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 and document Community values relevant to program activities for planning of promotional and group activities | |||
| Seek permissions and advice from Cultural Authority in accordance with Community protocols | |||
| Work with Cultural Authority to identify Community Elders or Custodians and their roles within the Community relevant to Community consultation | |||
| Research history of Community relevant to program, and seek permission from Community Elders and Cultural Authorities to use research in promotional, educational and group activities | |||
| Identify relevant documents, symbols, places of value and oral traditions to place program and group in local context | |||
| Identify Community plans and seek permission from Community Elders and Custodians to use plans in promotional, educational and group activities | |||
| Identify current Community social and environmental issues and plans through consultation with Community Elders and Custodians | |||
| Identify potential roles of program to Community | |||
| Manage interaction with Community to build rapport with individuals and groups | |||
| Establish and maintain consultation processes with Community members and groups in accordance with permissions and Community protocols | |||
| Maintain image of program in Community by following Community protocols, acknowledging Community concerns and promoting positive image of program |
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: