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 and evaluate existing information that informs new concept development. | |||
| Expand the potential of new ideas by exploring a diverse range of opportunities. | |||
| Evaluate factors that impact event concept development. | |||
| Develop preliminary ideas on innovative and different ways to address needs and opportunities, in consultation with relevant stakeholders. | |||
| Use creative thinking techniques to generate innovative and creative concepts. | |||
| Challenge, test and experiment with different concepts as part of a collaborative process. | |||
| Evaluate event concepts in terms of their suitability for the target audience or purpose, feasibility and commercial potential. | |||
| Take account of regulatory, risk and sustainability considerations as concepts and ideas are developed. | |||
| Evaluate and select strategies for achieving desired outcomes. | |||
| Identify resources required to achieve desired outcomes. | |||
| Present proposed concepts in an appropriate format. | |||
| Ensure concept development process is open to ongoing refinement and testing. | |||
| Seek input and feedback on concepts from relevant stakeholders. | |||
| Seek specialist advice on creative and technical aspects of proposals as required. | |||
| Compare concepts with best practice examples of similar products, programs, processes or services. | |||
| Use creative and practical criteria to determine advantages and disadvantages of different concepts. | |||
| Evaluate constraints on the realisation of concepts. | |||
| Refine proposals based on analysis and feedback. | |||
| Verify operational practicality and cohesiveness of the concept through consultation and analysis. | |||
| Develop implementation specifications from refined concept. | |||
| Present specifications to relevant parties for funding or approval. | |||
| Facilitate effective planning and implementation through timely provision of concept information relevant to stakeholders. | |||
| Reflect on methodology used to generate concepts and ideas, and note possible future improvements. |
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: