You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Review dog handler experience levels and identify skills gaps relating to training assistance dogs for specific health conditions or physical disabilities | |||
| Develop training plan based upon identified needs, dog breed traits, age of the dog, animal welfare guidelines and dog training tasking protocols | |||
| Research and prepare resources according to training requirements and workplace health and safety standards, legislation and regulations that apply to assistance dogs | |||
| Address administrative requirements according to workplace procedures | |||
| Discuss dog welfare with handlers, including how to detect fear and anxiety in dogs | |||
| Instruct handler in suitable methodologies that encourage the dog's instinct to bond with handler and respond by displaying assistive behaviour | |||
| Select, check and ensure handler uses appropriate equipment for assistance dog and themselves | |||
| Instruct handler according to the plan, allowing scope for flexibility and contingencies | |||
| Teach handler suitable dog training techniques, including operant and classical conditioning | |||
| Instruct handler to train and socialise their assistance dog for household and public access | |||
| Monitor and evaluate dog and handler treatment goal progress | |||
| Provide constructive feedback throughout instruction session,with consideration for handler's disability | |||
| Seek feedback from dog handler on training processes and information presented | |||
| Conduct assessment process to ascertain proficiency in tasking and public access | |||
| Assess level of development and operational effectiveness of dog handler in relation to training assistance dog for specific human health conditions or physical disability traits | |||
| Inform handlers about legal obligations associated with an assistance dog with regard to public access | |||
| Maintain instruction or training records according to trainer and handler requirements | |||
| Use feedback to update dog handling resources | |||
| Conduct ongoing research, and maintain and update dog handling resources relating to training assistance dogs for handlers with disability |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: