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 |
|---|---|---|---|
| Integrate the relationship to the land into daily work routines | |||
| Determine relationships of Aboriginal and/or Torres Strait Islander objects, features and cultural landscapes to cultural beliefs | |||
| Determine the interrelationship of discrete local Aboriginal and/or Torres Strait Islander sites to cultural interactions | |||
| Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country | |||
| Ensure Indigenous Cultural and Intellectual Property (ICIP) rights have been addressed with local Communities | |||
| Investigate diverse language groups and local customs | |||
| Identify extended family structures and clans in physical and geographical locations | |||
| Relate natural structures and associated stories about Ancestral beings from the Creation Period to landscape features and sites | |||
| Identify social structures that define the social positions, behaviours and obligations in local Communities | |||
| Identify the kinship system for determining roles and responsibilities | |||
| Acknowledge and record beliefs that determine Aboriginal and/or Torres Strait Islander cultural protocols | |||
| Define and document the connection between spirituality and the land in local and trans-local terms of identity, culture and food | |||
| Relate the historical and present living environments to Dreaming stories and cultural knowledge | |||
| Recount cultural language and customs embedded in the relationship to the land and cultural sites | |||
| Define and document the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape | |||
| Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways and how it relates to sites work | |||
| Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture | |||
| Record impacts of disintegration and disconnection on Aboriginal and/or Torres Strait Islander sites | |||
| Acknowledge and respect the evolving nature of the Dreaming |
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: