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 key features of the education and training system, including key roles and institutions. | |||
| Identify social, cultural and professional conventions and interpersonal and institutional dynamics of two languages of two languages appropriate to and observable in complex educational contexts. | |||
| Outline the role and responsibilities of interpreters and others in complex educational contexts. | |||
| Identify the educational and developmental consequences of incorrect interpreting in complex educational contexts. | |||
| Research and develop knowledge of complex educational vocabulary and expressions in two languages. | |||
| Use intelligible pronunciation or signed production of complex educational terminology. | |||
| Receive and understand oral or signed communication using complex educational terminology in two languages. | |||
| Seek advice to clarify correct use and meaning of terms and associated processes. | |||
| Use a range of complex educational vocabulary and expressions in two languages when interpreting. | |||
| Apply prosodic features, gestures and body language appropriate to the educational context. |
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: