Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code CPC50220
Course name Diploma of Building and Construction (Building)
Unit code CPCCBC4004
Unit name Identify and produce estimated cost for building and construction projects

Assessment Submission Method
☐ By hand to trainer/assessor

☐ By email to trainer/assessor
☐Online submission via Learning Management System (LMS)

☐ By Australia Post to RTO
☐ Any other method _________________________________________________
(Please mention here)

Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Skills Test (UST)– Role Play S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Unit Project (UP) – Estimate Cost for Construction of a House S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed

Trainer/Assessor Signature

Assessment Conditions

Unit purpose/application
This unit of competency specifies the outcomes required to establish the estimated costs associated with the acquisition of materials and labour on building and construction sites, together with the application of relevant overhead costs and margins. This unit of competency applies to estimators, builders, managers and trade contractors within the construction industry responsible for producing estimated costs on various residential and commercial construction projects within their scope of work as a trade contractor or builder. This unit of competency is suitable for those using specialised knowledge to complete routine and non-routine tasks and using their own judgement to deal with predictable and sometimes unpredictable problems.
What the student can expect to learn by studying this unit of competency

• Establish project requirements
• Calculate materials and labour cost
• Identify type and cost of physical resources.
• Produce estimated project costs.

Training and assessment resources required for this unit of competency

The student will have access to the following:
• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word
• An operational business environment to implement the learning plan
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion

Academic Integrity:
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, youare 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 arebeing 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 yourown 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 students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork 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 yourwork (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.
Other Important unit specific Information N/A

Unit outcome

• This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competencyto be deemed competent.
• Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s Nil

Co-requisite/s Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Work Health and Safety Act 2011
• Occupational Safety and Health Act 1984 (WA)
• Occupational Safety and Health Regulations 1996 (WA)
• Competition and Consumer Act 2010 (Cth)
• Building Act 2011 (WA)
• Building Services (Registration) Act 2011 (WA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/CPCCBC4004

Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning

If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure thatyou have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for anextension to submit yourassessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
• 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 • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
•Non-English Speaking Background • Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• 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 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 understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
•Age • Educational background
• Limited study skills • Make sure font size is not too small
•Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
•Provision of information or course materials in accessible format.
•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 assessment task
•Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
•Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
•Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
•Provide information or course materials in accessible format, e.g. a textbook in braille
• 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 assessment task
•Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)
Assessment Task 1 – Unit Knowledge Test (UKT)
Assessment type:
• Written Questions

Assessment task description:
• This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised of twenty-two (22) written questions.
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
• You will receive your feedback within two weeks – you will be notified byyour Trainer/Assessor when results are available.

Applicable conditions:
• This knowledge test is untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown work.

Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

• This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
• Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task.

Instructions for answering written questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer all the questions.
• Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
• Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question 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 yourwork, you must always acknowledge the source.

How yourtrainer/assessor will assess yourwork?
• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s knowledge essential to identity and estimate the cost of construction of a building or construction project. The assessment task will evaluate student’s knowledge regarding to the following:
• Knowledge to correctly identify the appropriate construction plans and drawings.
• Knowledge to read and understand construction plans and specifications.
• Knowledge to measure and interpret level, elevation, height, gradient and slope.
• Knowledge to calculate quantities using construction plans and specifications.
• Knowledge to identify and determine the types/numbers of on-site personnel / tradespersons needed for a construction job.
• Knowledge and understanding of how to calculate the labour costs.
• Knowledge to identify the requirements of physical resources for a construction project.
• Knowledge to determine and calculate the quantities of material, plant and equipment required for a construction project.
• Knowledge to select and apply appropriate labour and material costs for a construction job.
• Knowledge of overhead expenses of a construction company/organization.
• Knowledge about how to prepare complete estimation of project cost for inclusion in tender.
• Numeracy/numbers- mathematical Knowledge to interpret/understand mathematical data and perform appropriate calculations.
Assessment Task 1 – Unit Knowledge Test (UKT)

• This is an individual assessment.
• The purpose of this assessment task is to assess the students’ knowledge essential to perform estimations for a construction project.
• To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answeredin order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:
• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system

Question 1: Provide one or two sentence descriptions for each of the following types of drawings used in building construction:
1. Site Plan
2. Floor Plan
3. Elevation
4. Cross-Section View
5. Contour Plan / Map

Question 2: What is the National Construction Code(NCC) of Australia? In how many volumes does the NCC-2016 constituted? Provide brief description of each volume of NCC-2016. Answer in 150-200 words.

Question 3: The requirements for residential buildings (Class-1 & Class-10) are provided in Vol.II of National Construction Code2016 (NCC-2016). Define Class-1 & Class-10 buildingsas per NCC-2016. Answer in 150-200 words.

Question 4: What is a standard? What standards are applicable for building and construction in Australia? List down and describe any three (3) important standards used in building and construction projects? Explain in 200-250 words.

Question 5: Answer the following questions:
a) What are construction specifications?
b) Refer to the site plan given below and identify: Orientation and slope of the site.

Question 6: Thomasville is a village of 1321 habitant that gets submerged in seasonal floods every year. To protect the village from damages of flooding, it has been proposed to build a 7km long embankment around Thomasville using earthwork. The width of the embankment at top and bottom are proposed to be 7m and 12m respectively. The height of the embankment would be 5m. Calculate the volume of earthworks (in cubic metre) needed to build the embankment. Assume the ground of 7km periphery around the village is flat. The unit price to fill 1 cubic metre of sand is $20. Estimate the total cost to be incurred in building the embankment entirely with sand.

Question 7: What are the three (3) basic measurement rules that one must conform to as a standard industry practice in Australia? Answer in 150-200 words.

Question 8: What do you understand by ‘Estimation’ in Construction? What is the roles of an Estimator in a Construction Project? Define the following types of construction estimates:
a) Lump-sum Estimates
b) Unit price estimates
Provide your answer in 150-200 words.

Question 9: Answer the following questions:
a) Identify twelve (12) different trades involved in a construction works.
b) What are the main aspects in establishing the labour cost for a construction project? Answer in 3050 words.

Question 10: From costing perspective, briefly explain the two (2) categories of labour deployed on a construction:
• Directly employed labour
• Sub-contract labour
Answer in 100-150 words.

Question 11: What is the system of Industry Awards in Australia? What industry awards are applicable to building and construction industry? Explain your answer in 150-200 words.

Question 12: For the directly employed labour, how does one determine the hourly rate for a trade? What are the various constituents of ‘on-costed hourly rate’? Provide your answer in 200-250 words.

Question 13: Assume you are working as an Estimator for a construction company. You need to prepare cost estimates for vendor supplied material and consumables such as concrete, bricks, plant and equipment etc. for which you have send ‘quotation requests’ to potential vendors/suppliers. What minimum details/information should be included in your ‘quotation request’? Give your answer in 100-150 words.

Question 14: Provide a list of different types of plant and equipment used in building and construction? Answer in 50 – 100 words.

Question 15: A proposed house requires different types of steel items – angle bars, beams, channels, columns. The unit rates provided by a supplier are given in the table:
Item Qty (m) Unit Rate (in $ per m)
Angle (90 x 6) 5 20
Angle (150x90x8) 7 35
Angle (200x100x10) 9.2 45
Channels (150PFC) 8.8 65
Channels (180PFC) 9.2 70
Columns ( 89X89X3.5 SHS) 4.7 40
Universal Beams (250UB31) 3.8 90
Universal Beams (200UB25) 6.3 75

Calculate the price to procure the steel material (the quantity for steel needed is also mentioned in the above table). You may use MS-Excel software application for calculation purpose.

Question 16: In estimating the cost of plant and equipment for a project, the costs are generally presented as:
• Capital (Ownership) cost
• Operational (Running) Cost
Explain what constitutes the ownership costs and running costs? Give your answer in 100-150 words.

Question 17: Upon receipt of labour rates and material costs from various vendors/suppliers, based on what parameters does the Estimator select the appropriate labour rates / material cost to put into the tender? Explain in 150-200 words.

Question 18: What is ‘unit cost’ in construction estimating? How do you determine and apply ‘unit cost’ in estimating the total cost of a construction project? Give your answer in 150-200 words.

Question 19: What are Project Overhead costs? Explain using examples, in 150-200words.

Question 20: What are a company’s overhead recovery and margins? Answer in 200-250 words, using an example.

Question 21: In construction, what components add up to estimate the ‘project cost’? What essential checks should be performed on the ‘estimated project costs’ before their inclusion in the bid? Answer in 200-250 words.

Question 22: What are the various stages involved in preparation of construction estimates? Answer in 200-250 words.

Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code CPCCBC4004
Unit name Identify and Produce Estimated Costs for Building and Construction Projects
Outcome of Unit Assessment Task (UAT) First attempt:

Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:

Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources,I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Role Play

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