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 and interpret the regulatory standards for RTOs and associated VET regulator guidance to support RTO compliance | |||
| Access and interpret regulatory and compliance requirementsrelevant to the role of a VET teacher, trainer and assessor | |||
| Access and interpret the Australian Qualifications Framework (AQF) and how it applies to the delivery of vocational education and training | |||
| Identify, access and interpret information on VET policy and how it may impact roles and responsibilities of VET teachers, trainers and assessors | |||
| Identify job roles and functions, including related work processes, within VET environments | |||
| Analyse organisational policies and procedures relevant to VET teachers, trainers and assessors that are applicable to a VET environment | |||
| Identify and access opportunities to increase knowledge of VET compliance frameworks and quality improvement processes | |||
| Identify the range of learner cohorts undertaking training within the VET sector including the needs and expectations of each | |||
| Interpret common processes used to identify and address individual learner needs | |||
| Identify organisational, legislative and regulatory requirements associated with working with vocational learners | |||
| Identify best practice principles related to learner diversity and inclusivity | |||
| Interpret processes used to seek and act on feedback from vocational learners to improve the quality of training and assessment in a VET environment | |||
| Evaluate own vocational competency and industry currency in relation to meeting regulatory and other standards when working as a VET teacher, trainer and assessor | |||
| Identify digital technology requirements relevant to the role of VET teachers, trainers and assessors | |||
| Identify sources of feedback from industry, colleagues and learners to improve professional practice | |||
| Identify opportunities to improve skills and knowledge to enhance professional practice | |||
| Develop a plan to build and maintain vocational competency and industry currency, and skills and knowledge required for the delivery of vocational training including digital 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: