List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Identify learning needs and goals according to any regulatory requirements, and discuss with required colleagues
Identify learner characteristics and abilities, and context for learning
Select activities, techniques and processes to facilitate learning and explain and discuss with learners
Develop and document learning plans to reflect learning theories and principles and to suit learning needs
Seek feedback and assistance from colleagues according to specific learning needs
Prepare for each session according to learning plan requirements
Obtainsupport from qualified or experienced colleagues to implement learning plans according to context for learning
Clarify with learners and reach agreement on the boundaries and expectations of the learning relationship according to legislative requirements
Develop a safe and inclusive learning relationship and sustain active learner participation using effective communication and interpersonal techniques
Explain, discuss and facilitatestructured learning activities as planned, and behaviour management strategies and delivery modes to support and reinforce new learning, build on learner strengths and identify areas for further development
Use motivational techniques to support learners to take responsibility for their own learning, meeting ethical requirements and monitoring learner interaction
Observe learner cues and change approach as required to maintain momentum and engagement
Acknowledge and support individual differences and learners with additional learning needs
Monitor effectiveness of learning outcomes
Seek feedback from learners on outcomes and value of learning achieved and learners’ perception of value of the learning process
Evaluate effectiveness of learning activities in addressing learning needs and goals
Evaluate effectiveness of own performance in managing learner engagement and learning relationships, and identify opportunities for improvements
Document evaluation outcomes as required by organisational requirements and relevant stakeholders

Assessment Cover Sheet

TAEDEL416 - Facilitate learning for young vocational learners

Assessment task 1: [title]

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:

Assessment Record Sheet

TAEDEL416 - Facilitate learning for young vocational learners

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: