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 |
|---|---|---|---|
| Clarify and confirm workplace-based learning objectives and scope | |||
| Analyse position descriptions and work routines to determine that learning objectives can safely be met in the workplace-based learning | |||
| Establish workplace environment for learning | |||
| Identify personnel to be involved in the workplace-based learning and their job roles and responsibilities. | |||
| Arrange for integration and monitoring of workplace-based learning activities | |||
| Identify phases and duration for learners’ work-based learning | |||
| Identify need for support personnel within work-based learning | |||
| Draft plan for workplace-based learning that meets learning objectives, uses a range of learning opportunities, and outlines required safety arrangements | |||
| Obtain agreement from required personnel to finalise and implement the plan for workplace-based learning | |||
| Conduct initial meeting with learner to commence work-based learning and explain learning objectives and processes | |||
| Discuss and agree planned learning opportunities and activities according to any regulatory requirements | |||
| Select techniques for facilitating learning in the workplace to meet learners’ needs and explain intended approach to learners | |||
| Discuss and organise required support for foundation skill and learning needs within scope of own job role; and access specialist support where required | |||
| Monitor supervisory arrangements appropriate to learners’ levels of knowledge, skill and experience, provide support and encouragement, and ensure learners’ health and safety | |||
| Prepare learning environment and check equipment prior to use | |||
| Monitor and address work health and safety (WHS) hazards and risks before and during training | |||
| Oversee learning activities in workplace following the sequence of the workplace-based learning plan | |||
| Implement techniques that facilitate learners’ application of skills and knowledge to workplace activities | |||
| Observe learner cues and change approaches where necessary to engage learners and maintain momentum | |||
| Encourage learners to take responsibility for learning and to use self-reflection | |||
| Monitor effectiveness of learning relationship through regular interaction | |||
| Use interpersonal and communication techniques to close the learning relationship | |||
| Seek feedback from learners and workplace stakeholders on outcomes achieved and value of the learning relationship | |||
| Evaluate effectiveness of workplace-based learning against objectives, and the processes and techniques used | |||
| Review and reflect on own facilitation of workplace-based learning and identify areas for improvement | |||
| Recommend improvements to own workplace-based learning practice based on review process |
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: