Weighting: 40%
Learning Outcomes
This assessment assesses the following learning outcomes:
- LO3: Explain the purpose of the range of tender documents in relation to the laws and regulations.
- LO4: Discuss the tender process.
- LO5: Evaluate tenders for category 2 buildings.
Instructions
- Submit all your answers in one document.
- Write the number of each part of the question you are answering.
- Create a header with your name, student number and assessment number, and number your pages.
- You must make a reasonable attempt to complete your assessment before you submit.
Submission
- Submit your work through your iQualify course. Emailed assessments will not be accepted.
- You will receive an automated notice following submission.
- By submitting, you confirm that the work presented is your own original work.
Referencing and Plagiarism
Refer to Referencing and plagiarism for information on APA referencing and avoiding plagiarism.
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Scenario
Your third assessment will look at the tender process in more detail. Your company has a taken on a project to modify a 1970s era primary school and has received tenders for the work.
The project:
The existing school library building is beyond economical repair. This is to be demolished and a new single level, corrugated steel roof and timber weatherboard clad structure will be built in its place to provide a new library and administration hall.
There will need to be fire protection between this new building and adjoining existing classrooms.
Budget:
A budget of $390,000 (exclusive of GST) has been approved by the Ministry of Education (MoE).
As the cost of work exceeds $100,000, the MoE requires the opportunity to undertake the work to be open to all suitably qualified building contractors.
The Board of Trustees have said they would like to support the community by engaging a local construction company, and because it is a school, clear start and finish dates for the work are required.
© The Open Polytechnic of New Zealand Ltd
Task 1: Evaluate a tender
Your manager has asked you to evaluate tenders for the school project in the scenario.
We have provided six examples of tenders in the appendices. Study all six tenderers and determine which tenders do not comply with the conditions of tender and must be discarded.
Part A: Tender compliance
For each discarded tenderer, write a short overview and:
- name the discarded tenderer
- state the condition(s) of tender the tenderer has breached
- explain why each of the breached conditions are tender requirements.
[20 marks]
Part B: Tender summary
Create a tender summary spreadsheet for the remaining tenderers. This spreadsheet should include:
- a trade summary of prices compared to the QS cost estimate
- analysis of variations and tags
- a note of start/finish times.
[30 marks]
Part C: Preferred tenderer and rankings
Create a basic table (using Word) that summarises the results of your analysis in Part B and ranks them from most preferred to least preferred tenderer.
For each tender, summarise and justify your ranking decision in the table.
30 marks]
[Task 1 total: 80 marks]
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Task 2: Tender Documents
Create a basic word document to explain the purpose of the following documents:
- drawings, specifications and schedule of quantities (SoQ)
- conditions of tender and tender documents
- general and special conditions of contract.
Explain how the documents can relate to laws and/or regulations.
[Task 2 total: 10 marks]
Task 3: Tender Process
Create a basic word document to discuss:
- the process that would happen if one tenderer had made a mistake in one of their trade summaries
- the process that would happen if a leading tenderer priced an alternative product. Attempt to provide a contextualised example in your response for each bullet point.
[Task 3 total: 10 marks]
© The Open Polytechnic of New Zealand Ltd
Marking Schedule
| Learning Outcomes: Explain the purpose of the range of tender documents in relation to the laws and regulations.Discuss the tender process.Evaluate tenders for category 2 buildings. | ||||||
| Task 1. (80 marks) Evaluate a tender. Complete a Tender Evaluation for the school project from the given scenario. | ||||||
| Marks | 20–16 | 15–11 | 10 | 9–7 | 6–1 | |
| Part A: Study all six tenderers and determine which tenders do not comply with the conditions of tender and must be discarded, then do the following: Name the discarded tenderer.State the condition(s) of tender the tenderer has breached.Explain why each of the above conditions are tender requirements. | 20 | All six tenderers are studied, and the noncomplying tenders are clearly identified. All discarded tenderer(s) are named. The conditions of tender that were breached are clearly stated with context of the scenario. Each condition breached is fully explained in terms of the tender requirements with reference to the scenario. | All six tenderers are studied, and the noncomplying tenders are clearly identified. All discarded tenderer(s) are named. The conditions of tender that were breached are clearly stated with context of the scenario. Each condition breached is explained in terms of the tender requirements. | All six tenderers are studied, and the noncomplying tenders are identified. All discarded tenderer(s) are named. The conditions of tender that were breached are stated. Each condition breached is explained in terms of the tender requirements. | All six tenderers are studied, and the noncomplying tenders are identified. Most discarded tenderer(s) are named. The conditions of tender that were breached are stated. Basic explanation of some condition breaches in terms of the tender requirements. | All six tenderers are studied, and the noncomplying tenders are identified. Few or no discarded tenderer(s) are named. The conditions of tender that were breached are partially stated. No explanation given. |
| Marks | 30–24 | 23–19 | 18–15 | 14–11 | 10–1 | |
| Part B: Discard the tenders (in Part A) that did not comply with the tender conditions and complete a tender summary spreadsheet of the remaining tenderers. This spreadsheet will include: a trade summary of prices compared to the QS cost estimateanalysis of variations and tagsa note of start/finish times. | 30 | A detailed and well laid out tender summary sheet is made. The sheet is complete and easy to read. The sheet includes a trade summary of prices, and these are compared to the quantity surveyor’s cost estimate. Variations and tags are clearly analysed in detail. The start and finish times are noted in the spreadsheet. | A tender summary sheet is made. The sheet is complete. The sheet includes a trade summary of prices, and these are compared to the quantity surveyor’s cost estimate. Variations and tags are analysed in detail. The start and finish times are noted in the spreadsheet. | A tender summary sheet is made. The sheet is complete. The sheet includes a trade summary of prices, and these are compared to the quantity surveyor’s cost estimate. Variations and tags are analysed. The start and finish times are noted in the spreadsheet. | A tender summary sheet is made. The sheet is mostly complete. The sheet includes a trade summary of prices, and these are compared to the quantity surveyor’s cost estimate. Variations are analysed. Tags are not analysed. The start and finish times are noted in the spreadsheet. | A tender summary sheet is made. The sheet is incomplete. The sheet includes an incomplete trade summary of prices. These are not compared to the quantity surveyor’s cost estimate. Variations are not analysed. Tags are not analysed. The start and finish times are not noted in the spreadsheet. |
| Marks | 30–24 | 23–19 | 18–15 | 14–11 | 10–1 | |
| Part C: Create a basic table (using MS Word) which summarises the results of your analysis in Part B and ranks them from most preferred to least preferred tenderer. For each tender: summarise and justify your ranking decision. | 30 | A basic table is made in MS Word. The table summarises the analysis in part B. The table ranks them in order from most preferred to least preferred. The ranking position for each tender is summarised and a detailed justification is given. | A basic table is made in MS Word. The table summarises the analysis in part B. The table ranks them in order from most preferred to least preferred. The ranking position for each tender is summarised and a complete justification is given. | A basic table is made in MS Word. The table summarises the analysis in part B. The table ranks them in order from most preferred to least preferred. The ranking position for each tender is summarised and a basic justification is given. | A basic table is made in MS Word. The table partially summarises the analysis in part B. The table ranks them in order from most preferred to least preferred. The ranking position for each tender is summarised but no justification is given. | A basic table is made in MS Word. The table is complete but only partially summarises the analysis in part B. The table ranks them in order with some omission. The ranking position for each tender is not summarised or justified. |
| Task 2. (10 marks) Tender documents. Create a basic word document to explain the purpose of the following documents and how they relate to laws or regulations. | ||||||
| Marks | 10–8 | 7–6 | 5 | 4–3 | 2–1 | |
| Drawings, specification s and schedule of quantities (SoQ).Conditions of tender and tender documents.General and special conditions of contract. The writing relates the documents to laws or regulations. | 10 | The word document clearly explains the purpose of: drawings, specifications and SoQ conditions of tender and tender documents general and special conditions of contract, and clearly relates these to laws and regulations in detail. | The word document explains the purpose of: drawings, specifications and SoQ conditions of tender and tender documents general and special conditions of contract, and clearly relates these to laws or regulations. | The word document explains the purpose of: drawings, specifications and SoQ conditions of tender and tender documents general and special conditions of contract and relates these in basic terms to laws or regulations. | The word document explains the purpose of: drawings and specifications but not SoQconditions of tender and tender documentsgeneral and special conditions of contract but only partially relates these to laws or regulations. | The word document partially explains the purpose of: drawings and specificationsconditions of tender but not tender documentsgeneral conditions of contract and only partially relates these to laws or regulations. |
| Task 3. (10 marks) Tender process Create a basic word document to discuss. | ||||||
| Marks | 10–8 | 7–6 | 5 | 4–3 | 2–1 | |
| The process that would happen if one tenderer had made a mistake in one of their trade summaries.The process that would happen if a leading tenderer priced an alternative product. Include a contextualised example for each bullet point. | 10 | The word document is clearly written and discusses what would happen if a tenderer made a mistake in a trade summary in detail with a contextualised example. The writing discusses what would happen if a leading tenderer priced an alternative product in detail with a contextualised example. | The word document is clearly written and discusses what would happen if a tenderer made a mistake in a trade summary in detail. There is an example. The writing discusses what would happen if a leading tenderer priced an alternative product. There are basic examples supplied. | The word document is clearly written and discusses what would happen if a tenderer made a mistake in a trade summary. The writing discusses what would happen if a leading tenderer priced an alternative product. There are basic examples given. | The word document discusses what would happen if a tenderer made a mistake in a trade summary. The writing attempts to discuss what would happen if a leading tenderer priced an alternative product. There are no examples. | The word document attempts to discuss what would happen if a tenderer made a mistake in a trade summary. The writing does not to discuss what would happen if a leading tenderer priced an alternative product. No examples. |
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