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 |
|---|---|---|---|
| Inspect site for conditions likely to affect safe implementation of felling activities | |||
| Identify and report site environmental conditions to appropriate personnel | |||
| Determine fall zone, and implement control measures to minimise risks and hazards in the zone according to safe work procedures | |||
| Monitor location and activity of other personnel on worksite, and implement control measures according to workplace safety procedures | |||
| Identify trees considered outside own skill level, and seek assistance from appropriate personnel where required | |||
| Assess tree visually to identify felling characteristics, defects and stresses within tree | |||
| Confirm that tree is safe to fell | |||
| Assess and check required felling direction and possible deviation | |||
| Plan sequence of cuts to fell tree according to workplace felling procedures | |||
| Identify suitable escape routes, and clear routes of growth and other obstacles according to environmental care, workplace and regulatory requirements | |||
| Fell individual trees using selected cutting techniques according to current Australian Standards and industry codes of practice | |||
| Adjust cutting technique in response to movement and condition of tree | |||
| Use planned escape route when tree starts to fall, and monitor the fall of the tree until all movement has stopped | |||
| Delay movement back into the felling area until all tree material, including material from adjacent tree crowns, has fallen or is stable enough to allow safe access back into felling area | |||
| Report trees that are hung-up to appropriate personnel according to workplace procedures | |||
| Dispose of waste materials according to workplace environmental protection practices and/or procedures | |||
| Follow workplace health and safety procedures and manufacturer instructions to lock out equipment | |||
| Inspect chainsaw on completion of activities | |||
| Inspect for damage to chainsaw and cutting attachments, and tag for repair, service or replacement according to workplace requirements and manufacturer recommendations | |||
| Remove, clean, adjust, sharpen or replace chain and other components according to workplace requirements and manufacturer recommendations |
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: