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 |
|---|---|---|---|
| Identify individual and learner cohort characteristics | |||
| Use identified learner characteristics to identify potential barriers to, and required support for, learning | |||
| Seek feedback on identified barriers and support needs from qualified and experienced personnel and integrate into planning | |||
| Identify and organise required support for learners’ foundation skill and other learning needs within scope of own role | |||
| Recommend referral to specialist support as required | |||
| Develop and customise session and delivery plans and resources to meet learner needs and reflect learner needs | |||
| Deliver training sessions that reflect the context, support learner characteristics and their learning needs, and use suitable facilitation techniques | |||
| Adjust facilitation techniques in response to feedback to meet individual learner and learner cohort needs | |||
| Establish and maintain a safe and inclusive learning environment | |||
| Seek feedback and advice from qualified VET teachers and/or trainers on own teaching and training practices according to organisational protocols and procedures | |||
| Seek feedback from learners regarding own teaching and training practices | |||
| Analyse obtained feedback and apply to own teaching and training practice during practicum | |||
| Observe the teaching and training practice of other qualified VET teachers and/or trainers facilitating training | |||
| Gather information from other qualified VET teachers and/or trainers about their teaching and training practice and proactively identify learnings applicable to own teaching and training practice | |||
| Participate in professional development opportunities relevant to teaching to develop and improve own teaching and training practice | |||
| Evaluate planning strategies used to address the learning needs of learners | |||
| Evaluate own facilitation techniques based on observations, review and feedback obtained from others | |||
| Identify and document opportunities to improve own planning strategies, facilitation techniques, and learning resource development and customisation skills |
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: