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Evidence Guide: AHCCCF409A - Participate in assessments of project submissions

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

AHCCCF409A - Participate in assessments of project submissions

What evidence can you provide to prove your understanding of each of the following citeria?

Research the applicable program guidelines

  1. Policy and program information required to participate in the assessment of projects within a region or State/Territory is obtained and reviewed.
  2. Own role and responsibilities are identified within applicable program guidelines and legislative requirements.
  3. Own knowledge of policy and program information and legislative requirements is built through involvement in development activities to achieve an understanding of the program aims and goals.
  4. Changes in policy and program information are identified for impact on assessment processes.
Policy and program information required to participate in the assessment of projects within a region or State/Territory is obtained and reviewed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own role and responsibilities are identified within applicable program guidelines and legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own knowledge of policy and program information and legislative requirements is built through involvement in development activities to achieve an understanding of the program aims and goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changes in policy and program information are identified for impact on assessment processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the submissions

  1. Project submissions are reviewed prior to the assessment committee meeting in the context of policy and program information.
  2. Personal review and ranking of projects is completed in preparation for the assessment committee meeting, in accordance with program guidelines.
Project submissions are reviewed prior to the assessment committee meeting in the context of policy and program information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal review and ranking of projects is completed in preparation for the assessment committee meeting, in accordance with program guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in committee assessment process

  1. Projects which meet program guidelines are identified by the committee for further assessment.
  2. Submissions seeking further funding for existing projects are identified and reviewed under separate criteria according to program guidelines.
  3. Assessments of projects, which have been processed through a local or regional assessment panel, are given a balanced consideration to manage the time taken on the assessment, and to ensure equity and fairness in the process.
  4. Projects are reviewed and ranked by the committee in terms of the priorities and other factors defined in the program guidelines.
  5. Active listening approaches and appropriate questioning techniques are used to develop an understanding and a team approach across a diverse committee/panel.
  6. Projects are selected for recommendation in accordance with program guidelines and available funds.
Projects which meet program guidelines are identified by the committee for further assessment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submissions seeking further funding for existing projects are identified and reviewed under separate criteria according to program guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessments of projects, which have been processed through a local or regional assessment panel, are given a balanced consideration to manage the time taken on the assessment, and to ensure equity and fairness in the process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Projects are reviewed and ranked by the committee in terms of the priorities and other factors defined in the program guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening approaches and appropriate questioning techniques are used to develop an understanding and a team approach across a diverse committee/panel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Projects are selected for recommendation in accordance with program guidelines and available funds.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain probity of assessment

  1. Confidentiality requirements of the assessment process are maintained.
  2. Ethical and legislative standards and procedures of the assessment process are followed.
Confidentiality requirements of the assessment process are maintained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ethical and legislative standards and procedures of the assessment process are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following:

use monitoring techniques suitable for the environment and species

install and use monitoring equipment

develop systems to capture, maintain and analyse data

make observations and record data on species diversity and abundance

review data to ensure the monitoring process is correctly targeted and implemented.

Context of and specific resources for assessment

Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Required Skills and Knowledge

Required skills

participate in committees

understand team development

rank competing projects

use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks

use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views

use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data

use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Required knowledge

rural industries and/or natural resource management principles

scope of programs

regional areas, community and issues in areas of communities

wide understanding of legislative and program guidelines at appropriate local, regional and State levels.

project assessment processes

program probity requirements

awareness of diversity in community

relevant legislation.

Range Statement

The range statement relates to the unit of competency as a whole.

Submissions may include:

a community group or a number of community groups. Submissions may be for a local area or for a wider region, and may incorporate funding from more than one program.