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 and note young peoples’ issues, needs and interests in community issues. | |||
| Encourage and support young people to identify common issues, needs and interests. | |||
| Discuss possibilities for responding to identified common issues, needs and interests. | |||
| Provide opportunities for young people with similar interests and needs. | |||
| Support and encourage young people to identify relationships between their issues, interests and social structures. | |||
| Map and monitor youth participation processes, including decision making and inclusion processes of groups. | |||
| Provide resources and opportunities to young people to enable them to communicate and interact with others to coordinate planned action. | |||
| Identify stakeholders interested in issues and strategies. | |||
| Gauge the interest, resources and possible roles of stakeholders. | |||
| Support young people in contacting, informing and negotiating alliances with stakeholders. | |||
| Assist young people and stakeholders to maintain contact and information flow. | |||
| Encourage young people to acknowledge key stakeholder support. | |||
| Provide information to individuals and groups to facilitate better operation of collective networks. | |||
| Offer individual and group support on an ongoing basis. | |||
| Use group processes to monitor progress and adapt and further develop plans. | |||
| Support groups to monitor and record progress. | |||
| Assist groups to identify intended and unintended outcomes and consequences of their actions on an ongoing basis. | |||
| Evaluate strategies and group processes. | |||
| Provide reports of outcomes to stakeholders and the organisation. | |||
| Celebrate achievements, including personal development, skills development and social change. |
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: