BSBXCS402 Promote Workplace Cyber Security :
|Qualification Code/Title||ICT50120 Diploma of Information Technology|
|Assessment Type||Assessment -01 (Written Questions)||Time allowed|
|Due Date||Location||AHIC||Term / Year|
|Unit of Competency|
|National Code/Title||BSBXCS402 Promote Workplace Cyber Security Awareness And Best Practices|
|Student Name||Student ID|
|Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarized from any person or source.||Signature: Date: / /|
|RESULTS (Please Circle)||SATISFACTORY||NOT SATISFACTORY|
|Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.||Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.|
- Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
- Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
- The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
- Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
- Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
- All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
|Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)|
|Category||Possible Issue||Reasonable Adjustment Strategy (select as applicable)|
|LLN||SpeakingReadingWritingConfidence||Verbal assessmentPresentationsDemonstration of a skillUse of diagramsUse of supporting documents such as wordlists|
|Non-English- Speaking Background||SpeakingReadingWriting||Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process|
|Cultural||Use methods that do not require a higher level of|
|background||language or literacy than is required to perform the job|
|Use short sentences that do not contain large amounts|
|Clarify information by rephrasing, confirm|
|Read any printed information to the student|
|Use graphics, pictures and colour coding instead of, or|
|to support, text|
|Offer to write down, or have someone else write, oral|
Australian Harbour International College RTO ID: 41338 CRICOS Provider Code: 03449J
ABN: 74 603 036 102
T: 02 9268 0085
A: Level 4, 114-120 Castlereagh Street Sydney NSW 2000 Australia
|responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs|
|Indigenous||Knowledge and understandingFlexibilityServices ¨ Inappropriate training and assessment||Culturally appropriate trainingExplore understanding of concepts and practical application through oral assessmentFlexible deliveryUsing group rather than individual assessmentsAssessment through completion of practical tasks in the field after demonstration of skills and knowledge.|
|Age||Educational||Make sure font size is not too small|
|background||Trainer/Assessor should refer to the|
|study skills||Ensure that the time available to complete the|
|assessment takes account of the student’s needs|
|Provision of information or course materials in|
|Changes in teaching practices, e.g. wearing an FM|
|microphone to enable a student to hear lectures|
|Supply of specialised equipment or services, e.g. a|
|note-taker for a student who cannot write|
|Changes in lecture schedules and arrangements, e.g.|
|relocating classes to an accessible venue|
|Changes to course design, e.g. substituting an|
|Modifications to physical environment, e.g. installing|
|lever taps, building ramps, installing a lift|
|Educational background||ReadingWriting||Discuss with the Student previous learning experienceEnsure learning and assessment methods meet the|
|Numeracy||student’s individual need|
|Disability||Speaking||Identify the issues|
|ReadingWritingNumeracyLimited study skills and/or learning strategies||Create a climate of supportEnsure access to support that the student has agreed toAppropriately structure the assessmentProvide information or course materials in accessible format, e.g. a textbook in brailleChanges in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note- taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venueChanges to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift|
|Explanation of reasonable adjustments strategy used (If required)|
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity of BSBXCS402 Promote Workplace Cyber Security:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
- Undertake studies and research responsibly and with honesty and integrity
- Ensure that academic work is in no way falsified
- Seek permission to use the work of others, where required
- Acknowledge the work of others appropriately
- Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
- Paraphrasing and presenting work or ideas without a reference
- Copying work either in whole or in part
- Presenting designs, codes or images as your own work
- Using phrases and passages verbatim without quotation marks or referencing the author or web page
- Reproducing lecture notes without proper acknowledgement.
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
- Work with one or more people to prepare and produce work
- Allow others to copy your work or share your answer to an assessment task
- Allow someone else to write or edit your work (without rto approval)
- Write or edit work for another student
- Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer Length Guidance:
Your submitted document must follow the given criteria:
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow : Student Id_Assessment_No (Example AHI000014_Assessment 1)
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com
Cyber Security Assessment Task 1: Instructions
- This is an open book test.
- Students need to answer all of the written questions correctly.
- Answers must be word processed
- Access to textbooks/other learning materials
- Computer and Microsoft Office
- Access to the internet
Your assessor will advise you of the due date of this assessment.
- Answers to all questions
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
You will be provided feedback on their performance by the 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, the 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.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
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.
- Complete the table below by identifying the title of the legislation for each legislation area and then describing the relevance of the legislation to cyber security and impact on business’.
|Legislation||Legislation title||Relevance to cyber security and impact on business|
|a. Data protection and privacy|
|b. Notifiable data breaches|
|c. International legislation|
- Complete the table below.
|Organisational policies and procedures||Provide a brief description of what this organisational policy and procedure might address.|
|a. Securely storing, sharing and managing information (information management)|
|Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia |RTO NO: 41338 | CRICOS Provider Code: 03449J|
|BSBXCS402 Promote workplace cyber security awareness and best practices||Version V1.0/ January 2021||Page 11 of 16|
|b. Encryption (and protocols for its uses)|
|c. Data classification and management|
|d. Media/document labelling|
|e. Data governance|
|f. Acceptable use|
|g. Bring your own device|
- Complete the table below and identify three Australian government sources of information on current threats. As a minimum identify the website reference and a brief description of the information provided.
|Australian government sources of information on current threats|
- List three risks that are associated with workplace cyber security.
- Consider the following: Billy is a Team Leader and wants to make sure that all of this team understands workplace cyber security. Answer the following questions.
|a. Describe a strategy that Billy could use with this team to promote workplace cyber security.|
|b. Describe a communication technique that Billy could use to assist in promoting and implementing workplace cyber security.|
|c. Describe a training technique that Billy could use to assist in promoting and implementing workplace cyber security.|
Assesment Task 1 : Checklist
|Did the student provide a sufficient and clear answer that addresses the suggested answer for the following?||Completed successfully?||Comments|
|Task outcome:||Satisfactory||Not satisfactory|