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 |
|---|---|---|---|
| Consult with individual candidate applying for recognition services and identify assessment needs and overview of candidate’s existing skills, knowledge and experience | |||
| Explain nature and scope of the assessor-led RPL process, evidence requirements and assessor support to be provided, and confirm candidate understanding | |||
| Inform candidate of expected roles of candidate, employer and assessors in collection of evidence for the RPL, and confirm understanding | |||
| Discuss candidate’s suitability for an RPL option and confirm candidate decision to proceed | |||
| Record decision regarding candidate suitability for recognition according to organisational procedures and VET regulatory requirements | |||
| Consult with candidate to identify evidence candidate can provide to meet requirements of nationally recognised training product/s | |||
| Determine opportunities for clustering products, where evidence provided supports more than 1 training product | |||
| Identify and interpret nationally recognised training products to be used as the basis for recognition and map to agreed evidence that candidate will provide | |||
| Identify and document requirements of nationally recognised training product/s that can be met by available evidence and gaps in required evidence | |||
| Document mapping adjustments required for alternative evidence and additional tasks for candidate to complete in order to meet evidence requirements of training products | |||
| Discuss mapping outcomes and agree additional required evidence with candidate | |||
| Determine requirements for reports from other parties, and the other evidence that must be supplied to validate those reports | |||
| Set out options for collecting required evidence that meet the criteria of nationally recognised units of competency and assessment instruments and reflect candidate needs and skills, knowledge and experience | |||
| Develop evidence guides and templates in consultation with assessors who undertake recognition assessments | |||
| Document plain English exemplars and evidence checklists to support candidate in their application for recognition | |||
| Identify and record required support for candidate and any employer/s | |||
| Ensure that recognition tools are validated by peers and industry | |||
| Finalise agreed, tailored and validated RPL assessment kit and seek required approval | |||
| Provide advice to facilitate collection of evidence | |||
| Confirm that required support for candidate and any employer/s is in place | |||
| Monitor the evidence collection process to ensure that the rules of evidence are met and candidate privacy and confidentiality are maintained | |||
| Review collected evidence, confirm the rules of evidence and principles of assessment are met | |||
| Make assessment judgement based on the evidence collected to support the candidate’s competence | |||
| Advise candidates of assessment outcome and provide guidance to candidates where competence is not achieved | |||
| Discuss gap assessments and potential active learning projects on the job where relevant with candidate and any required employers | |||
| Record outcome of recognition process and feedback provided to candidate according to organisational procedures |
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: