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 |
|---|---|---|---|
| Attend actively to source utterance, and identify and adjust physical position to optimise sound or visual reception and visual cues. | |||
| Anticipate purpose and intent and strategies being used by the source to develop ideas. | |||
| Use strategies to identify and retain key information. | |||
| Identify relationships between verbal or signed language and non-verbal language, and identify cultural and other factors affecting meaning. | |||
| Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. | |||
| Recall information from basic notes or memory. | |||
| Recognise and address issues in message transfer associated with the setting, language and concepts. | |||
| Reproduce message, maintaining its logical sequence and communicative intent. | |||
| Deliver interpreting effectively, appropriate to audience and setting, without undue delay. | |||
| Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. | |||
| Evaluate performance in line with issues encountered and assignment requirements. | |||
| Determine personal impact of assignment and identify need for debriefing and counselling. | |||
| Consider process improvement strategies. |
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: