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 |
|---|---|---|---|
| Access registered training organisation (RTO) assessment system and legislative and regulatory requirements and confirm assessment policies and procedures relevant to own job role | |||
| Access training and assessment strategy and delivery plan and identify purpose, target group, requirements and resources for assessment | |||
| Access and analyse unit/s of competency and assessment tool, and check that tool maps to unit/s and assessment requirements and complies with the principles of assessment and rules of evidence | |||
| Identify actions required to be undertaken by candidate and assessor in preparation for assessment | |||
| Identify and obtain resources required to meet assessment conditions according to organisational procedures | |||
| Identify where recognition of prior learning (RPL) and/or reasonable adjustment is required and can be appropriately applied to the assessment process without compromising the assessment’s integrity | |||
| Review foundation skill requirements of the unit of competency and foundation skill levels of candidates | |||
| Seek specialist advice and support where foundation skill support is required prior to assessment | |||
| Review information about candidates’ industry and/or work roles and identify any contextualisation required of assessment process | |||
| Determine and apply suitable methods to achieve required contextualisation | |||
| Record any modifications to assessment process according to organisational procedures | |||
| Explain to candidates the assessment process, performance standards, and any customisation made to assessment process, according to organisational procedures | |||
| Confirm that candidates understand and agree to assessment process and are aware of their right to appeal | |||
| Confirm with candidates that they are ready for assessment | |||
| Schedule assessment activities according to organisational procedures | |||
| Organise, contextualise, and confirm assessment activities and candidate support according to assessment tool instructions | |||
| Use agreed assessment methods and instruments to gather, organise and document evidence in a format suitable for determining competence and according to principles of assessment and rules of evidence | |||
| Identify, monitor, and address within scope of own role work health and safety (WHS) hazards and risks during evidence collection | |||
| Monitor and adjust reasonable adjustments as required to accommodate candidate needs while maintaining rigour of assessment process | |||
| Record judgement of satisfactory or not satisfactory performance on all instruments, together with reasons for that judgement | |||
| Provide candidates with feedback on performance, support and opportunities to re-submit assessments according to organisational procedures | |||
| Review collected evidence and confirm that rules of evidence and principles of assessment have been met | |||
| Ensure that required assessment activities have been completed according to VET regulatory requirements and the assessment guidance and are assessed as satisfactory before making a judgement of competence | |||
| Seek moderation to assist in making the final judgement where required and according to organisational requirements | |||
| Make assessment judgement based on evidence of individual candidate’s demonstrated competence against evidence requirements | |||
| Record judgement of competence, details of how judgement was made, and any modifications or adjustments made to assessment process | |||
| Provide feedback to candidate on performance and assessment judgement according to organisational procedures | |||
| Implement and document required follow-up for those candidates deemed not yet competent | |||
| Complete and submit assessment records and results according to organisational procedures | |||
| Seek feedback relevant to own assessment practice and according to organisational procedures | |||
| Analyse assessment and own assessment practice and feedback and identify opportunities for 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: