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 purpose, target group, learning resources and requirements for training from the training and assessment strategy | |||
| Access nationally recognised units of competency or other performance benchmarks and identify required standard of performance | |||
| Arrange and review delivery plan, session plans and learning resources according to legislative and regulatory requirements | |||
| Identify and organise required support for foundation skill and learning needs within scope of own role; and make necessary adjustments and/or access specialist support where required | |||
| Identify and assess safety constraints and risks to training in line with work health and safety (WHS) policies and procedures | |||
| Review information about learner characteristics and needs and their work context to identify customisation needs | |||
| Customise session plans and learning resources to suit learners and their context | |||
| Record amendments according to organisational procedures | |||
| Prepare learning environment and check equipment prior to use according to organisational requirements | |||
| Facilitate face-to-face training sessions according to session plans | |||
| Use training facilitation techniques and activities that support and engage individual learners and groups of learners | |||
| Present information to individuals and groups using presentation techniques and aids | |||
| Identify and monitor health and safety hazards and risks, and implement and adjust risk controls to address risks during training | |||
| Maintain and store training records according to organisational requirements | |||
| Monitor and document learner progress according to organisational procedures | |||
| Monitor individual and group learning to identify learner difficulties and training challenges | |||
| Adapt session plans and adjust training facilitation techniques to respond to diverse learner needs and maintain learner motivation, engagement and commitment | |||
| Seek learner feedback according to organisational procedures | |||
| Analyse own practice of facilitating training and identify opportunities for improvements |
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: