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 |
|---|---|---|---|
| Communicate work objectives and responsibilities to VET teachers, trainers and assessors according to legislative and regulatory requirements | |||
| Allocate development tasks to VET teachers, trainers and assessors based on their expertise and development potential and provide task instructions | |||
| Facilitate open and respectful communication and collaboration between VET teachers, trainers and assessors, considering the needs of those from diverse backgrounds | |||
| Identify opportunities for cross-collaboration among internal and external VET teachers, trainers and assessors | |||
| Provide guidance to VET teachers, trainers and assessors to enhance workplace culture | |||
| Support VET teachers, trainers and assessors according to organisational requirements to work towards their goals | |||
| Support VET teachers, trainers and assessors to work with others to identify, share ideas, report and resolve task-related issues and inefficiencies | |||
| Use problem-solving techniques to address mentoring challenges | |||
| Evaluate VET teacher, trainer and assessor performance against agreed work plans | |||
| Provide performance feedback to VET teachers, trainers and assessors according to expected organisational standards | |||
| Identify professional development opportunities to improve VET teacher, trainer and assessor performance and behaviours | |||
| Implement action plans to address VET teachers, trainers and assessors’ professional development needs |
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: