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 |
|---|---|---|---|
| Research, analyse and maintain up-to-date knowledge and awareness of the social, cultural, political, economic and legal contexts of young people. | |||
| Research, analyse and apply youth policy in practices of youth work. | |||
| Seek information about, and reflect upon, the intergenerational influences on behaviour and world view. | |||
| Interpret and apply historical and cultural perceptions of youth and the changing context of young people to youth work practice. | |||
| Interpret and apply youth contexts to youth work practice. | |||
| Identify legal frameworks which impact on context of youth work. | |||
| Research and apply models and frameworks of youth work in youth work contexts. | |||
| Interpret youth sector policy and its local impact. | |||
| Ensure supports and interventions are young person-centred. | |||
| Apply practice frameworks to maximise support for the young person as both unique and embedded in social systems. | |||
| Support young person’s agency and right to self-determination. | |||
| Identify risks that impact young people. | |||
| Identify opportunities for providing dignity to young people and their support systems. | |||
| Critically reflect on own values and experiences which may impact on approaches to youth work. | |||
| Identify privilege and adversities that influence own attitudes, expectations and assumptions in relation to young people. | |||
| Work within organisational policies, procedures and scope while also advocating for young people. | |||
| Ensure interventions and supports match the young person’s own values. |
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: