Assessment Task 1

Assessment task 1
Submission details

Student name

Student number Date

Assessor

Student declaration
I acknowledge that:

 This assignment is my own original work and no part of it has been copied from any
other source except where due acknowledgement is made.

 I have not previously submitted this work for any other course or unit.

 No part of this assessment has been written or completed for me by any other
person except where such collaboration has been authorized by the trainer or
assessor.

 I have been informed of my rights regarding Dolph Business School’s re-assessment

practices and my rights to appeal an assessment decision.

I give permission:

 for my assessment response to be reproduced, communicated, compared and

archived for the purposes of detecting plagiarism.

 for a copy of my assessment to be retained by Dolph Business School for review and
comparison, including review by external, independent examiners or auditors.

Student signature

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Assessment Task 1

Re-assessment
Students who are assessed as not yet competent will be provided with detailed verbal and
written feedback to assist them to identify the gaps in their knowledge and skills to be
addressed through further training. These students will be provided with additional training
and learning support to target their specific gaps in knowledge and/or skills and prepare
them for additional assessment.
It is the policy of Dolph Business School to provide three opportunities for additional training
and re-assessment at no additional cost to the student or employer.
Students requiring additional learning support are to be brought to the attention of Dolph
Business School’s management so that the progress of the student can be monitored closely
and additional support services can be applied. Where students repeatedly do not
demonstrate competence following significant learning and assessment support, a student’s
enrolment can be determined through mutual agreement.
Should students wish to appeal an assessment decision made for this assessment, the
student must make the appeal in writing and specify the particulars of the decision. This can
be done by completing our ‘Request to Appeal a Decision’ form, or by writing to us. Appeals
must be submitted to Dolph Business School within 20 working days of the student being
informed of the assessment decision.
You may refer to your Student Handbook for further information regarding Dolph Business
School’s Re-assessment policy, and our Appeals policy.

Instructions
1. Read and understand the questions below.
2. Complete the questions and save your submission according to the following format:
STUDENT NAME – STUDENT NUMBER – UNIT CODE – ASSESSMENT NUMBER, and
upload it using the upload feature on your eLearning platform. If your file is too large
to be uploaded, kindly e-mail your response through to: submissions@dolph.edu.au
and be sure to include your full name and your student number in the subject line of
the e-mail for us to be able to identify you!
3. You have 2-weeks to complete this assessment task. Should your circumstances
prevent you from meeting the submission deadline, approach your Assessor to
negotiate a more suitable submission date.

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Assessment Task 1

Questions
1. Outline the methods you can use to collect information, evaluate and review
presentations – for example, the three key factors of a presentation: results, response
and standards.

Methods to collect information for your presentation

Questionnaires, surveys, checklists when you need to quickly and/or easily get lots of
information from people in a non-threatening way.

Interviews when you want to fully understand someone's impressions or experiences,

or learn more about their answers to questionnaires

Documentation review helps you get comprehensive and historical information

doesn't interrupt program or client's routine in program there are few biases about
information.

Case studies > to fully understand or depict client's experiences in a program, and
conduct comprehensive examination through cross comparison of cases.

Methods to review your presentation

Write a draft of the self-evaluation by elaborating on each of your listed points.

Convert each point into a separate sentence, paragraph or section, depending upon
the required length of your self-evaluation. While you shouldn't be unduly harsh with
yourself ("My PowerPoint presentation was awful because my slides were too
cluttered"), don't go too easy on yourself either. Teachers or professors will likely give
you a lower grade if you claim to have given a perfect presentation.

Review yourself check for errors in grammar and spelling, and rewrite to make your
points more concise and connected.
Ask colleagues to give you their insight before the presentation.
Organise your material and aids to effectiveness

Primacy and recency, make sure you divide your presentation in identifiable topics or
sections.
Use visual aids, charts, humour appropriately.

Make a list of strong and weak points of your presentation. Rehearse it and do some
self-evaluation.

Methods to evaluate your presentation

Address the content portion of the presentation (whether it was useful, well
researched, cogent and so on), the technical aspect (whether the slides were tidy,
easy to read and added information) and the speaking aspect. Speaking while giving a
PowerPoint presentation trips up many people.

Ask people you are not familiar with to give you their opinion of your presentation.

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Assessment Task 1

This can also be done by having your audience take a survey afterwards about your
presentation.

Ask participants during or after the presentation / one on one interviews after the
presentation.

2. What regulatory and organisational obligations would be relevant when preparing and
giving presentations?

 The company logo

 Company official template for presentations,
 There may also exist a specific formatting, font, style, margins etc. for
official presentations.
 Colour coding

 To use the same graphics software when presenting as a team

3. Explain the principles of effective communication used in making presentations. Give at

least four examples.

Explain the desired outcome before the presentation

Before you start your presentation be as clear and concise as possible of what you will
be talking about. For example if you are giving a presentation about fluid circulation
loss make sure you specify the type of circulation problem, to set up the audience in
the case

Use visual Aids.

Some topics need to be visually intensive, for example seismic evaluation could not be
discussed appropriately without charts and images explaining each scenario.

Monitor verbal and nonverbal communication (audience analysis)

When you are giving your presentation, be aware of how fast you are speaking also
the volume to make the presentation understandable, a common mistake is people
getting nervous and despite having awesome slides by speaking too soft or too fast
the presentation is ineffective.

Nonverbal communication involves not making eye contact or making gestures and
signalling during the presentation. For example if you are too stiff while speaking this
will make the presentation less attractive, in addition to this you should monitor the
audience body language for example if many members of the audience look confused
it is recommended you stop and review a topic or simply engage to explain in order to
keep the presentation as effective as possible

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Assessment Task 1

Be persuasive

Persuasion basically means trying to influence the way someone thinks or behaves.
There are all kinds of different ways to persuade someone to do something. The ad is
using an appeal to emotion. It's associating the soda with being happy, so it's trying to
persuade you to buy the soda so you'll be happy like the people in the ad. The
students at the debate club are doing something different. Instead of appealing to
emotion, they're trying to persuade each other with logical arguments that use facts
and evidence.

Being persuasive isn't the same thing as being right. The implied claim in the soda ad is
that drinking the soda will give you a lot of friends and make you happy. That's
objectively not true. But that kind of advertising can be very persuasive, and a lot of
people are influenced by it. In this lesson, you'll look at theories of persuasion and
how they work.

additional elements of effective communication include

Grooming, practice, careful preparation, positive mental attitude.

4. Describe at least six presentation aids you might use to support a sales presentation.

Video/dvd: you may play a specifically designed video for your sales presentation

Web based: you may access a website in that moment to show up to date and access to
information after your presentation.

Visuals: While there won’t be much ‘learning’ going on in your sales meeting, you will
still be trying to get a point across and visuals will help you do so.

Bar Graph: Bar graphs are useful for showing the differences between quantities. They
can be used for population demographics, fuel costs, math ability in different grades, and
many other kinds of data

Graphs:
Strictly speaking, a graph may be considered a type of chart, but graphs are so widely
used that we will discuss them separately. A graph is a pictorial representation of the
relationships of quantitative data using dots, lines, bars, pie slices, and the like. Graphs
show the variation in one variable in comparison with that of one or more other
variables

Pie Graph:
Pie graphs should be simplified as much as possible without eliminating important
information. As with other graphs, the sections of the pie need to be plotted
proportionally.

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Assessment Task 1

Assessor Feedback
Comments:

Date Assessed

Assessor

Re-submission Required?

Questions / areas that need to be re-submitted:

1st Submission Satisfactory Not Yet Satisfactory

2nd Submission Satisfactory Not Yet Satisfactory

Assessor comments and mark ups on assessment must not be deleted from the
assessment when re-submitting.

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