Student details

Full name:

Student ID:

Contact number:

Email address:

Trainer details

Full name:

Qualification/Course/Program Details

Code:

SIT40516

Name:

Certificate IV in Commercial Cookery

Unit of competency

Code:

SITXFSA002

Name:

Participate in safe food handling practices

☐ By hand to trainer/assessor ☐ By email to trainer/assessor

☐ Online submission via Learning Management System (LMS)

☐ Any other method _________________________________________________

(Please mention here)

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;

For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.

Assessment task 1

Knowledge Test (KT)

S / NS (First Attempt)

S / NS (Second Attempt)

Assessment task 2

Skills Test (ST)

S / NS (First Attempt)

S / NS (Second Attempt)

Outcome

C ☐ NYC ☐

Date assessed:

Trainer signature:

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.

Your work has been reviewed and assessed by your trainer/assessor.

You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.

You have been provided with relevant and detailed feedback.

Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

Result of Assessment (satisfactory or unsatisfactory)

Student name, signature and date

Assessor name, signature and date

Relevant and detailed feedback

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment.

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this assessment task.

☐ The due date of this assessment task is in accordance with your timetable.

☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

Declaration (Student to complete)

☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:     

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.

The Knowledge Test is comprised of twenty-two (22) written questions

You must respond to all questions and submit them to your Trainer/Assessor.

You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task

You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:        

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).

You must read and respond to all questions.

You may handwrite/use computer to answer the questions.

You must complete the task independently.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisation’s Student Handbook.

Location:

This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering written questions:

Complete a written assessment consisting of a series of questions.

You will be required to answer all the questions correctly.

Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what information is needed in the answer.

Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

You must write your responses in your own words.

Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.

When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

The purpose of this assessment task is to assess the students’ knowledge essential to participate in safe food handling practices in a range of contexts and industry settings:

Knowledge to report incidents of animal or pest infestation.

Knowledge to follow instructions for items intended for single use.

Knowledge to control food hazards at critical control points.

Knowledge to use cooling and heating processes that support microbiological safety of food.

Knowledge to detect and report non-conforming practices.

Knowledge to store food at controlled temperatures.

Knowledge to mark and separate from other foodstuffs.

Knowledge to clean and sanitise equipment, surfaces and utensils.

Knowledge to access and use organizational food safety program.

Knowledge to monitor food temperature during preparation.

Knowledge to take corrective actions for incidents where food hazards are not controlled.

Knowledge to use appropriate containers and prevent accumulation.

Knowledge to dispose of or report chipped, broken or cracked eating, drinking or food handling utensils.

Knowledge to follow policies and procedures in food safety program.

Knowledge to store food in environmental conditions.

Knowledge to ensure that frozen items remain frozen during storage.

Knowledge to ensure food handling areas are free from animals and pests.

Knowledge to achieve microbiological safety.

Knowledge to complete food safety monitoring processes and documents.

Knowledge to store, display and provide single use items to protect from damage and contamination.

Knowledge to detect and report cleaning, sanitising and maintenance requirements.

Knowledge to dispose of food promptly to avoid cross-contamination.

Knowledge to choose food storage conditions for specific food type.

Knowledge to certify safety of food prepared, served and sold.

Reading knowledge to read and interpret food safety programs, policies, procedures and flow charts that identify critical control points.

Writing skills to complete documentation for monitoring food safety.

Numeracy knowledge to calibrate and use a temperature probe and calculate timings.

Knowledge to plan and organise to coordinate different food handling tasks to take account of food safety issues.

Task instructions

This is an individual assessment.

The purpose of this assessment task is to assess the students’ knowledge essential to recruit, select and induct staff in a range of contexts and industry settings.

To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.

All questions must be answered in order to gain competency for this assessment.

Q1:

a) Why is it important to have a food safety program? Write your answer in 100-150 words.

b) How do you access and use information from organisational food safety programs? Write your answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q2:

Write six (6) methods to ensure the safety of served and sold food.

Satisfactory response

Yes ☐

No ☐

Q3:

List six (6) policies and six (6) procedures that can be included in a food safety program?

Satisfactory response

Yes ☐

No ☐

Q4:

a) How will you control food hazards at critical control points? Write your answer in 50-100 words.

b) What do hotels and restaurants need to do to avoid accumulation of garbage and recycle materials and how can these businesses organise their garbage storage and disposal? Answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q5:

Explain briefly what steps need to be taken in a food safety monitoring process. Write your answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q6:

How will you identify and report non-conforming practices? Write your answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q7:

List seven (7) actions must be considered and implemented correctly, to avoid incidents where food hazards are not controlled.

Satisfactory response

Yes ☐

No ☐

Q8:

Write down the appropriate food storage conditions for each specific food type listed in the table.

Satisfactory response

Yes ☐

No ☐

Q9:

a) Discuss which environmental conditions can be detrimental to the storage of food and how food should be stored for quality purposes. Write your answer in 100-150 words.

b) What is the importance of a controlled temperature, for storing food? Write your answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q10:

a) Explain the meaning of contaminant, contamination and potentially hazardous foods, according to Australia and New Zealand food standards code, in 50-100 words.

b) Write the reasons for why you need food safety programs and what they must contain? List five (5) for each.

c) What are two (2) consequences of failure to observe food safety policies and procedures.

Satisfactory response

Yes ☐

No ☐

Q11:

a) How can you ensure items remain frozen during storage? Write your answer in 50-100 words.

b) How can you maintain the food handling areas safely from animals and pests, to prevent any damage to the food or equipment? Write your answer in one (1) or two (2) sentences.

Satisfactory response

Yes ☐

No ☐

Q12:

Briefly explain the cooling and heating processes, that support microbiological safety of food. Write your answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q13:

a) How can you monitor food temperature during preparation, using an appropriate temperature measuring device? Write your answer in 50-100 words.

b) Mention six (6) food safety monitoring techniques.

Satisfactory response

Yes ☐

No ☐

Q14:

What are the six (6) steps taken, to protect food from any contamination, ensuring safety during food preparation?

Satisfactory response

Yes ☐

No ☐

Q15:

How will you store, display and provide single use items, to protect them from damage and contamination? List any four (4) methods.

Satisfactory response

Yes ☐

No ☐

Q16:

a) List any seven (7) single use items.

b) Food contaminations is a serious problem and can have bad outcomes. List any five (5) customer groups, who could be generally considered as being at high risk? For each justify why this might be the case. Write your answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q17:

a) Briefly define the terms cleaning, sanitising and pest control and list two (2) piece of equipment and/or materials that may be used in such processes. Write your answer in 100-150 words.

b) List at least two (2) aspects for each cleaning, sanitising and maintenance relevant to food preparation and storage.

Satisfactory response

Yes ☐

No ☐

Q18:

a) What are the seven (7) principles of HACCP?

b) Explain HACCAP and what does it stands for in 40-50 words.

What are the five (5) aspects HACCP method of controlling food safety?

Satisfactory response

Yes ☐

No ☐

Q19:

Write the critical control points for the specific food products given in the table.

Satisfactory response

Yes ☐

No ☐

Q20:

a) Discuss the procedure of disposing and reporting damaged food handling utensils in 50-100 words

b) Explain briefly two (2) methods for disposing of food promptly to avoid cross-contamination.

c) Write down any five (5) different steps that can be taken when disposal food is identified.

Satisfactory response

Yes ☐

No ☐

Q21:

a) Mention three (3) main types of safety hazards and contamination.

b) Write four (4) conditions for the development of microbiological contamination.

c) Explain the meaning of the temperature danger zone and provide an explanation of the two-hour and four-hour rule?

Satisfactory response

Yes ☐

No ☐

Q22:

a) List five (5) food safety standards and four (4) chapters of food standard codes.

b) Mention five (5) local government food safety regulations and five (5) food safety inspection rules.

Satisfactory response

Yes ☐

No ☐

Outcome

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of this assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment.

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT).

☐ The due date of this assessment task is in accordance with your timetable.

☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

Declaration (Student to complete)

☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment type

Skills Test (ST) – Participate in safe food handling practices.

Instructions provided to the student:

Assessment task description:     

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task is comprised of a Skill Test (ST).

You are required to participate in safe food handling practices in this assessment task.

Student must submit the following documents to assessor/trainer as an evidence of their skill knowledge.

Completed templates of:

Food safety monitoring process.

Food storage sheets.

Food identification forms.

Temperature control templates.

Food processing/cooking templates.

You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:        

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).

You will be assessed independently on this assessment task.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.

Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisation’s Student Handbook.

Location:

This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for attempting the skills test:

The assessment task requires the student to participate in safe food handling practices.

Student must concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information.

You will be required to correctly attempt all activities of this assessment task.

Purpose of the assessment

This assessment task is designed to evaluate your following skills and abilities:

Skills to report incidents of animal or pest infestation.

Skills to follow instructions for items intended for single use.

Skills to control food hazards at critical control points.

Skills to use cooling and heating processes that support microbiological safety of food.

Skills to detect and report non-conforming practices.

Skills to store food at controlled temperatures.

Skills to mark and separate from other foodstuffs.

Skills to clean and sanitise equipment, surfaces and utensils.

Skills to access and use organizational food safety program.

Skills to monitor food temperature during preparation.

Skills to take corrective actions for incidents where food hazards are not controlled.

Skills to use appropriate containers and prevent accumulation.

Skills to dispose of or report chipped, broken or cracked eating, drinking or food handling utensils.

Skills to follow policies and procedures in food safety program.

Skills to store food in environmental conditions.

Skills to ensure that frozen items remain frozen during storage.

Skills to ensure food handling areas are free from animals and pests.

Skills to achieve microbiological safety.

Skills to complete food safety monitoring processes and documents.

Skills to store, display and provide single use items to protect from damage and contamination.

Skills to detect and report cleaning, sanitising and maintenance requirements.

Skills to dispose of food promptly to avoid cross-contamination.

Skills to choose food storage conditions for specific food type.

Skills to certify safety of food prepared, served and sold.

Reading skills to read and interpret food safety programs, policies, procedures and flow charts that identify critical control points.

Writing skills to complete documentation for monitoring food safety.

Numeracy skills to calibrate and use a temperature probe and calculate timings.

Skills to plan and organise to coordinate different food handling tasks to take account of food safety issues.

Task instructions

This is an individual assessment.

The purpose of this assessment task is to assess the students’ knowledge essential to recruit, select and induct staff in a range of contexts and industry settings.

To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.

All questions must be answered in order to gain competency for this assessment.

This assessment task requires you to assume/ take on the role of a chef.

You must:

Follow predetermined procedures as outlined in a food safety program.

Comply with the requirements contained within the Australia New Zealand Food Standards Code.

Trainer/assessor must provide the resources provided in Appendix C.

You must use the templates provided to document your response.

Hazards

Non-conforming practices

Controls

Corrective actions

Hazards

Non-conforming practices

Controls

Corrective actions

Hazards

Non-conforming practices

Controls

Corrective actions

Food and its category

Storage type

Storage temperature

Hazards

Checks implemented

Controls and monitoring

Corrective actions

Food and its category

Storage type

Storage temperature

Hazards

Checks implemented

Controls and monitoring

Corrective actions

Food and its category

Storage type

Storage temperature

Hazards

Checks implemented

Controls and monitoring

Corrective actions

Dish cooked

Cooking temperature

Time

Food marked for disposal

Food items disposed

Dish cooked

Cooking temperature

Time

Food marked for disposal

Food items disposed

Dish cooked

Cooking temperature

Time

Food marked for disposal

Food items disposed

Trainer/ Assessor to complete

Assessment activities to be completed

Participate in safe food handling practices

For a full project outline, please refer to the student assessment instructions

Resources required for the unit assessment task

Unit assessment guide template

Access to live or simulated working environment

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Successfully detected and reported non-conforming practices as well as accomplish food safety monitoring processes and documents.

Demonstrated skills to certify safety of food prepared, served and sold as well as utilized cooling and heating processes that support microbiological safety of food.

Illustrated skills to follow instructions for items intended for single use as well as store, display and provide single use items so that they are protected from damage and contamination.

Explained equipment operating procedures, especially how to calibrate, use and clean a temperature probe and how to identify faults as well as high-risk customer groups.

Demonstrated skills to find incidents where food hazards are not controlled take corrective actions over there and for specific food types choose food storage conditions.

Successfully utilised suitable containers and avoided accumulation of garbage and recycled matter as well as reported or disposed of chipped, broken or cracked eating, drinking or food handling utensils.

Explained the contents of organisational food safety program, especially procedures, associated requirements, and monitoring documents as well as different food monitoring techniques and procedure to certify the safety of food which is served and sold.

Illustrated skills to store food in environmental conditions and controlled temperature to avoid contamination in order to maximise freshness, quality appearance as well as certify that frozen items remain frozen.

Demonstrated skills to Demonstrate and split up disposal food for disposal from other food stuff until disposal is complete as well as prevent contamination by disposing of food promptly.

Explained briefy Hazard Analysis and Critical Control Points (HACCP) principles, procedures and process which must include:

Critical control points for the specific food production system and the predetermined methods of control, especially time and temperature controls used in various stages for food safety.

Main types of safety hazards and contamination.

Conditions for development of microbiological contamination.

Environmental conditions and, temperature controls, for storage.

Temperature danger zone and the two-hour and four-hour rule.

Successfully achieved microbiological safety by using required temperature measuring devices to monitor food temperature during preparation.

Skills to report incidents of animal or pest infestation and take measures within scope of responsibility to certify food handling areas are free from animals and pests.

Successfully illustrated key features of commonwealth, state or territory and local food safety compliance requirements as:

Contents of national codes and standards that underpin regulatory requirements

Reasons for food safety programs and what they must contain

Local government food safety regulations and inspection regimes

Consequences of failure to observe food safety policies and procedures

Demonstrated skills to clean and sanitise equipment, surfaces and utensils as well as find and report cleaning, sanitising and maintenance requirements.

Outcome

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Reasonable Adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

 LLN

 Speaking

 Reading

 Writing

 Confidence

 Verbal assessment

 Presentations

 Demonstration of a skill

 Use of diagrams

 Use of supporting documents such as wordlists

 Non-English Speaking Background

 Speaking

 Reading

 Writing

 Cultural background

 Confidence

 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

 Use methods that do not require a higher level of language or literacy than is required to perform the job role

 Use short sentences that do not contain large amounts of information

 Clarify information by rephrasing, confirm understanding

 Read any printed information to the student

 Use graphics, pictures and colour coding instead of, or to support, text

 Offer to write down, or have someone else write, oral responses given by the student

 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

 Indigenous

 Knowledge and understanding

 Flexibility

 Services

 Inappropriate training and assessment

 Culturally appropriate training

 Explore understanding of concepts and practical application through oral assessment

 Flexible delivery

 Using group rather than individual assessments

 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

 Age

 Educational background

 Limited study skills

 Make sure font size is not too small

 Trainer/Assessor should refer to the student’s experience

 Ensure that the time available to complete the assessment takes account of the student’s needs

 Provision of information or course materials in accessible format.

 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

 Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

 Changes to course design, e.g. substituting an assessment task

 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

 Educational background

 Reading

 Writing

 Numeracy

 Limited study skills and/or learning strategies

 Discuss with the Student previous learning experience

 Ensure learning and assessment methods meet the student’s individual need

 Disability

 Speaking

 Reading

 Writing

 Numeracy

 Limited study skills and/or learning strategies

 Identify the issues

 Create a climate of support

 Ensure access to support that the student has agreed to

 Appropriately structure the assessment

 Provide information or course materials in accessible format, e.g. a text book in braille

 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

 Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

 Changes to course design, e.g. substituting an assessment task

 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used

Trainer/Assessor Name

Trainer/Assessor Declaration

I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.

Trainer/Assessor Signature

Date

Unit of Competency Name

Trainer/Assessor Name

Student Name (Optional)

Dates of Training

Employer/Work site (if applicable)

Date of Evaluation

A

Logistics and Support Evaluation

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

1

The communication regarding the required attendance and time to study to pass this unit was correct

2

The staff were efficient and helpful.

3

The training equipment and material used was effective and prepared.

4

The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)

Additional Comments on Logistics and Support

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

B

Trainer/Assessor Evaluation

1

The trainer/assessor was prepared and knowledgeable on the subject of the program

2

The trainer/assessor encouraged student participation and input

3

The trainer/assessor made use of a variety of methods, exercises, activities and discussions

4

The trainer/assessor used the material in a structured and effective manner

5

The trainer/assessor was approachable and respectful of the learners

6

The trainer/assessor was punctual and kept to the schedule

7

The trainer/assessor was easy to understand and used the correct language

Additional Comments on Training

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

C

Learning Evaluation

1

The learning outcomes of the unit are relevant and suitable.

2

The content of the unit was relevant and suitable for the target group.

3

The length of the training was suitable for the unit.

4

The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.

5

The learning material was free from spelling and grammar errors

6

Handouts and exercises were clear, concise and relevant to the outcomes and content.

7

Learning material was generally of a high standard, and user friendly

Additional Comments on Learning Evaluation