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 |
|---|---|---|---|
| Listen to the young person to gain understanding of their experiences. | |||
| Foster communication exchanges that support the development of trust and rapport. | |||
| Process information about the young person’s situation from their perspective. | |||
| Use communication strategies to engage young person. | |||
| Adapt style of communication and language to accommodate cultural values and practices. | |||
| Maintain young person’s confidentiality as the primary stakeholder. | |||
| Adapt all actions and discussions to reflect young person’s individual stage of development. | |||
| Evaluate issues in relation to young person’s sub-cultural identity and modify approaches according to individual needs. | |||
| Select activities and resources to support young person’s strengths, offer choice and value diversity. | |||
| Interact with young people in ways that are relevant to their culture and background. | |||
| Apply youth-centred practices when working with young people. | |||
| Respect the rights, needs and responsibilities of the young person. | |||
| Explain worker responsibilities to the young person. | |||
| Establish and maintain professional boundaries in relationships with young people. | |||
| Identify and manage power inequities in the professional relationship. | |||
| Apply principles of ethical decision making when working with young people. | |||
| Support young person’s capacity to make their own decisions. | |||
| Recognise and reflect on areas where own biases, background and opinions influence responses to young people. | |||
| Use techniques to interact with young people that limit impact of own biases. | |||
| Seek opportunities to address concerns and areas for development of own practice. | |||
| Seek and respond to feedback from young people and their support networks. |
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: