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 |
|---|---|---|---|
| Encourage group members to identify local issues within the context of the group activities and program scope | |||
| Identify issues in terms of problems, causes and actions required | |||
| Provide opportunities for group members to learn about matters within program scope and to acquire additional related skills | |||
| Facilitate group to develop potential action strategies for identified issues that comply with program scope | |||
| Determine priorities for action strategies based on member interests and skills, the impact on program issues, promotion of solutions, and compliance with the program guidelines | |||
| Ensure facilitation processes used are appropriate to the level of group development | |||
| Facilitate the group to develop goals and link them to action strategies in a cohesive action plan | |||
| Support group to document their goals and action strategies and achieve membership approval | |||
| Review previous goals and action plans with the group to identify and develop new goals and action plans | |||
| Enable group to develop its goals and actions within its organisational rules and program guidelines | |||
| Correlate goals and action strategies to regional plans and initiatives | |||
| Facilitate group to identify a range of potential projects within goals and action strategy | |||
| Lead group through an evaluation process of alternative projects to determine potential for acceptance | |||
| Encourage group to review the results of previous projects and submissions for funds as part of the development of new projects | |||
| Ensure facilitation process is sensitive to individual member viewpoints, perspectives and cultures, and considerate of community goals and plans to manage any potential conflict | |||
| Facilitate group to develop a project plan and costing within program guidelines | |||
| Assist group to prepare project proposal in terms of the program requirements and to complete submission for lodgement to the authorities by the due date | |||
| Assist group to document project evaluation requirements in accordance with program and proposal requirements | |||
| Source relevant information to assist the group with the submission |
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: