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 scope and boundaries of the mentoring relationship according to organisational procedures | |||
| Develop and document mentoring plan according to organisational requirements | |||
| Establish ground rules and negotiate realistic expectations with the mentee | |||
| Establish and maintain confidentiality of the mentoring relationship according to legislative requirements and organisational policies and procedures | |||
| Undertake activities intended to develop mentee’s confidence and trust in the mentoring relationship | |||
| Share personal experiences and knowledge with mentee according to agreed objectives | |||
| Support mentee to develop and use skills in problem solving and decision making | |||
| Use personal and professional networks to assist the mentee | |||
| Provide information, and guidance to enhance engagement in the workplace | |||
| Use techniques for resolving differences without damaging the mentoring relationship, and obtain assistance according to organisational procedures | |||
| Provide planning assistance and guidance as requested by the mentee in a form and style to suit their requirements | |||
| Provide feedback to the mentee on progress towards achieving the expectations and goals of the mentoring process | |||
| Recognise and discuss changes in the mentoring relationship with stakeholders | |||
| Negotiate and manage closure of the mentoring arrangement | |||
| Establish and discuss benefits gained from the mentoring process | |||
| Reflect on and articulate the personal benefits gained from providing mentoring | |||
| Identify and report the outcomes of the mentoring arrangement and the benefits to the organisation according to organisational procedures to improve the mentoring system or program |
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: