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BSBPEF502
Develop and use emotional intelligence.
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME: DAO VO
UNIT CODE AND TITLE: BSBPEF502-Develop and use emotional intelligence
ASSESSMENT RECEIPT FORM
Page 1 of 43
RTO Connect Pty Ltd T/A Australian Study Link Institute Document Title – BSBPEF502 Candidate Assessment tool
Version Number-Version 1.0 ABN – 89 159 496 536
Email - info@asli.vic.edu.au
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _____________________________ Date: __________________

____ ___
Assessment received by Australian Study Link Institute
Staff
DAO VO Signature:
Name:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission

Assessment handed on:
Unit code and title: BSBPEF502-Develop and use emotional intelligence
Assessment received by staff

Student ID: ……………………………..
Name:
…………………………………………………… Student Signature: ……………………
Signature:
………………………...……...……...……..
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About this booklet
This Candidate Assessment Tool has been designed for students undertaking face-to-face mode of study
to provide information before they undertake these assessments. It also contains assessment tools to
assess the skills and knowledge required from you to be deemed competent in this unit.
Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor.
The Candidate Assessment Tool contains two (2) parts:
PART 1: Assessment information: This part contains information on the assessment for this unit of
competency and how an assessment will be conducted throughout this unit to achieve the competency. It
includes:
 Application of the unit of competency
 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment 
 Assessment tasks  
 Outline of evidence to be collected 
 Administration, recording and reporting the requirements including special adjustments, appeals,
reasonable adjustments and assessors’ intervention. 
PART 2: Assessment tasks: This part contains the information to undertake the assessment task
successfully. In each assessment task, students will find the following information:  
 Task instructions  
 Role play/Practical Demonstration information
 Information on resources required, where applicable. 
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PART 1
Assessment Information
Application of the unit of competency:
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This unit describes the skills and knowledge required to develop and use emotional intelligence to
increase self-awareness, self-management, social awareness and relationship management in the
workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on information from
a range of sources and who deal with unpredictable problems as part of their job role. These individuals may
be responsible for leading a team or work area.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of Publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBPEF502-Develop and
use emotional intelligence.
Performance evidence:
Evidence of the ability to:
demonstrate emotional intelligence in relation to at least two different work tasks

promote development of emotion intelligence in others on at least one occasion.
develop assessment criteria to assess personal emotional strengths and weaknesses
conduct an analysis to identify personal emotional triggers, incorporating feedback from others
analyse and document interactions with co-workers
develop and implement plans for responding to emotional expressions
apply techniques that promote flexibility in interactions with others and show consideration for the
emotions of others.
Knowledge evidence:
To complete the unit requirements the individual must have knowledge of the :
application of emotional intelligence attributes, including:

 self-awareness
 self-management
 social awareness
 relationship management
emotional intelligence principles and strategies
strategies for communicating with a diverse workforce that has varying expressions of emotion
methods to develop emotional intelligence in others
emotional intelligence in the context of building workplace relationships.
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Context and conditions for assessment:
To comply with the assessment conditions of this unit:
 Skills for this unit of competency will be demonstrated in Australian Study Link Institute
classroom/Computer lab located at Level 2, 123 Lonsdale St , Victoria 3000.
 You will have access to suitable facilities, equipment and resources, including template
documentation, policies and procedures to undertake the assessment tasks for this unit of
competency. (refer appendix 1)
Resources required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit:
• Computer with internet connection to refer to various programs such as MS word, MS excel, MS
PowerPoint or any other recognised software program.
• Candidate Assessment Tool.
• Australian Study Link Institute Learners’ resources for the unit BSBPEF502-Develop and use
emotional intelligence.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be
Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be
deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to Australian Study Link Institute Re-Assessment Policy
and Australian Study Link Institute Course Progress Policy.
Assessment tasks Assessment description Location of

assessment
Assessment Task 1 Students are required to complete the knowledge test
(AT1): to be deemed competent. The learners are required Australian Study
Knowledge Test to answer in brief. They must answer all the Link Institute
questions correctly to be marked satisfactory. training campus
Assessment Task 2 This assessment is required you to identify the

(AT2): impact of your own emotions on others in the Australian Study
workplace. Page 6 of 83
Link Institute
RTO Connect Pty Ltd T/A Australian Study Link Institute
Project Document Title – BSBPEF502 Candidate Assessment tool
Version Number-Version 1.0 ABN – 89 159 496 536 training campus
Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks
within the date and time specified by your trainer/assessor. This will demonstrate that you have all the
required skills and knowledge for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor willensure
that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and
authentic.
Assessment Task 1  Answer all questions correctly in the Written Knowledge Questions and submit
(AT1): to your assessor electronically.
Knowledge Test  Complete and sign the cover sheet for assessment task
Assessment Task 2  Answer all questions correctly in the project after ssssreading the brief
(AT2): provided and submit it to the Assessor electronically.
Project  Complete and sign the cover sheet for assessment task.
Assessment Task 3  Answer all questions correctly in the project after reading the brief provided
(AT3): and submit it to the Assessor electronically.
 Presentation demonstrated at a date and time specified by the Assessor.

Assessment Task  Answer all questions correctly in the project after reading the brief provided
4(AT4): and submit it to the Assessor electronically.
You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:
 Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
 ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed.
 You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/trainer. However, you need to provide genuine evidence documents when seeking an
extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an
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extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by
the trainer in writing.
 You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the
integrity of the assessment, your assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities such as brainstorming,
you must submit your own original work and must not copy the work of other students. Plagiarism is
unacceptable.
Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and all results will be approved by the Training Manager.
Assessors will check that you have completed the signed student declaration prior to filling out the
assessment sheet.
Retaining assessment records:

Australian Study Link Institute will securely retain all completed student assessment items for each
student for a period of six months from the date on which the judgement of competence for the student
was made. Australian Study Link Institute will also retain sufficient data to be able to reissue AQF
certification documentation for a period of 30 years.
The assessor will ensure that the student records are securely retained and stored in accordance with the
Australian Study Link Institute record control policy accessible by the Student Administration Officer.
Assessment outcomes: -
For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you
have completed all assessments and have provided the appropriate evidence required to meet all criteria
in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC =
Not Yet Competent and will be eligible to be re-assessed in accordance with the Australian Study Link
Institute Re-Assessment Policy and Australian Study Link Institute Course Progress Policy.
For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you
have completed the task successfully, submitted all evidence and satisfied the assessment criteria and
Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the
Australian Study Link Institute Re-Assessment Policy and Australian Study Link Institute Course
Progress Policy. As this is a competency-based program, the assessment continues throughout the
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program until you either achieve Competency in the assessment tasks or a further training need is
identified and addressed.
Student access to records:

You have the right to access current and accurate records of your participation and results at any time.
You can request a copy of your records (results or attendance progress) by contacting the student
administration or assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time
from the assessor.
Reasonable adjustments and special learning needs:

Australian Study Link Institute works to ensure that students with recognized disadvantages can access
and participate in education and training on the same basis as other students. Disadvantages may be
based, for example, upon age, cultural background, physical disability, limited or non-current industry
experience, language, numeracy or digital literacy issues.
Where pre-training interviews and LLN assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it
can accommodate the student’s particular needs, while also taking into account factors such as the
student’s views, the potential effect of the adjustment on the student and others and the costs and
benefits of making the adjustment.
Any adjustments made must:

 be discussed, agreed and documented in the assessment record
 benefit the student
 maintain the integrity of the competency standards and course requirements as stipulated in the
training package
 be reasonable to expect in a workplace.
Reasonable adjustment may consist of:

 providing additional time for students to complete learning and assessment tasks
 presenting questions orally for students with literacy issues
 asking questions in a relevant practical context
 using large print material
 extending the course duration
 Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first
instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter
with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training
manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed.
For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures available in Australian Study Link Institute Website.
Assessor intervention:
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Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor may
act as a client or employer, where required, but the assessor will not interfere with the assessment. If the
assessment activities might impact on your safety or that of others, the assessor will stop the assessment
immediately.
Plagiarism, cheating and assessment dishonesty:

Australian Study Link Institute considers plagiarism and cheating as a serious misdemeanor. Evidence of
plagiarism and cheating is treated on a case by case basis and the consequences for students engaging
in such practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to Australian Study Link Institute Assessment Policy.
Note: Referencing is a way of acknowledging the source of information that a person uses to research
your assignment. References should be provided whenever someone else’s words. Ideas or research is
used. One should also provide references for any information used. Website, journals, Research paper,
Blogs, article and any other online sources needs to be referenced.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along
with your submission will be given to you and you must keep a copy of it throughout the completion of
the course.
Student Declaration:
I.............................................................................. (Student Name) have read and understand the
information provided above and also understand and accept that any act of plagiarism and academic
dishonesty may have penalties including cancellation or suspension of my enrolment with Australian
Study Link Institute . I further declare that:
 All assessment work submitted for this unit competency is my own original work and plagiarism and
collusion has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and effort to ensure my work has not been copied by another person.
 I have retained a copy of this assessment for my own records in the event I have to reproduce my
work.
 I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment
which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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PART 2
Assessment tasks
Assessment Task Cover Sheet Task 1 (AT1)

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Student details
Student Name: Student ID:
Assessment details
BSBPEF502-Develop and use emotional intelligence.

Unit of Competency:
Assessment Task 1: Knowledge Test
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment
task is original and has not been copied or taken from another source except where this work has been
correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task,
which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable and

flexible assessment of this student, and I have provided appropriate
feedback. I also declare that I have undertaken the indicated
assessment integrity checks Student: I have received,
Check for plagiarism Software Yes No discussed and accepted my result
as above for this assessment and
Check for copying/collusion Yes No I am aware of my appeal rights.
Check for authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature: ......................................................... Signature: ..................................
Date: ................................................................. Date: ........................................
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Assessment task 1: Knowledge Test
Required documents and equipment:

 Computer with internet connection to refer to various programs such as MS word, MS excel, MS
 Australian Study Link Institute Learners’ resources for the unit BSBPEF52 – Develop and use emotional
intelligence(organised by the trainer/assessor)
 Learner’s notes
Instructions for students:

This assessment will be conducted in Computer lab with access to the resources listed above.
You must answer all knowledge questions as part of this assessment and submit answers in electronic
copy. The assessor will verify the authenticity of the work by asking questions regarding the answers
provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
Be concise provide explanation according to the given word-limit 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, summarise or copy information from the sources you are using to write your
answers/research your work, you must always acknowledge the source.
You are required to mention your name and student Id in either header or footer of the assessment document
to be submitted.
Planning the assessment

Access all resources mentioned in required resources, either printed copies or access via the internet.
 You must answer all questions in the knowledge test assessment.

 Time allocated to complete this assessment is 3 hours.
 Complete and submit the assessment on the same day of the assessment.
 Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the
assessment.
 Completed assessment task with all questions answered.
 Completed and signed cover sheet for the assessment.
Evidence submission:
 Documentation must be submitted electronically.
 Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION QUESTIONS Students

NUMBER response (to
Page 13 be
of 83completed
RTO Connect Pty Ltd T/A Australian Study Link Institute Document Title – BSBPEF502 Candidate Assessment tool by the
Version Number-Version 1.0 ABN – 89 159 496 536 assessor)
Outlined below are the attributes of emotional intelligence. Identify at least two
Question 1: ways of applying each attribute in the workplace.
Student details
Assessment details

Unit of Competency:
Assessment Task 2: Project
Date of Submission:

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this work
has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my
assessment task, which I can produce if the original is lost.

feedback. I also declare that I have undertaken the indicated Student: I have received,
assessment integrity checks discussed and accepted my
Check for plagiarism Software Yes No result as above for this
Check for copying/collusion Yes No assessment and I am aware of
my appeal rights.
Date: ................................................................. Date: .........................................
Page 14 of 83

 Australian Study Link Institute Learners’ resources for the BSBPEF502 - Develop and use workplace
intelligence (organised by the trainer)
 Appendix 1 (provided by trainer/assessor)

This assessment will be conducted in Australian Study Link Institute’s Campus with access to the resources
listed above.
You must answer all questions as part of this assessment and submit answers in electronic copy. The
assessor will verify the authenticity of the work by asking questions regarding the answers provided. You
must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
to be submitted.

 Access all resources mentioned in required resources either printed copies or access via the internet.
 Time required for assessment: 6 hours (this will be completed over multiple sessions but student must
submit assessment on or before the due date provided by the trainer/Assessor)
 You must:
 Produce all evidence as required in the Project assessment.
 Complete and submit in due timelines.
 Submit with a completed and signed assessment cover sheet.
At the end of the assessment, student will be required to submit the following evidence
AT2: Project
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Part 1: Identify Impact of Own Emotions on Others in the Workplace
This part of the project will require you to identify the impact of your own emotions on others in the
workplace. Specifically, you will be required to:
Develop and use evaluation criteria to determine own emotional strengths and weakness
Identify and analyse personal emotional stressors related to the workplace
Evaluate the impact of own workplaces behaviours
Use self-reflection and feedback from others to improve development of own emotional
intelligence.
Task 1.1 Identifying Emotions in the Workplace and Assessment Instructions are as follow:
1. Seek an opportunity to develop evaluation criteria for assessing your emotional strengths and
weaknesses.
2. Access the Evaluation Criteria template found within this workbook. Use this template for
developing evaluation criteria for assessing emotional strengths and weaknesses.
3. Create an Evaluation Criteria. You will use this to assess your emotional strengths and
weaknesses in the next task.
Your developed Evaluation Criteria must include the following information:
Your industry
At least four criteria relevant to assessing emotional strengths and weaknesses
Ensure that the criteria you develop applies to your role in your industry.
At least one rating scale for your provided criteria
Your rating scale must include more than two ratings, e.g., 1-5, 1-10, etc.
For each criterion, at least one response scale for each item in the rating scale
Your response scale must include a description that outlines the observable skills or
abilities that illustrate the level of performance for the rating scale of each criteria, e.g.
Learner is very aware of their emotions and capabilities.
Conducts self-reflection to identify any improvements to their practice
or task
Seeks to improve on areas identified from self-reflection
Ensure to leave the Self-Assessment column blank. You will complete that column in the next
task.
4. Have your supervisor sign the Supervisor Declaration Form found at the end of the
Evaluation Criteria to assure their approval of your criteria.
Submit your partially completed Evaluation Criteria to your assessor.
Evaluation Criteria (partially completed)
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Completed by
Date Completed
Organisation/Workplace
Industry
Evaluation Criteria for Assessing Emotional Strengths and
Weaknesses
Emotional Rating Scale
Self-
Intelligence
Assessment
Criteria

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SUPERVISOR DECLARATION
TO THE SUPERVISOR
By signing in the spaces provided below, you are confirming that you approve of the learner’s Evaluation
Criteria.

Supervisor Name:

Organisation/Workplace:

Position:

Signature:
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Task 1.2 Assessing Emotional Strengths and Weaknesses and Assessment Instructions are
as follow:
1. Locate the Emotional Assessment template found within this workbook. Use this template for
assessing your emotional strengths and weaknesses.
2. Assess your emotional strengths and weaknesses using your Evaluation Criteria. Record
results on your template.
3. Based on the assessment of your Evaluation Criteria, complete the Emotional Assessment.
This must include the following information:
a. At least two of the following:
Your emotional strengths
Your emotional strengths must be directly taken from your Evaluation
Criteria. These must include areas identified in your Evaluation Criteria
that you can maintain.
Your emotional weaknesses
Your emotional weaknesses must be directly taken from your Evaluation
Criteria. These must include areas identified in your Evaluation Criteria
that need improvement.
4. Submit the following to your assessor:
Completed Evaluation Criteria template
Completed Emotional Assessment template.
Evaluation Criteria (Complete)
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Completed by
Date Completed
Industry
Weaknesses
Self-
Intelligence
Assessment
Criteria

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Emotional Assessment

Completed By

Date Completed

Emotional Strengths Emotional Weaknesses
a. a.
b. b.
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Task 1.3 Identifying and Analyzing Potential Emotional Stressors in the Workplace and
Assessment Instructions are as follow:
1. Locate the Potential Emotional Stressors template found within this workbook. Use this
template to identify and analyse potential stressors in the workplace.
2. Complete the Potential Emotional Stressors template. Your Potential Emotional Stressors
must contain the following information:
a. Briefly explain at least one workplace situation where you felt stressed.
b. Analyse the identified workplace situation by identifying the following:
i. At least two potential emotional stressors present in the identified workplace
situation
Potential emotional stressors refer to the conditions present in the situation
that made you feel stressed, e.g.
Lack of communication from co-worker
Personal deadline not being met
ii. At least two methods for responding to each identified potential emotional
stressor
The methods identified must be specific, applicable, and shows healthy
responses to each identified potential emotional stressor.
c. Ensure to leave the following sections blank:
Feedback from Co-workers
Recommended Methods for Responding to Potential Emotional Stressors
These sections will be completed in Task 1.4.
3. Submit your partially completed Potential Emotional Stressors template to your assessor.
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Potential Emotional Stressors (partially completed)

Completed by

Date Completed
Organisation/Wo
rkplace
Potential Methods for

Emotional Responding to
Workplace Situation Feedback
Stressors Potential Recommended Methods for Responding to Potential
Where You Felt from Co-
Present in Emotional Emotional Stressors
Stressed workers
Workplace Stressors
Situation
a. i.
ii.
b. i.
ii.
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Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential
Emotional Stressors in the Workplace and Assessment Instructions are as follow:
1. To complete this task, learner must seek feedback from at least two co-workers regarding their
identify potential emotional outlined in their Potential Emotional Stressors template from
Task 1.3.
2. Locate the Observation Form provided within this workbook. This template outlines all the
skills you need to demonstrate in this task. Review the document to ensure the demonstration
of the skills specified when seeking feedback on methods of responding to emotional stressors
in the workplace.
3. Arrange a time with your assessor to observe you in seeking feedback. Provide them with a
copy of the Observation Form provided within this workbook. Discuss all requirements of the
task with your assessor and prepare these before the consultation meeting.
Your assessor will complete the Observation Form.
If direct observation is not possible, record the activity in a video. Ensure to obtain
permission first from persons involved before doing so.
4. Review your partially completed Potential Emotional Stressors template from Task 1.3.
5. Arrange a consultation with at least two co-workers to seek feedback regarding your methods.
During the consultation:
a. Ask your co-workers for confirmation on each of your methods for responding to
potential emotional stressors in the workplace, as identified from the Potential
Emotional Stressors in Task 1.3.
Confirmation of your methods can include but is not limited to the following
discussion points:
Is the method of response to potential emotional stressors effective?
Will the method of response to potential emotional stressors need to be
revised?
b. Identify at least one method for responding to each identified potential emotional
stressor in the workplace with assistance from your co-workers.
Record the information in your Potential Emotional Stressors template.
Submit the completed Potential Emotional Stressors template to your assessor.
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Potential Emotional Stressors (Complete)

Completed by

Date Completed
Organisation/Wo
rkplace

Stressed workers
Workplace Stressors
Situation
c. iii.
iv.
d. iii.
iv.
Observation Checklist- Assessor to be complete
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RTO Connect Pty Ltd T/A Australian Study Link Institute
Student Assessment Criteria
Version Number-Version 1.0
Assessor to tick theDocument Title – BSBPEF502 Candidate Assessment tool
ABN – 89 159 496 536
Assessor to
Email - info@asli.vic.edu.au appropriate box tick the
appropriate
box
Page 26 of 83
Student details
Assessment details

Unit of Competency:
Date of Submission:

Feedback:

my appeal rights.
Date: ................................................................. Date: .........................................
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 Computer with internet connection to refer to various programs such as MS word, MS excel,
MS PowerPoint or any other recognised software program.
 Australian Study Link Institute Learners’ resources for the BSBPEF502 - Develop and Use
emotional intelligence (organised by the trainer)
listed above.
to be submitted.
 Time required for assessment: 6 hours (this will be completed over multiple sessions but student must
submit assessment on or before the due date provided by the trainer/Assessor)
 You must:
At the end of the assessment, student will be required to submit the following evidence.
Project
Part 2: Recognize and Address Emotional Intelligence of Others
This part of the project will require you to recognize and address the emotional strengths and
weaknesses of others. Specifically, you will be required to:
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Interact with co-workers and observe their emotional states
Develop plans for identifying and responding appropriately to a range of emotional expressions
Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace
Demonstrate consideration of the emotions of others when making decisions
Task 2.1 Assessing Emotional Expression of Co-Workers and Assessment Instructions are as
follow:
1. Seek an opportunity in the workplace to observe and analyse the emotional responses of the
co-workers you met with in Task 1.4.
2. Locate the Team Emotional Intelligence Profile template within this workbook. Use this
template to record your observations on your co-workers.
3. Observe each co-worker and their emotional responses to situations in the workplace.
Document each co-worker’s interactions.
Each co-worker must address all issues present in their interactions.
Complete at least one profile for each co-worker observed.
4. Record your observations in the Team Emotional Intelligence Profile. The Team Emotional
Intelligence Profile must contain the following information:
The emotion each co-worker expressed upon observation
Analyse each emotion through the following steps:
o Identify at least one emotional cue that indicates the emotion your co-worker
expressed.
Emotional cues are verbal or non-verbal hints that indicate someone’s
emotional state. These cues include but are not limited to:
Facial expressions
Body movements
Tone of voice
Though your identified emotional expressions must differ, the emotions and
cues you identify for each emotional expression can be similar.
o Identify at least three emotional expressions
Emotional expressions refer to how one outwardly communicates their
emotional state. These expressions can be either verbal or non-verbal,
e.g.
Crying
Pacing around a room
Venting to a co-worker
5. Have each of your co-workers sign the profile you made for them to ensure that all
assessments are accurate and appropriate.
6. Secure proof of each interaction with each co-worker. This will be submitted as supplementary
evidence at the end of this task.
Page 29 of 83
This can include but is not limited to the following:
Meeting minutes
Video recording
Email threads
Supplementary evidence of your interaction with each co-worker
At least two copies of the Team Emotional Intelligence Profile
Page 30 of 83
Team Emotional Intelligence Profile -1
Co-worker
Name
Assessed by
Date
Observed
Identified Emotion Emotional Cue Emotional Expression

Signed by:
Date Signed
Team Emotional Intelligence Profile -2
Co-worker
Name
Assessed by
Date
Observed

Signed by:
Date Signed
Page 31 of 83
Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional Expressions and
Assessment Instructions are as follow:
1. Locate the Emotional Expression Plan template within this workbook. Use this template to
create a plan for identifying and responding to emotional expressions.
2. Based on the observed emotional expressions of your co-workers from their Team Emotional
Intelligence Profiles in Task 2.1, create a plan to identify and respond to a range of
emotional expressions.
The plan must contain the following:
At least three emotional expressions observed from your co-workers in Task 2.1
For each emotional expression, identify the following based on the information
gathered in your Team Emotional Intelligence Profiles from Task 2.1:
At least one method of identifying the specified emotional expression
At least one method of responding to the specified emotional expression
For each method, you must include:
At least one expected outcome
Planned date of implementation
Record all information in the Emotional Expression Plan found within this workbook.
3. Ensure to leave the following sections blank:
Actual Outcome
Actual Date of Implementation
These sections will be completed in a succeeding task.
4. Have your assessor sign the Assessor Declaration Form to assure their approval of your
plan. Their signature must be handwritten.
You are not required to submit the Emotional Expression Plan in this task.
Page 32 of 83
Emotional Expression Plan (partially completed)
Completed
by
Date
Completed
Method of
Identifying
Emotional Expected Planned Date of Actual Actual Date of
Each
Expression Outcome Implementation Outcome Implementation
Emotional
Expression

Method of
Responding to
Each
Emotional
Expression

Page 33 of 83
Task 2.3 Applying Techniques in Dealing with Others and Assessment Instructions are as
follow:
1. To complete this task, you must interact with the co-workers you met with in Task 1.4 on at
least three separate occasions to implement your Emotional Expression Plan. Throughout
the implementation, you must also be able to apply techniques that:
a. Indicate flexibility in dealing with others in the workplace
b. Indicate adaptability in dealing with others in the workplace
c. Show consideration for the emotions of others when making decisions
2. Locate the following templates provided within this workbook:
Reflective Journal
Use this template to record your reflections while applying your emotional expression plan.
3. Review your partially completed Emotional Expression Plan from Task 2.
4. Interact with each co-worker you observed in Task 2.1 on at least three separate occasions to
implement each of the following identified methods from your Emotional Expression Plan:
Identifying emotional expression
Responding to emotional expression
During the interactions, you must apply the following:
a. At least one technique that indicates flexibility in dealing with others in the workplace
Flexibility refers to how willing you are to compromise with others to meet their
needs and how this affects your ability to make decisions.
b. At least one technique that indicates adaptability in dealing with others
Adaptability refers to how well you adjust your response to how someone expresses
their emotions and how this affects your ability to make decisions.
c. At least two techniques that show consideration for the emotions of others when
making decisions
Techniques that show consideration for the emotions of others when making
decisions can include but is not limited to the following:
Adjusting to the emotional responses of others when presenting a
decision they may not like
Asking for others’ suggestions for alternative decisions
5. After each interaction, record the following on your Emotional Expression Plan:
Actual date of implementation for each method
Actual outcome for each method found in the Emotional Expression Plan
After each interaction, provide each co-worker with at least one copy of the following
templates provided within this workbook:
The completed Emotional Expression Plan from Task 2.2
Your co-workers will use this as basis for their feedback.
Page 34 of 83
6. Complete your Reflective Journal by identifying the following:
At least one instance where the learner applied a technique that indicates flexibility in
dealing with others in the workplace
At least one instance where the learner applied a technique that indicates adaptability
in dealing with others in the workplace
At least two instances where the learner applied techniques that show consideration
for the emotions of others when making decisions
The instances identified in your Reflective Journal must be based on each of
your co-worker’s findings.
Detailed instructions are provided in the Reflective Journal.
Completed Emotional Expression Plan
Completed Reflective Journal
Page 35 of 83
Emotional Expression Plan (Completed)
Completed
by
Date
Completed
Method of
Identifying
Each
Emotional
Expression

Method of
Responding to
Each
Emotional
Expression

Page 36 of 83
Reflective journal For Skill Requirement 1
Describe at least one instance where you applied a technique that indicates flexibility in dealing with others.
Specify at least one technique used in the identified instance and briefly explain how the identified technique was
applied.
Instance

Technique Used

How the Technique was Applied

This section is to be completed by the supervisor only.

Date observed: Supervisor’s initials:

Supervisor’s comments:

Page 37 of 83
Reflective journal for Skill requirement 2
Describe at least one instance where you applied a technique that indicates adaptability in dealing with others.
Specify at least one technique used in the identified instance and briefly explain how the identified technique was
applied.
Instance

Technique Used





Page 38 of 83
Reflective journal for Skill requirement 3
Describe at least two instances where you applied techniques that showed consideration for the
emotions of others when making decisions.
Specify at least one technique applied for each identified instance and briefly explain how each identified
technique was applied in their respective instances.
Instance 1

Technique Used





Page 39 of 83
Task 2.4 Identifying Improvement Areas for Emotional Intelligence and Assessment
Instructions are as follow:
1. To complete this task, you must consult with at least two relevant stakeholders to identify
improvement areas for your own emotional intelligence. The relevant stakeholders you must
consult with can include the following:
Co-workers you interacted with in Task 2.3
Your supervisor
2. Arrange a consultation with at least two stakeholders. During the consultation, identify at least
two improvement areas related to emotional intelligence.
The consultation can be about any area of emotional intelligence in relation to either
of the following:
Your performance in Task 2.3
Your general workplace behaviour
The improvement areas can include the following:
Instance during Task 2.3 where you did not apply the following:
o Flexibility in dealing with others in the workplace
o Adaptability in dealing with others in the workplace
o Consideration of the emotions of others when making a decision
Areas where you can demonstrate better emotional intelligence, which include:
o Self-awareness
o Self-management
o Social awareness
o Relationship management
3. Secure written evidence of the consultation that includes at least two areas of improvement for
your own emotional intelligence.
Written evidence can include:
Email correspondence
Meeting minutes
Submit the written evidence of the consultation to your assessor.
Page 40 of 83
written evidence of the consultation
Student Assessment Criteria Assessor to tick the Assessor to

appropriate box tick the
Page 41 of 83
RTO Connect Pty Ltd T/A Australian Study Link Institute appropriate
Document Title – BSBPEF502 Candidate Assessment tool
Email - info@asli.vic.edu.au box
Section 1 Section 2
Page 42 of 83
Student details
Assessment details

Unit of Competency:
Date of Submission:

Feedback:

my appeal rights.
Date: ................................................................. Date: .........................................
Page 43 of 83
 Australian Study Link Institute Learners’ resources for the BSBPEF502 - Develop and Use emotional
intelligence (organised by the trainer)
 Appendix 11(provided by trainer/assessor)
listed above.
When you quote, paraphrase, summarize or copy information from the sources you are using to write your
to be submitted.
 Time required for assessment: 5 hours (this will be completed over multiple sessions, but student must
submit assessment on or before the due date provided by the trainer/Assessor).
 You must:
At the end of the assessment, student will be required to submit the following evidence.
Project
Part 3: Promote the Development of Emotional Intelligence in Others
Page 44 of 83
This part of the project will require you to promote the development of emotional intelligence in others.
Specifically, you will be required to:
Create opportunities for others to express their thoughts and feelings
Develop and implement plans to assist others in understanding the effect of their personal
behavior and emotions on others in the workplace.
Task 3.1 Developing Plans to Increase Emotional Intelligence in Others and Assessment
1. Seek an opportunity to create a plan for developing emotional intelligence within your co-
workers.
2. Locate the following templates provided within this workbook.
Policies and Procedures Outline
Use this template for outlining policies and procedures relevant to organizing informal
opportunities and tasks. Your assessor will use this as basis for the Observation
Form in the next ask.
Emotional Intelligence Plan
Use this template for creating a plan to develop emotional intelligence within your work
team.
3. Access and review at least one of your organization’s policies and procedures for each of the
following:
Organizing informal opportunities for others to express their thoughts and feelings in
the workplace
Organizing tasks for assisting others to understand the effect of their personal
behavior and emotions on others in the workplace
The policies and procedures accessed and reviewed for this task can include but is
not limited to policies and procedures relevant to
Scheduling
Preparing for meetings
Personal development plans
4. Complete the Policies and Procedures Outline:
a. Identify the following policies and procedures documents you reviewed:
At least one policy and procedure relevant to organizing informal opportunities
At least one policy and procedure relevant to organizing tasks
b. For each identified policies and procedures, outline the following:
Relevant policy
Relevant set of procedures
5. Create an Emotional Intelligence Plan. The template is separated into two sections.
Instructions to complete each section are as follows:
Informal Opportunities for Expressing Thoughts and Feelings in the Workplace
Page 45 of 83
To complete this section, you must:
a. Identify at least two informal opportunities for each co-worker to express their
thoughts and feelings when in the workplace
These opportunities refer to activities that occur outside of structured, formal
workplace environment. These do not need to be led by an instructor or a trainer, and
can include but are not limited to the following:
Individual discussions
Casual group discussions
b. For each informal opportunity, identify the following:
At least two persons involved in the informal opportunity
Expected date of implementation
Expected outcome
c. Do not write anything on the following sections. These will be completed in the
next task:
Actual Outcome
Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on
Others in the Workplace
a. At least one task for assisting others to understand the effect of their personal
behaviour on others in the workplace
These tasks can include but are not limited to the following:
Individual performance reviews
Workplace behaviour assessments
b. At least one task for assisting others to understand the effect of their emotions
on others in the workplace
These tasks can include but are not limited to the following:
Individual check-up sessions
Conflict management sessions
c. For each task, identify the following:
At least one action item
At least one person to assign the task to
A projected date of implementation
At least one expected outcome
Do not write anything on the following sections. These will be completed in the next
task:
Actual Outcome
Page 46 of 83
Ensure that the informal opportunities and tasks in the plan align with your organisation’s
policies and procedures as outlined in the Policies and Procedures Outline.
6. Have your supervisor sign your Policies and Procedures Outline. This is to ensure that the
identified requirements are in line with the requirements of your organisation. Their signature
must be handwritten.
Completed Policies and Procedures Outline
Partially completed Emotional Intelligence Plan
Page 47 of 83
Policies and Procedures Outline
Completed By
Date Completed
Organisation
Policy and Procedure

Relevant to Organising
Informal Opportunities
Policy

Procedure

Page 48 of 83
Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others and Assessment
1. Review the following:
Your completed Policies and Procedures Outline from Task 3.1
Your assessor will use your outline as basis for the Observation Checklist. Provide your
assessor with a copy of the completed Policies and Procedures Outline before
facilitation.
Your partially completed Emotional Intelligence Plan
Your plan will be used as basis for facilitating informal opportunities and tasks.
2. Locate the Observation Checklist provided within this workbook. This outlines all the skills
you need to demonstrate in this task. Review the document to ensure the demonstration of the
skills specified during the facilitation of informal opportunities and tasks.
3. Review the instructions here and the skills outlined in the Observation Checklist. Arrange a
time with your assessor to observe you in facilitating informal opportunities and tasks. Provide
them with a copy of the Observation Checklist provided within this workbook. Discuss all
requirements of the task with your assessor and prepare these before the implementation.
If direct observation from your assessor is not possible, record your implementation of each
action item in a video. Ensure to obtain permission first from persons involved before doing so.
4. Facilitate each informal opportunity for others to express their thoughts and feelings in the
workplace identified in your Emotional Intelligence Plan from Task 3.1.
For each opportunity, record the following on your Emotional Intelligence Plan:
Actual date of implementation
Actual outcome
Secure proof that you have implemented each informal opportunity. This will submitted as
supplementary evidence at the end of the task.
Supplementary evidence can include but is not limited to the following:
Photos
Video recordings
5. Facilitate the following from the partially completed Emotional Intelligence Plan in Task 3.1:
At least one task for assisting others to understand the effect of their personal
behaviour on others in the workplace
At least one task for assisting others to understand the effect of their emotions on
others in the workplace
For each task, record the following on your Emotional Intelligence Plan:
Actual date of implementation
Actual outcome
6. Secure proof that you have facilitated each task. This will be submitted as supplementary
evidence at the end of the task.
Supplementary evidence can include but is not limited to:
Page 49 of 83
Meeting minutes
Video recordings
The completed Emotional Intelligence Plan
Supplementary evidence, which must include the following:
o At least two as proof of the implementation of each informal opportunity
o At least two as proof of the implementation of task
Page 50 of 83
Emotional Intelligence Plan
Prepared By
Date
Completed
Organisation
Persons
Informal Involved in Date of Expected Actual Date of Actual
Opportunities the Informal Implementation Outcome Implementation Outcome
Opportunity

Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace
Task to Assist
in
Understanding
Effect of Action Person Date of Expected Actual Date of Actual
Personal Item Assigned Implementation Outcome Implementation Outcome
Behaviour on
Others in the
Workplace

Page 51 of 83

Task to Assist
in
Understanding
Action Person Date of Expected Actual Date of Actual
Effect of
Item Assigned Implementation Outcome Implementation Outcome
Emotions on
Others in the
Workplace

Page 52 of 83
Student Assessment Criteria Assessor to tick the Assessor to

appropriate box tick the
appropriate
box
Section 1 Section 2
Communication | Is the Yes Safety | Is the Yes

learner able to: No learner able to: No
 Communicate clearly with  Work safely at all
others times
 Ask for help when needed  Ensure your
 Follow instructions actions do not put
 Identify the task the safety of
requirements including yourself or others
document purpose and at risk
proposed audience
 Consult with others to
determine meeting
concepts and requirements
 Clarify task requirements
with supervisor (assessor)
as required
Section 3 Assessor to tick the appropriate
document completed by the student.
Did the student:
Yes
 Follow the organisational requirement for
organising opportunities as identified in the No
‘Policies’ section of the learner’s approved Policy
and Procedures Outline
Yes
 Follow the organisational requirement for
organising opportunities as identified in the No
‘Policies’ section of the learner’s approved Policy
and Procedures Outline
Yes
Follow the organisational requirement for
organising tasks as identified in the ‘Policies’ No
section of the learner’s approved Policy and
Procedures Outline
Yes
Follow the organisational requirement for organising
tasks as identified in the ‘Policies’ section of the No
learner’s approved Policy and Procedures Outline
Yes
 Apply at least two techniques that show
No
consideration for your emotions when making
decisions Page 53 of 83
RTO Connect Pty Ltd T/A
These Australian Study
techniques canLink Institutebut are not limited
include Document
to Title – BSBPEF502 Candidate Assessment tool
the following:
Asking for others’ opinions before
settling on a decision
Page 54 of 83
Final Assessment Record
Student name: Student ID:
Date of
Assessor name:
completion:
Unit of competency: BSBPEF502 - Develop and use emotional intelligence
Student results
Assessments Not Yet
Satisfactory Satisfactory Not Submitted
Assessment task 1: Knowledge Test

Assessment task 2: Project
Comments/ Feedback:
Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff
By signing this final assessment record:
 I confirm that the student has attempted all requirements of this unit of competency
 I am satisfied the work submitted is their own work.
 I have informed the participant of the assessment decision.
Assessor signature: Date:
Student Signoff
By signing this final assessment record:
 I have received, discussed and accept the outcome from my assessment as above for this unit of
competency and I am aware of my right to appeal.
Student signature: Date:
Candidate Feedback Form

Candidate’s Name:
Page 55 of 83
Unit: BSBPEF502 - Develop and Use emotional intelligence
Assessor’s Name:
Assessment Date:
Please provide us some feedback on your assessment process.
Information provided on this form is used for evaluation of our assessment systems and processes.
This information is confidential and is not released to any external parties without your written consent.
Please tick  Yes or No for the questions below: Yes No
Did you receive information about the assessment prior to the date?
Were the instructions to the assessment clear and easy to understand?
Did you understand the purpose of the assessment?
Were you advised of the performance criteria?
Were you advised of the process of the assessment?
Were there any surprises in your assessment?
Did you feel the assessment was fair?
Was your assessor professional?
Did you feel the assessment was accurate?
Were you comfortable with the outcome?
Did you receive feedback about your assessment?
If you answered no to any of the above questions are you aware of the appeals process?
Comments:
Page 56 of 83
Appendix1- Assessment resource in simulated
business environment
Australian Study Link Institute will conduct this assessment in its campus by setting simulated business
environment which is safe and experiences typical activities experienced in those working environment
in this industry. The following resources will be made available to the learner:
Australian Study Link Institute office equipment and resources
Develop and use emotional intelligence to increase self-awareness
Copyright: Instructions in this tool have been developed by NTA and Australian Study Link Institute for sole purpose of use by Australian Study Link
Institute. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Australian Study Link Institute and
NTA which holds authorship rights.
Appendix2-Evaluation Criteria
Completed by
Date Completed
Page 57 of 83
Industry
Weaknesses
Self-
Intelligence
Assessment
Criteria

Page 58 of 83
Appendix3- SUPERVISOR DECLARATION
TO THE SUPERVISOR
By signing in the spaces provided below, you are confirming that you approve of the learner’s Evaluation
Criteria.

Supervisor Name:

Organisation/Workplace:

Position:

Signature:
Page 59 of 83
Appendix4- Emotional Assessment
Completed By
Date Completed
Emotional Strengths Emotional Weaknesses
b. c.
d. c.
Appendix5- Potential Emotional Stressors

Completed by
Date Completed
Organisation/Wo
rkplace
Stressed workers
Workplace Stressors
Situation
e. v.
Page 60 of 83
vi.
f. v.
vi.
Page 61 of 83
Appendix6- Team Emotional Intelligence Profile
Co-worker
Name
Assessed by
Date
Observed

Signed by:
Date Signed
Page 62 of 83
Appendix7- Emotional Expression Plan
Completed
by
Date
Completed
Method of
Emotional Identifying Each Expected Planned Date of Actual Date of
Actual Outcome
Expression Emotional Outcome Implementation Implementation
Expression

Method of
Emotional Responding to Expected Planned Date of Actual Date of
Actual Outcome
Expression Each Emotional Outcome Implementation Implementation
Expression

Appendix8- Reflective journal For Skill Requirement 1

Page 63 of 76
Describe at least one instance where you applied a technique that indicates flexibility in dealing with others.
Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.
Instance

Technique Used





Page 64 of 76
Appendix9- Reflective journal for Skill requirement 2
Describe at least one instance where you applied a technique that indicates adaptability in dealing with others.
Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.
Instance

Technique Used





Page 65 of 76
Appendix10- Reflective journal for Skill requirement 3
Describe at least two instances where you applied techniques that showed consideration for the emotions of others
when making decisions.
Specify at least one technique applied for each identified instance and briefly explain how each identified technique was
applied in their respective instances.
Instance 1

Technique Used





Page 66 of 76
Instance 2

Technique Used





Appendix11-Policies and Procedures Outline

Page 67 of 76
Completed By
Date Completed
Organisation
Policy and Procedure

Relevant to Organising
Informal Opportunities
Policy

Procedure

Page 68 of 76
Appendix12-Emotional Intelligence Plan
Prepared By
Date
Completed
Organisation
Persons Involved
Informal Date of Expected Actual Date of
in the Informal Actual Outcome
Opportunities Implementation Outcome Implementation
Opportunity

Page 69 of 76
Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace
Task to Assist
in
Understanding
Date of Actual Date of
Effect of Person Expected Actual
Action Item Implementatio Implementatio
Personal Assigned Outcome Outcome
n n
Behaviour on
Others in the
Workplace

Page 70 of 76
Task to Assist
in
Understanding Date of Actual Date of
Person Expected Actual
Effect of Action Item Implementatio Implementatio
Assigned Outcome Outcome
Emotions on n n
Others in the
Workplace

Page 71 of 76

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BSBPEF502

Develop and use emotional intelligence.

Candidate Assessment Tool

ASSESSOR NAME: DAO VO

UNIT CODE AND TITLE: BSBPEF502-Develop and use emotional intelligence

ASSESSMENT RECEIPT FORM

Student Signature: _____________________________ Date: __________________

=================================TEAR HERE ==================================

Students must retain this as a Record of Submission

Unit code and title: BSBPEF502-Develop and use emotional intelligence

Assessment received by staff

The Candidate Assessment Tool contains two (2) parts:

Application of the unit of competency:

demonstrate emotional intelligence in relation to at least two different work tasks

application of emotional intelligence attributes, including:

Assessment tasks Assessment description Location of

Assessment Task 2 This assessment is required you to identify the

Outline of evidence to be collected:

Recording an assessment result:

Retaining assessment records:

For unit of competency:

For assessment task:

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

Reasonable adjustment may consist of:

Complaints and appeals:

Plagiarism, cheating and assessment dishonesty:

Student signature: ............................................................... Date: ....../....../.......

Assessment Task Cover Sheet Task 1 (AT1)

BSBPEF502-Develop and use emotional intelligence.

Assessment Task 1: Knowledge Test

Assessment Outcome: Satisfactory Not Satisfactory

Assessor: I declare that I have conducted a fair, valid, reliable and

Signature: ......................................................... Signature: ..................................

Date: ................................................................. Date: ........................................

Required documents and equipment:

Instructions for students:

Planning the assessment

 You must answer all questions in the knowledge test assessment.

QUESTION QUESTIONS Students

BSBPEF502-Develop and use emotional intelligence.

Assessment Task 2: Project

Assessment Outcome: Satisfactory Not Satisfactory

Assessor: I declare that I have conducted a fair, valid, reliable and

Signature: ......................................................... Signature: ..................................

Date: ................................................................. Date: .........................................

Required documents and equipment:

Instructions for students:

Planning the assessment

Submit your partially completed Evaluation Criteria to your assessor.

Evaluation Criteria (partially completed)

Evaluation Criteria (Complete)

Emotional Strengths Emotional Weaknesses

Potential Methods for

a. i.

Potential Methods for

c. iii.

d. iii.

Observation Checklist- Assessor to be complete

BSBPEF502-Develop and use emotional intelligence.

Assessment Task 3: Project

Assessment Outcome: Satisfactory Not Satisfactory

Student Signature: ___________ Date: