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 |
|---|---|---|---|
| Identify appropriate persons within local communities who hold cultural knowledge relevant in determining the cultural significance of Aboriginal and/or Torres Strait Islander places and heritage | |||
| Develop working relationships with key stakeholders that assist in the management of culturally significant places | |||
| Develop communication approaches that place Aboriginal and/or Torres Strait Islander cultural protocols and values at the forefront and accommodate stakeholder concerns and interests | |||
| Seek permission to document and obtain views on the way in which the cultural significance and resource can be conserved and used | |||
| Report feedback to management for operational planning processes | |||
| Ensure cultural Knowledge Holders inform the decision-making process to determine the cultural significance of places | |||
| Acknowledge traditional Aboriginal and/or Torres Strait Islander knowledge, practices, rights and responsibilities in managing Country and environment | |||
| Determine the Aboriginal and/or Torres Strait Islander beliefs embedded in a place of cultural significance | |||
| Assess and document cultural significance according to local Community permissions and intellectual property protocols | |||
| Ensure research and assessment activities are conducted in a manner that is safe to self and others | |||
| Identify external and internal threats to culturally significant places | |||
| Record evidence of land degradation using standard industry and Aboriginal and/or Torres Strait Islander terminology | |||
| Participate in a risk assessment to determine potential impact on cultural sites | |||
| Document protection or conservation measures | |||
| Develop and implement policies and plans relevant to conservation activities | |||
| Obtain resources for conservation and restoration activities | |||
| Apply safe and environmentally sustainable work practices | |||
| Implement conservation activities in culturally sensitive ways, according to local Community, organisational and legislative requirements |
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: