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 |
|---|---|---|---|
| Manage movement through park or cultural site to minimise disturbance and degradation | |||
| Comply with local Community protocols, legislative requirements, Codes of Practice and the cultural site management strategy and plan | |||
| Survey an area for landforms and waterways that may have cultural or natural significance | |||
| Record and document any signs of culturally significant Aboriginal and/or Torres Strait Islander activity | |||
| Review activities in area of potential cultural significance, and maintain, modify or halt activities to maintain significance | |||
| Record the impact of the non-Aboriginal and/or Torres Strait Islander activities at the culturally significant site | |||
| Seek advice from Aboriginal and/or Torres Strait Islander stakeholders or Cultural Authorities about the culturally significant site | |||
| Record field notes of location in terms of area features, survey markers or global positioning | |||
| Document reasons for identifying potential significance | |||
| Refer location to stakeholders or Cultural Authorities for further directions | |||
| Follow work health and safety policies and procedures when working on site | |||
| Identify and record immediate and longer-term threats or risks associated with the conservation of the place according to organisation requirements | |||
| Take interim protective measures to avoid degradation, disturbance and deterioration | |||
| Modify existing activities of personnel and visitors to reduce or eliminate risks to the significance of the place | |||
| Collate and record field notes on location | |||
| Review organisational records to reveal any existing information about the non-Aboriginal and/or Torres Strait Islander significance of the place | |||
| Report finding and interim protective measures to colleagues | |||
| Seek advice on the potential cultural and natural significance of the place and any additional required protective measures from stakeholders or cultural reference group, from specialists in or external to the organisation | |||
| Document and report interim assessment of place according to legislative requirements, best practice guidelines and Codes of Practice |
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: