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 |
|---|---|---|---|
| Interact with children and young people in a fair, and strength-based positive manner. | |||
| Use communication strategies with children and young people to support effective interaction and problem-solving. | |||
| Recognise cultural sensitivities and adapt style and language to accommodate cultural values and practices. | |||
| Identify potential causes of conflict and use effective defusing responses. | |||
| Use negotiation techniques to divert and minimise aggressive behaviour. | |||
| Examine cause and effect and encourage responsibility and accountability for behaviour and its outcomes. | |||
| Use formal and informal methods to observe, monitor and gather information about individual and group behaviour. | |||
| Assess behaviour for potential conflict and use preventative and defusing strategies. | |||
| Investigate behaviour and interactions in a fair, objective and consistent manner. | |||
| Check information received from others for accuracy and determine the response consistent with the issues and their seriousness. | |||
| Make decisions on actions that are consistent with all available evidence and organisational policies and procedures. | |||
| Seek specialist advice and make referrals where required to meet the needs of children and young people. | |||
| Encourage and assist children and young people to maintain contact with family, friends and support according to services and resources available. | |||
| Support contacts between children and young people and networks in the community according to organisational procedures. | |||
| Refer children and young people and family to community services and suitable specialists according to the nature and urgency of needs. | |||
| Make and support contact with family and friends and supporters in accordance with children and young people interests, and organisational policies and procedures. | |||
| Assist children and young people to develop and maintain positive attitudes and relationships with staff, services, agencies, personal supporters from cultural groups including traditional elders, youth workers, respected members of the young person’s community, and cultural, sporting and associations. | |||
| Encourage and support the development of self confidence in children and young people. | |||
| Encourage children and young people to develop positive healthy relationships with others. | |||
| Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement. | |||
| Confirm the implications of risk taking behaviour clearly, calmly and objectively. | |||
| Use techniques to redirect behaviour according to organisational policies and procedures. | |||
| Provide reports of incidents arising from risk taking and unacceptable behaviour that are accurate, clear and comply with procedures. | |||
| Report on the effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing. | |||
| Select strategies and responses for their potential to provide role models and examples of confident and assertive behaviour. | |||
| Carry out intervention strategies according to an analysis of the situation and organisational policies and procedures. | |||
| Use opportunities to acknowledge and reward positive progress in behaviour and relationships. |
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: