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 |
|---|---|---|---|
| Ensure cultural Knowledge Holders inform the decision-making process to determine the cultural significance of Aboriginal and/or Torres Strait Islander sites and places | |||
| Acknowledge the determination of Aboriginal and/or Torres Strait Islander Peoples as the primary source, and owners of information about the cultural significance of a particular site and landscape | |||
| Seek permission from appropriate local cultural Knowledge Holders and/or Cultural Authority to collect and share cultural knowledge | |||
| Acknowledge and respect traditional knowledge and practices in managing Country and environment | |||
| Investigate and record Aboriginal and/or Torres Strait Islander history and beliefs embedded in a place of cultural significance | |||
| Investigate and record the embodiment of cultural significance in the place | |||
| Determine the difference between an assessment of cultural significance and a statement of cultural significance in consultation with stakeholders | |||
| Consult with colleagues and experts to identify factors that may impact on the assessment, and incorporate them into planning work | |||
| Collect information relevant to the assessment of cultural significance in collaboration with relevant experts and/or Cultural Authorities | |||
| Assess the cultural significance of the site in accordance with the Burra Charter guidelines and legislative requirements | |||
| Prepare a statement of cultural significance consistent with the assessment findings, in collaboration with relevant experts in Community, and/or Cultural Authorities and legislative requirements | |||
| Seek feedback from colleagues and stakeholders on statement of significance |
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: