communication during the presentation to ensure
their ongoing interest and understanding and attainment of your presentation outcomes. and
then use planned engagement technique/s (as identified in the presentation plan) at a suitable
point to assist with continuing engagement. Note your assessor in the role of one of the
audience will give a indication that they more be bored or uninterested and you should use this
as a signal to use your planned engagement technique. Your assessor will asses you on this
skill.
 Summarise key concepts and ideas throughout the presentation to aid participant
understanding.
 Provide a conclusion to the presentation.

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  Provide opportunities for questions and respond as required.

4. At the end of the presentation, you will need to provide each person with the documentation you
prepared to evaluate your presentation. You will need to ensure that this is completed and returned
to you immediately after the presentation, as you will analyse these surveys in final part of this
assessment.

5. The final part of this assessment requires you to analyse and use the feedback from the surveys to
develop a short evaluation report to send to your assessor as a word document via email and that
addresses the following as a minimum:
a. What was the overall feedback from your presentation?
b. What positive comments were made, if any?
c. What suggestions for improvement were made, if any?
d. Based on the feedback, what aspects of your presentation would you change, including
changes to ideas and concepts presented?
e. What was the overall feedback from your presentation?

As a guide your evaluation report addressing the above questions should be approximately a page.

You should also attach copies of any scanned documentation (e.g. surveys) completed by participants
to the email to support findings as documented in your email.

6. Finally using the feedback from the evaluation, update your presentation and presentation aids and
materials and send a copy to your assessor via email. In your covering email, provide a brief
summary of changes you have made in response to the feedback. If the presentation aids and
materials are in hard copy form only, submit these in person to your assessor.

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Assessment Task 3 Checklist

Student’s name:

Completed
successfully
Did the student: Comments

Yes No

Brief others involved in the presentation on their roles

and responsibilities including:

 Clearly outlining the tasks to be completed

 Asking the presentation to confirm their
understanding of instructions?

At the beginning of the presentation, use a planned

opener as a persuasive technique to ensure audience
interest?

Advise audience of the opportunity to ask questions on

the topic to seek confirmation of key ideas and
concepts?

At the beginning of the presentation, clearly outline the

purpose and summary of the presentation and desired
outcomes?

During the presentation, used presentation aids (1)

and presentation materials (1) to assist with the
audience’s understanding of key concepts and ideas?

Use effective communication skills to clearly convey

information including:
 Speaking clearly
 Using appropriate non-verbal
communication

Use persuasive communication techniques to ensure

the interest of the audience?

Check non-verbal and verbal communication of

participants throughout presentation to ensure ongoing
interest and understanding and attainment of
presentation outcomes and then use planned
techniques to ensure continuing audience

BSBCMM401 Make a presentation.V3 Page 24

Student’s name:

Completed
successfully
Did the student: Comments

Yes No

engagement?

Summarise key concepts and ideas during the

presentation?

At the end of the presentation, implement evaluation

techniques identified to collect feedback?

Provide an evaluation of feedback via email and report

on planned improvements?

Use feedback to update presentation?

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name

Date

Presentation Report

BSBCMM401 Make a presentation.V3 Page 25

On December 10th , I presented a lecture about Workplace Health and Safety to my
classmates at Trinity Institute. This was an extremely challenging task for me because I
have a shy personality.
I also knew that often people get truly bored during presentation, especially when the topic
is not really fun. However, I thought that this topic was really relevant to my classmates,
because we are all international students and sometimes we get a bit lost regarding
regulations and legislations in this country and I wanted to help everyone to get more
familiar with the theme.
Australia takes health and safety in the workplace really seriously and this is one of the
reasons why I considered this theme as an important subject to my own and my
colleagues’ knowledge.
As mentioned above, Health and Safety is not a super engaging theme and it can be even
harder for us, young people, to actually pay attention and understand the importance of it.
Because of that I decided to start my presentation telling a few cases of serious and even
fatal workplace accidents. I felt that when I started saying this people got more interested
and I could see in their body language that I managed to drag their attention. I also chose
a nice and modern template for my Power Point Presentation, so it could match better to
the millennial’s personality.
I also prepared a few other resources to keep the public engaged during the presentation,
such as an animation made by Petrain Pty Ltd and other static images. I believe it was a
good idea to leave the video for the end, so when people were already “switching off” they
would have a last stimulus to keep paying attention.
By the end of it, Lee handed out the performance survey. I preferred to make it
anonymous so no one would feel embarrassed to give me real feedback. Before analysing
this document, I also asked some of my most critical and close friends in class to tell me
exactly what they thought. Lee was one of them. He said that he could see I was quite
nervous when I first started, but I relaxed once I saw people were engaged and asking
questions. He also pointed out for the fact that my presentation was supposed to last for
14 minutes only, however it took 20 minutes because the participants wanted to tell their
own experiences with accidents. I didn’t manage it really well because I should’ve kept the
intended course of the presentation and I was afraid I would be too rude to interrupt them.
Lee also mentioned that he thinks the visual aids were good, but I could’ve handed out a
copy of the Check-list I showed on the slides.
After I analysed the survey I confirmed everything that Lee said. 80% of the participants
said that the presentation aids etc were appropriate, however I could’ve given them a
copy of the check-list. I considered it a successful presentation since 95% of the audience
thought the presentation was engaging. Surprisingly, even though my colleagues are all
from different countries and backgrounds, the majority thought I used clear
communication at all times. Unfortunately, only half of them responded that I had enough
knowledge of the topic. I think 15 minutes was not enough to show everything I know
about it and I’m afraid my knowledge came across as a very shallow one. At least 90%
said they understood clearly what the presentation was about and a decent number of
classmates thought the presentation was well organised.
I believe that for a next opportunity I should time everything better and be a bit more
assertive when asking them to discuss their experiences in a different moment. I also will

BSBCMM401 Make a presentation.V3 Page 26

make sure to hand out any material that would be helpful, such as the check-list template.
Furthermore, I will train the presentation with friends over and over again beforehand, so I
don’t feel too nervous when doing it for real.
I believe that overall the presentation was good and I’m happy with the results of the
survey. There’re not many changes I would have to do in order to get even better
outcomes and I’m proud of my performance as a whole.
I would maintain the style of slides, because they were visually harmonic and if I was to
change something, I would probably use more nice videos than keep talking for the whole
time, just as Lee suggested.

BSBCMM401 Make a presentation.V3 Page 27