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 |
|---|---|---|---|
| Demonstrate a commitment to, and value of, learning through own personal performance | |||
| Include learning and training strategies as an integral part of work and performance plans | |||
| Reflect diversity of needs and opportunities in learning and training strategies and plans | |||
| Prepare and recommend resource proposals to support workplace learning | |||
| Ensure consultation and negotiation with training and development professionals results in the planning and provision of learning that enhances individual, team and workplace performance | |||
| Develop and support workplace environments and contexts that facilitate learning | |||
| Identify and promote external and internal opportunities for learning | |||
| Collaboratively develop learning plans to meet individual, team and workplace goals | |||
| Facilitate individual and team access to, and participation in, learning opportunities | |||
| Plan and provide individual and team learning and training in consultation with learners and training specialists, where appropriate | |||
| Use workplace activities as opportunities for learning | |||
| Encourage personnel to take advantage of learning opportunities | |||
| Ensure coaching and mentoring contributes effectively to development of workplace knowledge, skills and attitudes | |||
| Share benefits of learning with others in team and workplace | |||
| Provide opportunities for learners to continue utilising and extending new skills and knowledge | |||
| Recognise workplace achievement through timely and appropriate recognition, feedback and rewards | |||
| Monitor individual and team performance to determine the type and extent of required additional work-based support | |||
| Use feedback from individuals and teams to make improvements to future learning arrangements | |||
| Monitor effectiveness and efficiency of learning and training programs, and prepare recommendations for improvement | |||
| Negotiate adjustments to learning plans and activities with training and development personnel to achieve improvements to learning effectiveness | |||
| Document and maintain learning plans, records and reports of competency according to workplace systems and procedures |
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: