Assessor Resource

Produce ceramics

Assessment tool

Version 1.0
Issue Date: May 2019

People still developing their ceramics expertise apply the skills and knowledge in this unit. They produce finished ceramic items building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

This unit describes the performance outcomes, skills and knowledge required to produce ceramics through the exploration and application of a range of techniques, tools, equipment and materials.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Not applicable.

Employability Skills

This unit contains employability skills.

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

produce ceramic pieces that show some technical proficiency in chosen techniques

work with ideas and techniques and bring them together in finished work

adapt the capabilities of ceramic-making techniques and resources.

Context of and specific resources for assessment

Assessment must ensure access to:

tools, equipment and materials used in ceramic work.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of technical execution of work pieces produced by the candidate

direct observation of ceramic work in progress

questioning and discussion of the candidate’s intentions and work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUVPRP301A Produce creative work.

Submission Requirements

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)

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.

Required skills

communication skills to discuss ideas for ceramic making with others

learning skills to:

improve techniques to produce ceramics through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary ceramics practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce ceramics

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in ceramic making

physical properties and capabilities of a range of materials, tools and equipment used in ceramic making

work space requirements for ceramic making, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for ceramic-making tools, materials and equipment

historical and theoretical contexts for ceramics and how they may be used to inform individual practice

elements and principles of design and their particular application to ceramic work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of ceramic-making tools, materials and equipment

OHS procedures that apply to ceramic making.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Ideas may be influenced by:

current capability with techniques

historical and theoretical contexts

subject matter or theme for the work, such as:

built environment

land and place

natural world

political, cultural and social issues

the body

spiritual concerns.

Techniques may include:

applied subtractive surface treatments:


inlay with other clays


firing techniques




slab-roll methods



subtractive surface treatments, such as:





Key peoplemay include:


other artists




Strategies used to assess the capabilities of techniques may involve:

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of processes.

Tools and equipment may include:

banding wheel


carving tools

kilns: electric, gas, wood or raku

kiln furniture and equipment

knives and blades

protective clothing

rolling pins or other rollers


tape measures


Materials may include:



range of clays.

Needs of the work may relate to:

availability of different resources


creative goals

preparation time

process-specific requirements




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
Explore ideas and techniques for ceramic work in consultation with key people as required 
Review historical and contemporary ceramics practice as a potential source of ideas 
Clarify ideas for ceramics based on exploration and discussion 
Assess the capabilities of ceramics techniques through practice and adaptation 
Select techniques that best support the ideas for the work 
Select and organise ceramics tools, equipment and materials suited to the chosen work 
Prepare and maintain resources based on the needs of the work 
Take responsibility for the safe and sustainable use of resources and disposal of waste 
Store resources according to the needs of different items 
Safely use and adapt ceramic techniques to create desired effects 
Review work in progress and make adjustments as required to produce final work 
Add value to the current work process and future work by documenting the work progress 
Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas 


Assessment Cover Sheet

CUVCER301A - Produce ceramics
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:



Assessment Record Sheet

CUVCER301A - Produce ceramics

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:



Student signature: