Assessment Tools

CGEA
SAMPLE
ASSESSMENT TOOLS
21771VIC Certificate I in General Education for Adults

(Introductory)
21773VIC Certificate II in General Education for Adults
ACKNOWLEDGMENTS
This resource has been developed as part of the CGEA Professional Development project via the Curriculum Maintenance
Manager (CMM) General Studies and Further Education. The project has been funded by the Adult, Community and Further
Education Board.
Published by the Department of Planning and Community Development

© State of Victoria 2010
This work is copyright. It may be reproduced in whole or in part for study or training purposes,
subject to the inclusion of an acknowledgement of the source.
Apart from any use permitted under the Copyright Act 1968,
it is not to be used for commercial use or sale.
Requests for other use should be addressed to
Department of Planning and Community Development,
General Manager, Adult, Community and Further Education
PO Box 2392, Melbourne, VIC 3001.
This document is available under a “Preserved Integrity” licence for educational purposes – see
www.aesharenet.com.au/P4
Contents
1 Introduction ........................................................................................................................... 5
Introduction to assessment .................................................................................................... 5
Incorporating Principles of Assessment............................................................................. 5
Formative and Summative Assessment ............................................................................ 6
What is an Assessment Tool? ........................................................................................... 6
2 Developing assessment tools.............................................................................................. 8
Validation and Moderation............................................................................................... 11
3 Sample Assessment Tools................................................................................................. 12
Sample assessment tool 1................................................................................................... 12
Assessor Guidelines........................................................................................................ 20
Instructions For The Learner ........................................................................................... 22
Learner Planning Sheet................................................................................................... 23
Sample Questions ........................................................................................................... 26
Peer Assessment Sheet .................................................................................................. 32
Summary Of Evidence..................................................................................................... 33
Validate Assessment Tools Checklist.............................................................................. 36
Competency Mapping...................................................................................................... 39
Sample assessment tool 2................................................................................................... 41
Learner Planning Sheet................................................................................................... 53
Observation Of Presentation ........................................................................................... 57
Peer Assessment Sheet .................................................................................................. 63
Teacher Observation Checklist ....................................................................................... 64
Summary Of Evidence..................................................................................................... 67
Validate Assessment Tools ............................................................................................. 70
Competency Mapping...................................................................................................... 72
Sample Assessment tool 3 .................................................................................................. 74
Learner Planning Sheet (Water-saving) .......................................................................... 93
© State of Victoria, Version 1, January 2010 3 Sample assessment tools 3

Produced with ACFE Funding
Peer Assessment Sheet ................................................................................................ 100
Report-Writing Self-Assessment Checklist .................................................................... 101
Summary Of Evidence................................................................................................... 104
Validate Assessment Tools ........................................................................................... 107
Competency Mapping.................................................................................................... 109
Appendix 1: Assessment Tool – Competency Mapping..................................................... 113
Appendix 2: Validate Assessment Tools............................................................................ 114

1
1 Introduction
The following resource contains sample assessment tools developed as a result of practitioner
participation in an ACFE funded CGEA Assessment day conducted by the Curriculum
Maintenance Manager (CMM) General Studies and Further Education in September 2009.The
resource offers examples of assessment tools for units from the following qualifications:
Example 1: 21771VIC Certificate I in General Education for Adults (Introductory)
Example 2: 21772VIC Certificate I in General Education for Adults
Example 3: 21773VIC Certificate II in General Education for Adults
These qualifications are combined in one document which is available to download from
http://trainingsupport.skills.vic.gov.au
Search ‘Curriculum’ using any of the course codes, for example 21771VIC.
The sample assessment tools are designed to assist teachers/assessors in assessing
competence and recording results. The resource also describes the process for the
development of a range of tools. This will enable practitioners to adapt or create new tools for
specific learner groups and teaching contexts.
INTRODUCTION TO ASSESSMENT
Incorporating Principles of Assessment

In creating assessment tools you must ensure that the principles of assessment are met. This
ensures good practice but also meets AQTF requirements. The principles of assessment
require that assessment is valid, reliable, flexible and fair.
Valid – the assessment outcome needs to be supported by the evidence gathered

Reliable – that assessment is consistent and accurate, regardless of the assessor
conducting the assessment
Flexible – the assessment procedure enables reasonable adjustments to be made (for
example, timing)
Fair – that assessment is equitable for all candidates
You must also ensure that the assessment meets the rules of evidence. To meet these rules,
evidence must be:
Valid, for example, assessing the elements to the standard identified in the
performance criteria, reflecting the skills and knowledge described in the unit of
competency, showing application in the context described in the range statement
- Current, for example, demonstrate the candidate’s current skills and knowledge
- Sufficient, for example, demonstrate competence over a period of time,
demonstrate repeatable competence
- Authentic, for example, be the work of the learner, be corroborated/verified
For further discussion of these terms and how they apply in a CGEA context please refer to
Section B: Course Information of the curriculum document (pages 45-46).
Formative and Summative Assessment

Assessment can be very broadly divided into two categories, according to the nature and
purpose of the assessment – formative and summative assessment.
Formative assessment has the primary concern of teaching and learning. This type of
assessment occurs throughout the course of study and is often informal in nature. It includes
activities such as talking to learners about their work or monitoring and providing feedback on
practice tasks. Formative assessments are used to provide the student with feedback on their
performance so the learner can improve their skills, and to provide teachers with information so
they can tailor their future instruction to student needs. Formative assessment may or may not
contribute towards the final assessment; where it does, the student should be informed.
Summative assessment, on the other hand, is about providing outcomes showing student
competency. Summative assessment occurs at the end of the teaching and learning phase
and is used for recording results.
In a CGEA context, formative assessment has a critical role to play in a student’s skill
development. Students need sufficient opportunities to practise what they are learning, to
reflect on teacher feedback and also have occasion for peer and self-reflection. Summative
assessment should only occur after this process, and learners need to be aware when the
task/activity they are undertaking is intended for final assessment and reporting of their
learning.
What is an Assessment Tool?

The term Assessment Tool is used to describe the instruments and procedures for gathering,
recording and evaluating evidence of learner performance. Instruments may include the
activities, questions and assessor guidelines to rate performance. Procedures may include
information and instructions given to the assessor and learner relating to the set up of the
task/activity, how it is administered and how evidence is to be
recorded.
In accordance with AQTF Essential Standards for Registration, an assessment tool includes:
The learning or competency units to be assessed;
The target group, context and conditions for the assessment;
The task to be administered to the candidate;
An outline of the evidence to be gathered from the candidate;
The evidence criteria used to judge the quality of performance (i.e. the assessment
decision making rules:; as well as the administration, recording and reporting
requirements

2
2 Developing assessment
tools
Teachers/assessors need a comprehensive suite of assessment tools in order to assess,
record and validate their learner’s performance according to the requirements of the curriculum.
In developing effective assessment tools, a practitioner needs to have a thorough
understanding of the unit/s they are assessing and the target learner group. This section of the
guide outlines a suggested process to assist you to develop assessment tools.
The process involves a number of steps:

1. Select the unit/s for which you are developing the assessment
The units you select will be largely determined by the course packaging requirements. Where
there is some scope for flexibility, your selection should reflect your learners’ interests and
needs. For example, a priority for your learners may be to increase their participation in the
community.
2. Analyse the unit
Once the units to be delivered and assessed have been identified, careful analysis of the units
must take place. Try to envisage what a competent person would be able to do. In planning for
delivery and assessment, consider these questions:
Questions Action
1. What is the unit about? Read the unit descriptor. This will give you a
broad idea of the skill focus and level your
assessments will need to cover.
2a. What do learners need to demonstrate? Read the Elements and Performance Criteria
of the unit. A learner needs to meet all the
2b. What is the required level of
Elements to be assessed as competent in a
performance?
unit. Your assessment tools must address the
2c. What else must I use to make a Performance Criteria, which outline the
judgement of learner performance? standard required to demonstrate
achievement of the Element. These need to
be contextualised and linked to the task.
Refer also to the Required Skills and
Knowledge of the unit. This information
informs the development of your assessment
tool and guides you to make a judgement of
learner performance.
Check the Range Statement of the unit. This
outlines supplementary information in
interpreting the Performance Criteria.
3a. What do I need to assess and Refer to the Evidence Guide. This contains
document? crucial information on assessment, such as
the evidence required to demonstrate
3b. What are the critical aspects for
competence and the context in which
assessment and evidence required to
assessment should take place. It also
demonstrate competency in this unit?
provides advice on appropriate methods of
3c. What methods of assessment will enable assessment which will provide you with
the appropriate collection of evidence? guidance in formulating tools. This must be
read in conjunction with the Elements,
Performance Criteria, Required Skills and
Knowledge and the Range Statement.

3. Select resources / activities
4. Select methods of assessment
Steps 3 and 4 include making decisions about the activities and tasks to be undertaken,
resources to be used in the assessment and methods of assessment to be used to collect the
evidence required.
5. Develop the assessment tools
The following components should be included:
The context
Information to be provided to the candidate: instructions, and information on what
participants will be assessed on. These need to be explicitly explained so learners
understand how and under what conditions they will be assessed.
Consider these points:
- students must be informed as to the context, purpose and conditions of the
assessment
- a variety of assessment methods should be used to cater for various learning
styles, for example, observation and self-assessment
- ensure the assessment is not introducing anything new
Evidence to be collected
- Instructions to assessor on how to make a judgement
- Materials/resources required
- Recording requirements
Developing the recording tools – this includes the evidence-gathering documentation
In developing resources for recording assessment a teacher/assessor must ensure the
following are included:
- assessment date
- student name
- units/elements being assessed
- list of knowledge/skills to be assessed
- assessment methods used
- evidence gathered
- feedback provided result of assessment - achieved or not yet competent, for
example
- teacher/assessor name
6. Validate the tools

Validation of assessment tools is a quality review process. It involves checking that the
assessment tools will produce the required evidence and that the requirements of the unit have
been met.
The Competency Mapping Tool in Appendix 1 assists assessors with mapping the key
components in their task to the unit/s of competency to demonstrate content validity.
Use the checklist in Appendix 2 “Validate Assessment Tools” to review the assessment.
Validation and Moderation

Assessment validation is defined as:
a process for ensuring that the way a unit of competency or group of units is assessed, and the
evidence collected through these assessments, is consistent with the requirements of the unit
or group of units of competency and of industry. It includes validating the assessment process,
the assessment tools and instruments, the evidence collected using tools and instruments, and
the interpretation of that evidence to make a judgement of competence in relation to the same
unit(s) of competency.
Validation may be undertaken before, during and after the actual assessment activity occurs
and may include both formative and summative assessment. The latter includes assessment
for the purpose of granting RPL.
(Source: AQTF 2007 – Users’ Guide to the Essential Standards for Registration, p.51)
Assessment validation includes, but goes beyond, assessment moderation which is defined
as:
a process which involves assessors in discussing and reaching agreement about assessment
processes and outcomes in a particular industry or industry sector. It enables assessors to
develop a shared understanding of the requirements of specific Training Packages, including
the relevant competency standards and assessment guidelines, the nature of evidence, how
evidence is collected and the basis on which assessment decisions are made.
(Source: TAA04 Training and Assessment Training Package Glossary of Terms)
Moderation is the process of bringing assessment judgements and standards into alignment. It
is a process that ensures that the same standards are applied to all assessment results within
the same units/s of competency.
(Source National Quality Council 2009 Implementation Guide: Validation and Moderation)

3
3 Sample Assessment Tools
SAMPLE ASSESSMENT TOOL 1

(Introductory)
Context
The following sample assessment tool is part of a program consisting of a topic: waste and the
environment. The selection of this topic was based on, learners’ needs, interests and the
issues they were experiencing in their neighbourhood. The broader topic focused on a number
of areas including council waste collection services and schedules in learners’ own local areas.
To ensure that learners were given every opportunity to access and engage with a broad range
of texts to meet their immediate needs it was decided to select the units VBQU122 Engage
with simple texts to participate in the community and VBQU129 Work with simple
numerical and statistical information as the basis of learning and assessment. The
requirements of these units also means that learners can access community texts containing a
range of features, structures and numerical information related to their immediate needs.
Formative assessment tasks using other community text types based on this topic can be used
to build up a portfolio for assessment of these units. For example similar texts from different
councils can be compared. Supporting activities could focus on using and interpreting
calendars and cross referencing information by using keys and symbols.
This assessment tool provides an example of how assessment can be undertaken. The
approach can be customised using community texts at a similar level with minor adjustments to
questions in the assessment tool to reflect specific features of language texts. Learners should
access and present their own texts relevant to the topic with guidance from their teacher. (See
Step 3: What text? What real life activity and resources? for key considerations to guide the
teacher in the selection of appropriate texts).
Step 1: Select the units

The following assessment tool is based on the units:
VBQU122 Engage with simple texts to participate in the community
VBQU129 Work with simple numerical and statistical information
It is recommended that these units be delivered and assessed using an integrated approach.
This approach reflects real life situations which require engaging with texts which comprise
literacy and numeracy components. Integrated assessment tools have been designed to
collect evidence for both units, rather than designing one assessment activity for individual
units or individual elements.
Step 2: Analyse the units

must take place to identify what needs to be assessed and the levels of performance required.
Key requirements from the curriculum have been highlighted below.
Questions Description
1. What are the unit/s about? (unit descriptor) engaging with simple and familiar texts to
participate in the community.
locating and using simple everyday
numerical information in familiar texts,
tables and graphs
2a. What do learners need to do? (elements locate information in simple relevant
and performance criteria) community texts, and read and interpret
short, explicit texts to participate in the
2b. What is the required level of performance?
community: recognise features of text,
(skills and knowledge)
identify source, predict purpose, identify
2c. What else must I use to make a main message, comment on
judgement of learner performance? effectiveness
work with simple numerical information in
familiar texts. and work with simple,
familiar tables and graphs: whole
numbers, simple fractions and
percentages, one-step calculations.
features of graphs and tables
- range of reading strategies: sight
vocab and de-coding
- make connection with real world
- punctuation
- read familiar/ ‘get the gist’
unfamiliar
- identify audience and purpose
numeracy
- simple addition and subtraction
- informal and formal language of
number
- relating signs / prints/ symbols
tables /graphs to real life
purposes
3a. What do I need to assess and document? Learner can locate personally relevant
(evidence guide) information related to participation in the
community
3b. What are the critical aspects for
assessment and evidence required to short, explicit, personally relevant,
demonstrate competency in this unit? familiar
(evidence guide) two occasions; 2 different text-types for
3c. What methods of assessment will enable VBQU122
the appropriate collection of evidence? real texts in context. Simulation permitted
(evidence guide)
for VBQU129
appropriate support: teacher, personal
dictionary, calculators, computers
Methods of assessment
verbal questioning
observation
4. What texts/resources are suitable for the Community based information such as
task? brochures, notices, information sheets,
community newsletters
Step 3: What text? What real life activity and resources?

After analysing the unit/s and identifying required text features and structures, check the texts
selected for suitability. Below are some key considerations which informed the selection of
these texts.
Topic: Waste collection in the local area
Texts selected: 1. 2009 Waste Collection Calendar
2. Moreland Waste collection areas leaflet

Key considerations in text Comments Comments
selection Text 1 Text 2
Is the text community related? Council community calendar about Council community information
collection dates leaflet identifying collection
zones
Is it at an appropriate level? Text contains features and Text contains navigation
structures required at this level such features such as a colour
as information in a formatted table coded key, sentences with
and sentences linked by simple simple verb tenses, vocabulary
cohesive devices and whole linked to community
numbers environment such as green
waste
Is it relevant to learners? Learners have expressed interest in The information provided
learning more about Council impacts directly on learners’
services, and environmental issues. everyday lives
Does it include visual cues? Yes: visual representations of types Yes: colour coding, icons, logo
of waste, logo, colour coding and map
Does it contain appropriate text Clear structure Sentences of one or two
features? clauses
Text supported by diagrams
Colour coded map of local area
Vocabulary related to local
environment Time related information
Does it include simple numerical Numbers and symbols to distinguish Contact telephone numbers
information? type of collection and address
Does it include simple tables and Yes: calendar Yes; simple map with codes
graphs?
Is it real? Published council calendar. Published council leaflet

Text 1
Source: http://www.moreland.vic.gov.au/mccwr/publications/brochures-factsheets-
guidelines/friday%20south.pdf :retrieved 25/08/2009

Text 2
Source:http://www.moreland.vic.gov.au/mccwr/publications/maps/map-moreland-waste-collection-areas.pdf
Retrieved 12/08/2009

Step 4: Select methods of assessment
Varying assessment methods should be used to assess learner competence using real and
simulated contexts. The methods of assessment selected must generate the range of evidence
required by the unit. Evidence of competence for these units should be gathered on a number
of occasions over a period of time. In this example, the assessment methods used to collect
different types of evidence are:
observation of a verbal presentation
verbal questioning to establish understanding of information and key features in
selected texts
peer assessment
Units of competency Method 1: Method 2: Method 3:
VBQU122 Verbal Verbal Peer assessment

presentation questioning
VBQU129
Step 5: Develop assessment tools

Assessment Tool Components
This assessment tool is made up of the following components:
Assessor Guidelines
These should include:
instructions on what the assessor needs to do to set up and conduct the assessment.
For example, ensuring the learner has access to resources which are essential to
participation in the assessment such as access to real community texts or personal
dictionaries. It may also include instructions about the level of support which can be
provided to the learner
recording sheets for the assessor which include responses to verbal questions,
guidance as to what the assessor needs to consider to make a judgement and a
summary of evidence collected. This is based on the Elements, Performance Criteria
Required Knowledge and Skills, and Evidence Guide of the units
Competency Mapping - this demonstrates the content validity of the assessment tool
by indicating how the unit requirements have been met in the required activities.
Employability Skills Advice

Assessors should consider the Employability Skills which are developed through the
completion of the task. These are built into the task and not separated out. Teachers should
discuss employability skills with their learners throughout the program and provide examples.
For example in completing this task the learner may develop the following Employability Skills:

Communication
locating relevant community information in familiar texts
reading and interpreting simple community texts, familiar signs and symbols in a
familiar environment
sharing community related information
using mathematical information embedded in a text
using formal and informal mathematical language
interpreting data presented in simple visual form such as a table or map
Problem solving
locating relevant community information
using a range of reading strategies to make and convey meaning
Self management
completing the activity within a specific time frame
Planning and organising
planning simple verbal presentation
Instructions for the learner

This includes information on what the learner needs to do (task) and how they will be
assessed. This example requires learners to:
Read council community information about waste collection
Complete a learner planning sheet to help them plan their presentation
Present the information to the class
Respond verbally to questions about the council texts
Use a peer review sheet to provide feedback to other learners
Step 6: Validate assessment tools

Validation Checklist
Use this to ensure that the assessment tools and instruments, the evidence collected using the
tools and instruments and the interpretation of that evidence to make a judgement of
competence in relation to the identified unit(s) of competency is consistent with the principles of
assessment. Use the comments column to note any improvements that need to be made to the
assessment tool. A sample completed Validation checklist is included at the end of this section.
A blank Validation Checklist is included in Appendix 2.
Competency Mapping
This tool assists assessors with mapping the key components within their task/s to the Unit(s)
of Competency to demonstrate content validity. See the example at the end of this assessment
tool. A blank competency Mapping proforma is included in Appendix 1.

Assessor Guidelines
Course: 21771VIC Certificate I in General Education for Adults

(Introductory)
Learners will be assessed on the following units:
Setting up the assessment task
Find a range of examples of council publications/texts related to community themes, for
example, information about council facilities and services.
Tell the learners that they will be reading texts about waste collection services in the local area.
Prepare the learners by discussing what happens about waste collection in their area, both
weekly and fortnightly collections, as well as annual collections of hard waste.
Check that learners are familiar with calendar layouts and purposes.
Note the extent of requirements in the units. Does the task allow learners to meet part or all of
the outcomes? Note that this tool meets some, but not all, of the requirements. Additional
assessment would be required to assess the breadth of numeracy in VBQU129 Work with
simple numerical and statistical information.
Prepare assessment tool
Instructions to learners about the assessment task
Planning sheet for learners
Questions to assess engagement with text
Peer assessment checklist
Assessor Guidelines
Conducting the assessment
1. Emphasise what is being assessed. The assessment will be of:
your understanding of what the text is about and who it is for
your understanding of why the information is important to you
your opinion about the things in the text that helped you to understand it clearly
using numbers to read and interpret information
2. Tell learners what support is available to them. This can be asking the assessor to clarify
instructions, using a personal dictionary, calculators or computer.
3. Show the following texts to the student and ask them to read them to themselves (2009
Waste Collection Calendar and Moreland Waste collection areas leaflet)
4. Allow a reasonable time for the student to read and re-read the texts
5. Tell them that they will need to prepare a short presentation on the texts
6. Tell them you will also ask them some questions about the texts

7. Ask the student to use the planning sheet to plan their presentation
8. Observe the student presentation using the recording sheet to note evidence
9. Ask questions making notes of individual responses.
10. Use the recording sheet to record evidence. Use the Evidence required column to guide
judgement. This is based on the Elements and Performance Criteria of the unit, the
Required Skills & Knowledge and other requirements of the unit.
11. Note whether the evidence is satisfactory or whether additional evidence is required
12. Provide verbal feedback to the student on their performance and keep the response sheet
on file.
Note: It is appropriate to seek agreement on Peer Assessment as an assessment method and
participating students should be thoroughly prepared on Peer Assessment protocols.

Instructions For The Learner
(Introductory)
This task is part of your assessment for the units

For this assessment, you will need to read about waste collection in the local area, and be
prepared to answer some questions.
You have 3 tasks:
1. Read 2 texts collected by you or your teacher (texts will be similar to those you have
talked about in class).
2. Present information about your texts to your class. Use the planning sheet to help you to
plan your presentation
3. Your teacher will also ask you some questions about the texts.
Your presentation must include the following information:
Who are the texts for? What are the texts about?
What does the information mean for people who live in your area?
Are the texts easy for people to understand? Why/Why not?
How could they be improved?
How will you be assessed?
You will be assessed on the following:
your understanding of what the texts are about and who they are for
your understanding of why the information is important to people
your opinion about the things in the texts that helped you to understand them clearly

Learner Planning Sheet
(Introductory)
This task is part of your assessment for the units

To help you to plan your presentation, make some notes on this planning sheet and include it in
your portfolio of evidence. Show it to your teacher.
Employability Skills
Think about some of the Employability Skills you are developing and give some examples as
part of your planning.
What Employability skills do you think you used or developed to do this planning sheet:
Communication – Example:...............................................................................
Problem Solving – Example:...............................................................................
Planning and organisation – Example:.................................................................
Self management – Example:...............................................................................

Name: _____________________________________________ Date: _________________
Planning Sheet Questions Notes Notes

Text 1: Waste collection calendar Text 2: Waste collection areas
Who wrote these texts?
Who are the texts for?
How is the information organised? Are there:

• headings
• different size fonts (words) and colours
• pictures / symbols / diagrams?
• other
What is the text about? Can you think of 3 ways you might use the
information?
What made the text easy for you to understand?

Were there any sections you found difficult to read? What did you do to
work out the meaning of them?
Do these texts tell you what you need to know to use the waste collection
in your local area?
Are there any ways they could be improved?

Sample Questions
TEXT 1 - Waste collection calendar
The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated
through the presentation or to supplement evidence already collected.
21771VIC Certificate I in General Education for Adults (Introductory)
Units:
Student name:____________________________________________________________
Date of assessment: _______________________________________________________
Sample Question Evidence required Evidence/Student response Evidence

Satisfactory/ additional evidence
required
Which organization wrote this and why? Identifies it as a council

(Source and purpose) document that gives the
community information
about waste collection.
What is the information about? (main Identifies as information
message) about collection dates and
when different types of
waste are collected

required
Who might use this information? Identifies themselves,

(audience) family members or
neighbours.
Can you tell me 3 things you might use Identifies;
this information for? (purpose) When to put out waste
What to put out
What to do if they have a
question about their service
What are the main features of the Identifies as a calendar
information? How is it organised? Identifies months and
(features of the text) abbreviations for weekdays
Identifies symbols in key
Identifies visuals
What waste is collected each week? What Gives examples such as
waste is collected every two weeks? How weekly garbage and
did you find this information? (reading recycled rubbish such as
strategies) bottles and cans. May
mention drawing on non-
linguistic support such as
visuals and drawing on a
bank of known words eg
weekly, fortnightly

required
What days in November will the green Identifies days, refers to the
rubbish be collected? How do you know key and cross references
this? (reading strategies) with calendar
How many garbage collections are there 52:uses + operation
during the year? (one step calculation)
How many recycling collections are there 4: uses + operation
in March?(one step calculation)
What % of these are green waste
collections?(simple fractions and ½ or 50%:
percentages)
What things in the leaflet help you to Refers to visuals, symbols
understand it? Show me some of the such as crosses and ticks,
features that helped.(features of the text) headings in big print etc
What did you find difficult to understand in Could refer to specific
the calendar? How did you work out the vocabulary, sentences or
meaning?(reading strategies) layout of the text
May indicate they had to re-
read text
Draw on familiar words
Was the calendar clear and easy to Offers an opinion about the
follow? How can it be improved? text. May draw on
(evaluation of text) experience with similar

required
texts. Makes suggestions
of how the text could be
improved
Why do the words in the title of the Identifies the importance of
calendar start with capital letters? punctuation in showing
important information and
Why is NO written in capital letters, for
helping us to read the text
example, NO plastic bags.(impact of
and get the message.
punctuation on meaning)

SAMPLE QUESTIONS TEXT 2 - Moreland waste collection areas
The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated
through the presentation or to supplement evidence already collected.
VBQU122 Engage with simple texts to participate in the community Learner name:
VBQU129 Work with simple numerical and statistical information Date:
Sample Question Evidence required Student response Evidence
Satisfactory/additional evidence
required
What is the purpose of this information? (purpose) Indicates that provides information about
green waste collection
Who might use it?(audience) Identifies themselves, family members or

neighbours.
Can you tell me what they might use this Indicates that they would use it to find out
information for? (purpose) when green waste is collected in their area
What are the main features of the text? How is it Identifies as a map with street names
organised? (features of text) Colour coded key to identify areas
How often is the green waste collected in Identifies the word “fortnightly”
Moreland? Each week or each second

week?(reading strategies)
Which day of the week do people living in the areas Answers Monday : links the key to the map
coloured yellow have their green waste collected?
(reading strategies)
Can you find a street which has the green waste Eg Gaffney street: links the key to the map
collected on Tuesdays? (reading strategies)
Can you find 2 ways to contact the council if you Provides various council contact details:
need further information? (reading strategies) draws on familiar information such as
telephone numbers and addresses
What things in the leaflet help you to understand it? May indicate the map with colour coding
Show me some of the features that helped.(text
features)
Did you find anything difficult to read? How did you Could refer to specific vocabulary,
work out the meaning? (evaluation of text) sentences or layout of the text
May indicate they had to re-read text
Draw on familiar words such as days of the
week

Peer Assessment Sheet
(Introductory)
Name of presenter: …………………………………………….Date: …………………………..

Feedback sheet completed by: ………………………………………………
Name of text: ..........................................................................
Instructions
Use this sheet to keep a record of what you notice about the text presentation made by another
member of your group.
Help their learning by giving constructive ideas in the space at the end of the checklist.
Description 9/8
You are clear about the purpose of the text
You are clear about who the text is for (audience)
You explain why you chose this text and how it affects you
You give some examples of features in the text that helped you to
understand it
You answer questions about the text clearly
You interpret numbers given in the texts
You use mathematical language (numbers)
Comments: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Summary Of Evidence
Use the tool below to record all evidence collected and to confirm that sufficient evidence has been collected.
Learner name:__________________________________ Date: ______________________
Assessor Guidelines – how to Y/N Evidence provided Comments Integration of Employability Skills and Comments Date
make a judgement Facets
Identifies features of the text Presentation
such as headings, logos, Responses to
photos, dates and times, questions
and numbers, and uses
these to read and interpret Peer assessment
the text
Identifies type of information Presentation
likely to be covered in text Responses to
questions
Peer assessment

Identifies source of text Presentation
Responses to
questions
Peer assessment
Identifies purpose and Presentation
audience of text Responses to
questions
Peer assessment
Identifies the main message Presentation
in the text by using a range Responses to
of reading strategies questions
Peer assessment
Demonstrates knowledge of Presentation
simple punctuation Responses to
questions
Peer assessment
Comments on whether the Presentation
text gets the message Responses to
across questions
Peer assessment

Uses informal and some Presentation
formal mathematical Responses to
language of number and
questions
data
Peer assessment
Interprets numerical Presentation
information embedded in Responses to
text
questions
Peer assessment
Performs one-step Presentation
calculations Responses to
questions
Peer assessment
Feedback (make a note of verbal feedback given):
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________
Competent Additional evidence required
Recommendations for future training or assessment:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Assessor/Teacher name: ____________________________ Assessor signature: ________________________________

Validate Assessment Tools Checklist
Review the assessment tool (s) against the following: Yes No Comments
Does the assessment address the Elements and Performance Criteria? 9 Yes the tool addresses the Elements and
Performance Criteria for both units identified
Does the assessment obtain evidence to meet the requirements of the Evidence Guide (Critical Yes learners need to read and interpret 2
Aspects)? different types of text. Additional assessment
9
would be required to assess the breadth of
numeracy in VBQU129 Work with simple
numerical and statistical information, eg text
with simple graphs
Does the assessment allow the student to demonstrate the Required Skills and Knowledge required 9 Yes the tool enables the learner to use a range
for the units? of reading strategies, basic analysis skills and
use signs and symbols to make meaning
Is it clear which Elements / Performance Criteria are being assessed? 9 Yes, task components have been mapped
NB: if a task does not cover all Elements / Performance Criteria, it needs to indicate which Elements / against Elements and Performance Criteria
Performance Criteria are being assessed
Is the assessment designed to produce valid evidence? (Is it asking for more than required? Can 9 Yes, every aspect of the task can be linked back
every aspect of the task be related back to the unit? to the appropriate unit

Does the assessment task produce sufficient evidence? Although, the tool generates a range of evidence
to address assessment requirements eg learner
7 responses, presentation, peer assessment there
is a need for further evidence to satisfy the
requirements of the unit specifically for the
numeracy component.
Can evidence be gathered over a period of time? 9 Yes, the tool has been designed to gather
evidence over a period of time
Can the evidence presented for assessment be authenticated? (e.g. group assessment) 9 Yes, the teacher can observe the learner over a
period of time
Does the assessment comply with the principles of fairness? 9 Yes, assessor guidelines provide advice on
levels of support and access to resources such
as dictionaries
Is there enough guidance for the assessor on making a judgement? 9 Yes the sample questions to assess
engagement with text provides the assessor
with guidance on the evidence required
Are the assessment instructions and conditions clear and accessible to the learner? Is the 9 Yes, the task requirements, what is being
level of support required provided? assessed and how is explicit to learners. Level of
support is detailed in Assessor Guidelines eg
allowing reasonable time for student to read and
re-read text
Is the material used in the task culturally appropriate? 9 Yes the texts are culturally appropriate. They are
neutral and contain general community
information

Are all sign off requirements included: 9 Yes
Date
Unit details
Signatures, assessor and trainee

Competency Mapping
Component of Unit(s) of Competency
Component of Elements/Performance Required Skill and Knowledge Range Statements Evidence Guide
Task Criteria
Presentation VBQU122 can read texts which have predictable informative texts such as learners will be able to locate personally
and Questioning structure and familiar vocabulary; can get brochures, community newsletters relevant information related to participation
Element 1 (PC 1.1, 1.2,
the gist or locate specific information in with explicit navigation features, in the community in simple and familiar
1.3)
texts which have more unfamiliar eg, headings texts
Element 2 (PC 2.1, 2.2, elements
information formatted into a table learners will be able to read and interpret
2.3, 2.4, 2.5)
uses a range of reading strategies short, explicit and personally relevant texts
sentences containing adjectives,
including ability to draw on bank of sight
pronouns and prepositions evidence that texts have been accessed on
vocabulary of personally relevant words/
at least two occasions. Each occasion must
phrases and use of word attack skills familiar place-related information
address a different text type
can identify purpose and audience of a numbers (for example, dates and
access to real texts in context
text times, phone numbers relevant to
local community) At this level the learner may:
can make connections between own
knowledge and experience and the meaning-making strategies, for depend heavily on visual cues to
purpose of texts example: understand meaning
beginning ability to analyse texts - drawing on non-linguistic need time to read, reread and decode text
support such as illustrations,
communication skills to undertake depend on a personal dictionary
diagrams, photos, symbols,
assessment
colours, layout depend on the teacher and need frequent
support to interpret meaning
- making connections between
own knowledge and
experience and the purpose
of texts
- drawing on a bank of known
words and phrases including

Task Criteria
those related to the
immediate environment
VBQU129 knowledge that signs / prints/ symbols numbers should be relevant and learners will be able to work with simple
tables /graphs represent meaning appropriate to the learner numerical information in familiar texts.
Element 1 (PC 1.1, 1.2, 1.3
1.4) communication skills to undertake recognise equivalence of 50% learners will be able to work with simple,
learning and assessment familiar tables and graphs.
Element 2 (PC 2.1, 2.2, one step calculations, subtraction,
2.3) informal and some formal language of addition access to real/authentic or simulated tasks,
number and data materials and texts in appropriate and
small tables
relevant contexts
simple addition and subtraction
At this level, the learner may:
use oral descriptions with common,
everyday, informal language and gestures
depend on teacher/support person or
advice/modelling
use “in the head” methods, pen and paper
methods and calculators.
Activity VBQU122 knowledge of how basic punctuation sentences with simple verb tenses learners will be able to read and interpret
impacts on meaning and routine word order patterns short, explicit and personally relevant texts
PC 1.2
informal and some formal language of numbers should be relevant and learners will be able to work with simple
PC 2.2
number and data appropriate to the learner numerical information in familiar texts.
VBQU129
most, least, first
PC 1.2

Context
The following sample assessment tool is part of a program consisting of a topic: waste and the
environment. The selection of this topic was based on, learners’ needs, interests and issues
they were experiencing in their neighbourhood. The broader topic, focused on a number of
areas including waste collection in learners’ own local areas and the dumping of waste in local
communities. To ensure that learners were given every opportunity to access and engage with
a broad range of texts about these issues, it was decided to select the units VBQU135 Engage
with texts of limited complexity to participate in the community and VBQU140 Work with
measurement and design in familiar situations (see below) as the basis of learning and
assessment. The requirements of these units also meant that learners could access community
texts containing a range of features, structures and measurement and calculation functions.
approach can be customised using community texts at a similar level with minor adjustments to
questions in the assessment tool to reflect specific features of texts. Learners should access
and present their own texts relevant to the topic with guidance from their teacher. (see Step 3:
What text? What real life activity and resources? for key considerations to guide the teacher in
the selection of appropriate texts). It should be noted that this sample assessment tool meets
only part of the requirements for these units. Formative assessment tasks using other
community text types based on this topic can be used to build up a portfolio for assessment of
these units.

VBQU135 Engage with texts of limited complexity to participate in the community
VBQU140 Work with measurement and design in familiar situations
It is recommended that these units be delivered and assessed using an integrated, or team
teaching, approach, reflecting real life situations which require engaging with texts which
comprise literacy and numeracy components. Assessment tasks have been designed to
collect evidence for each of the units separately, appropriate for integrated or team teaching
delivery approaches.
© STATE OF VICTORIA, VERSION 1, 3 Sample assessment tools 41

JANUARY 2010
PRODUCED WITH ACFE FUNDING
Key requirements from the curriculum have been highlighted below.
1. What are the units about? (unit descriptor) engaging with everyday texts and less
familiar text types, of limited complexity,
to participate in the community
interpreting plans, drawing and
assembling shapes, and estimating,
measuring and calculating everyday
quantities.
2a. What do learners need to do? (elements locate routine and familiar information for
and performance criteria) community purposes in everyday texts of
limited complexity, and read, interpret
2b. What is the required level of performance?
and evaluate a range of everyday texts of
(skills and knowledge)
limited complexity to participate in the
2c. What else must I use to make a community: describe features of texts,
judgement of learner performance? identify source, predict purpose, use a
range of strategies to comprehend and
analyse text, identify main message and
supporting information, comment on
effectiveness of text
interpret plans and draw and assemble
shapes, and estimate, measure and
calculate everyday quantities using
appropriate instruments: common 2 and
3 dimensional shapes. Use language of
shape, and measurement; assemble
models;, interpret diagrams, convert
measures of length, mass and capacity
within the metric system
Knowledge and skills
literacy
use a range of reading strategies: de-
coding and meaning-making
interpret basic structural conventions of
text
understands a range of audiences and

JANUARY 2010
purposes for texts
read familiar/ ‘get the gist’ unfamiliar
identify main idea and supporting
information
numeracy
ability to interpret plans and draw and
assemble shapes
ability to estimate, measure and calculate
everyday quantities
relating signs / prints/ symbols tables
/graphs to real life purposes
communication skills to undertake
learning and assessment
3a. What do I need to assess and document? locate personally relevant information in
(Evidence guide) familiar texts
three occasions; 3 different text-types;
3b. What are the critical aspects for one or two linked paragraphs
assessment and evidence required to real texts in context; simulation of tasks,
demonstrate competency in this unit? texts and materials is permitted
(Evidence guide)
appropriate support: teacher for advice/
modelling, personal dictionary,
3c. What methods of assessment will enable calculators, computers, internet
the appropriate collection of evidence? verbal questioning
(Evidence guide)
observation
peer assessment
use a combination of oral and written
mathematical and general language,
symbols, abbreviations and diagrams
use a blend of “in the head” methods,
pen and paper methods and calculators
4. What texts/resources are suitable for the Community-based information such as

task? brochures, notices, information sheets,
community newsletters

JANUARY 2010
selected for suitability. Below are some key considerations which informed the selection of this
text.
Topic: Hard waste collection in the local area
Text selected: Annual Hard Waste Collection leaflet
Key considerations Comments
Is it community related? 3 Council community information about hard waste

collection
Is it at an appropriate level? 3 Text contains features and structures required at
this level eg place and time related information
Is it relevant to learners? 3 Learners have expressed interest in learning
more about Council services, and environmental
issues.
Text is local and current.
Does it include visual cues? 3 Yes eg. symbols, visuals of types of waste
Does it contain appropriate text 3 Signposting/series of sequential steps
features? Clear structure
Text supported by diagrams
Vocabulary related to local environment
Does it include simple numerical 3 Numbers, mathematical symbols, volume
information?
Does it include simple shapes? 3 Yes
Is it real? 3 Published council leaflet.

JANUARY 2010
Source: http://www.moreland.vic.gov.au/environment-and-waste/rubbish-collection/hard-waste-collection.html Retrieved:12/08/2009

required by the unit. Evidence of competence for these units should be gathered on a number
of occasions over a period of time.
In this example, the assessment methods used to collect different types of evidence are:
Units of Method 1: Method 2: Method 3: Method 4

competency
VBQU135 Observation of Verbal Peer observation Portfolio of

Verbal questioning to and assessment evidence which
presentation establish of presentation may comprise
understanding of completed
information and worksheets,
key features in notes, planning
text sheets, photos,
other
presentation
materials
VBQU140 Teacher Verbal Portfolio of

observation of questioning to evidence which
problem solving check may comprise
activities understanding of photographs,
key concepts calculations,
diagrams.

Guidelines for the Assessor
instructions on what the assessor needs to do to set up and conduct the assessment
for example ensuring the learner has access to resources which are essential to
participation in the assessment such as access to texts or equipment to conduct a
presentation. It may also include instructions about the level of support which can be
provided to the learner
recording sheets which include responses to verbal questions, guidance as to what the
assessor needs to consider to make a judgement including employability skills
developed through this assessment. This is based on the Elements, Performance
Criteria Required Knowledge and Skills, and Evidence Guide of the units
competency mapping to demonstrate the content validity of the assessment tool by
indicating how the unit requirements have been met in the required activities

completion of the task. These are built into the task and not separated out. Teachers should
discuss employability skills with their learners throughout the program and provide examples
which link their learning to the development of Employability Skills. For example in completing
this task the learner may develop the following Employability Skills:
Communication
responding to and asking questions about the text
sharing information with others
Problem solving
selecting appropriate objects to fit a given shape
Self management
planning the presentation according to requirements
This includes information on what the learner needs to do (task) and how they will be
assessed. This example requires the learner to:
read council information about waste collection
complete a learner planning sheet to assist in planning their presentation
present the information to the class
respond verbally to questions about the council text
use a peer review sheet to provide feedback to another learner

assessment tool. A sample is included at the end of this section.
A Validation Checklist proforma is included in Appendix 2.
Competency Mapping
See the example at the end of this assessment tool.
A Competency Mapping proforma is included in Appendix 1.

Assessor Guidelines

Literacy component:
Locate a range of examples of council publications/texts related to community themes,
for example, information about council facilities and services.
Tell the learners that they will be reading a text about hard waste collection services in
the local area, talking to the class about what they have read. Their teacher will also
ask some questions about the text. Prepare the learners by discussing what happens
with hard waste collection in their area.
The learners will also be completing a numeracy task which will involve them working
out the size of 1 metre cubed in relation to waste collection requirements specified by
council.
Numeracy component:
Collect a range of objects of various sizes.
Discuss shapes including terms such as faces, parallel and cylinder.
Include a flat packed box with instructions
Provide a range of measuring instruments including scales, measuring jugs, rulers and
tape measures.
Read the brochure with learners and complete activity
Discuss how accurate their estimates were.
Discuss whether they chose shapes that fitted into the metre cubed and if they could
have added more or needed to leave some shapes out.
Note the extent of requirements in the units. Does the task allow learners to meet part or all of
the outcomes? Note that this tool meets some, but not all, of the requirements of both units.
Additional assessment would also be required to assess the breadth of numeracy in VBQU140
Work with measurement and design in familiar situations.
Prepare assessment tools
Questions to assess engagement with texts

Assessor guidelines
1. Emphasise what is being assessed and what is not being assessed. Ensure learners are
informed about what will be assessed.
Your understanding of what the text is about and who it is for
Your understanding of why the information is important to you
Your opinion about the things in the text that helped you to understand it clearly
Your ability to follow instructions in making the box
Your ability to use measuring equipment
Your ability to draw the shapes
Your understanding of the names of shapes and parts of shapes
2. Tell learners what support is available to them: access to teacher/support person or
advice/modelling; calculator; computer, digital camera for photographing evidence
3. Show the following text to the student and ask them to read it to themselves (2009
Moreland Council Hard waste collection leaflet)
4. Allow a reasonable time for learners to read and re-read text
5. Tell learners they will need to prepare a short presentation on the text
6. Ask learners to use the planning sheet to prepare their presentation
7. Tell learners you will ask them some questions about the text
8. Ask questions and note responses
9. Observe the learners undertaking problem-solving and measurement tasks
10. Use the recording sheet to record evidence. Use the Evidence required column to guide
judgement.
11. Note whether the evidence is satisfactory or whether additional evidence is required
12. Provide verbal feedback to the learner on their performance and keep the response sheet
on file.

Note: There are 2 parts to this assessment.

Part One
This task is part of your assessment for the unit VBQU135 Engage with texts of limited
complexity to participate in the community
1. For this assessment you will need to read texts collected by your teacher (texts will be
similar to those you have talked about in class).
2. Present information about your texts to your class. Use the planning sheet to help you
plan your presentation
3. Your teacher will also ask you some questions about the text.
Your presentation must include the following:

Who is the text for? What is the text about?
What does the information mean for people who live in your local area?
Are the texts easy for people to understand? Why/ why not?
How could they be improved?
Your understanding of what the text is about and who it is for
Your understanding of why the information is important to you
Your opinion about the things in the text that helped you to understand it clearly
Part Two
This task is part of your assessment for the unit VBQU140 Work with measurement and design
in familiar situations. It assesses your knowledge and skills about shapes and measurement in
relation to the Hard Waste leaflet. You will be asked to follow these instructions:
Mark out one metre square on a flat surface
Make up the box using instructions given
Select and place a number of objects of different shapes and sizes onto the flat
surface.
Count, compare and describe the shapes that make up the objects (ie square,
rectangle, face, parallel etc)
Sort according to the instructions in the brochure
Estimate dimensions of objects
Measure the objects using appropriate equipment
Draw a diagram of how the objects will fit into 1 metre cubed
Record the stages of your activity for your portfolio (photo).
Your ability to follow instructions in making the box
Your ability to use measuring equipment
Your ability to draw the shapes
Your understanding of the names of shapes and parts of shapes
What support is available?
Ask your teacher for advice or to show you what to do, if you need to
You can use a calculator or computer

This task is part of your assessment for units
To help you to plan your presentation make some notes on this planning sheet and include it in
your portfolio of evidence. Show it to your teacher and include any feedback.
What Employability skills do you think you used or developed to do this planning:
Planning and organisation – Example:..........................................................................

Name: _____________________________________________ Date: _________________
Planning Sheet Questions Notes
Who wrote this text?
Who is the text for?
What are some of the features of the texts? (Lay-out, visuals, headings, numbers?)
What is the text about? Can you think of 3 ways you might use the information?
What made the text easy for you to understand?
Were there any sections you found difficult to read? What strategies did you use to work out
the meaning of them?

Do you think the text is clearly designed and written? Are there ways it could be improved?
Assemble objects of different shapes, ruler
Mark out 1metre square
Place objects onto flat surface, and count up
Follow instructions to construct a 1 metre cube with the objects
Draw a diagram illustrating how objects would fit into 1 metre cubed.

Take photos of stages of the activity for the portfolio
Feedback from teacher:

Observation Of Presentation
Use the tool below to document evidence from the presentation. Include a note of the Employability Skills the learner developed in planning and
giving the presentation.
Name: ......................................................................................Date:............................................
Activity Evidence Comments Employability skills

integration
Source of information Learner clearly identifies source of

text as a council text eg reference
to council logo
Audience Learner clearly identifies audience

eg self, neighbours
Purpose Learner clearly identifies that the

text informs the community about
hard waste collection and that is
different from weekly rubbish
collections

Name: ......................................................................................Date:............................................

integration
Main ideas Identifies text as information about

annual waste collection ie types of
waste allowed, where to leave it,
how to organise it
Text features that aid comprehension Identifies headings visual cues,

Steps 1-3, symbols such as ticks
and crosses, lists of items with
photos
Relevance of information to own Identifies ways in which they might

needs use the information eg sort their
waste, contact council about
problems, suggest a neighbour
who does not understand the
information can access language
link
Strategies to comprehend text Identifies difficulties with the text

eg vocabulary (such as
Scavengers), phrases, instructions
and identifies strategies used to
address these

Name: ......................................................................................Date:............................................

integration
Evaluation of text Offers an opinion about whether

the text gives them the information
they need or if they are happy with
the council’s hard waste service.
Feedback

Sample Questions
(Hard waste collection)
These questions can be asked to elicit additional evidence which was not provided through the presentation.
21772VIC Certificate I in General Education for Student name:

Adults
VBQU135 Engage with texts of limited complexity to participate in the Date of assessment:
community
Sample question Evidence required Student response Satisfactory / additional evidence
required
Who might read this text and why? Identifies people who live in local
area, themselves, neighbours
Who wrote the text? Identifies it as a Council leaflet
What is the text about? Identifies as information about
annual waste collection ie types of
waste allowed, where to leave it
What things in the text help you to Identifies visual cues, Steps 1-3,
understand it? Show me some of the symbols such as ticks and crosses,
features lists of items
How much hard waste can you put Identifies 1 metre cubed
out?

21772VIC Certificate I in General Education for Student name:
Adults
VBQU135 Engage with texts of limited complexity to participate in the Date of assessment:
community
Sample question Evidence required Student response Satisfactory / additional evidence
required
Can you give examples of waste that Selects appropriately from lists with
you can and can’t put out? ticks and crosses
Find the words “TOO MUCH” in the Identifies it is a way of drawing
text. Why are they in capital letters? attention to this point
What did you find difficult to Possibly specific items of
understand in the text? How did you vocabulary eg scavenging – has a
work out the meaning? reasonably accurate interpretation
Was the text clear and easy to follow? Provides and supports an opinion
What things can be improved? about the clarity of the text and
makes suggestions for
improvement
Does the council make it easy to get May comment on phone numbers
rid of your rubbish? Is it a fair system? to help those from non-English
speaking background or on council
contact details.
May offer an opinion on the types of
hard waste that is allowed

_________________________________________________________________________________________________________
________ __________________________________________________________________

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Assessor/Teacher name: ____________________________ Assessor signature: ________________________________

Unit to be assessed: VBQU135 Engage with texts of limited complexity to participate in the
community
Name of presenter: …………………………………………….
Date: …………………………..
Feedback sheet completed by: ………………………………………
Instructions
Use this sheet to keep a record of what you notice about the text presentation made by another
Help their learning by giving constructive ideas in the feedback column.
Description 9/8 Feedback

You are clear about the purpose of the text
You are clear about who the text is for (audience)
You explain why you chose this text and how it

affects you
You give some examples of features in the text that

helped you to understand it
You answered questions about the text clearly

Teacher Observation Checklist
Use this tool to note the evidence for Part 2 of the learner task (numeracy)
This task is part of the assessment for VBQU140 Work with measurement and design in familiar situations.
Learner name: __________________________________________________ Date: ____________________________
Assessor signature: __________________________________________________
Component of the task Required skills and knowledge Evidence required Satisfactory /
Additional evidence
required
Can identify and describe 2D shapes using knowledge that signs / prints/ symbols Counts, compares and describes
appropriate language represent meaning the shapes that make up the
objects (ie square, rectangle,
communication skills to undertake
face, parallel etc
learning and assessment
Can identify and describe 3D shapes using Can interpret plans and draw and Counts, compares and describes
appropriate language assemble shapes the shapes that make up the
objects (ie cube, cylinder etc)
Ability to estimate, measure and
calculate everyday quantities
Can follow instructions to assemble 3D Can interpret plans and draw and Makes up the box using
shapes assemble shapes instructions given

Additional evidence
required
Can estimate measurements Ability to estimate, measure and Selects and places a number of
calculate everyday quantities objects of different shapes and
sizes onto the flat surface.
Sorts according to the
instructions in the brochure
Estimates dimensions of objects
Performs measures correctly using Ability to estimate, measure and Marks out one metre square on
appropriate instruments calculate everyday quantities a flat surface
Measures the objects using
appropriate equipment
Draws a diagram illustrating how
objects would fit into 1 metre
cubed
Interprets concepts and units of Ability to estimate, measure and Measures the objects using
measurement calculate everyday quantities appropriate equipment
Converts measurements of length, mass Ability to estimate, measure and Marks out one metre square on
and capacity within the metric system calculate everyday quantities a flat surface
Checks reasonableness of results Ability to estimate, measure and Discusses how accurate their
calculate everyday quantities estimates were.

Additional evidence
required
Interprets results in terms of original Ability to estimate, measure and Discusses whether they chose
purpose calculate everyday quantities shapes that fitted into the metre
cubed and if they could have
added more or needed to leave
some shapes out

Summary Of Evidence
VBQU140 Work with Measurement and Design in familiar situations
Learner name: __________________________________________________________ Date: _____________________________________
Assessor Guidelines – Y/N Evidence provided Comments Employability Skills and Facets Comments Date
how to make a
judgement
Describes features of text Presentation of text
Responses to verbal
questions about text
Identifies audience and Presentation of text
purpose of text Responses to verbal
Uses a range of reading Presentation of text
strategies Responses to verbal
Identifies main ideas and Presentation of text
supporting information Responses to verbal

how to make a
judgement
Comments on the Presentation of text
effectiveness of the text Responses to verbal
Identifies common two and Responses to verbal
three dimensional shapes questions about text
Represents shapes in a Observation of part

diagram 2 of task
Teacher observation
checklist
Assembles model from Observation of part
given instructions 2 of task
Teacher observation
checklist
Gives an initial Observation of part
measurement and 2 of task
measures correctly using Teacher observation
appropriate instrument checklist
Uses concepts and units of Observation of part
measure 2 of task
Teacher observation
checklist

how to make a
judgement
Reasonableness of results Observation of part
is checked and results are 2 of task
interpreted in terms of Teacher observation
original purpose checklist
_________________________________________________________________________________________________________
___________________________________________________________________________________________________________

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Competent Additional evidence required Learner has been informed of outcome
Assessor name: ______________________________________ Student name:____________________________________

Signature: ___________________________________________ Signature: _______________________________________

Validate Assessment Tools
Does the assessment address the Elements and Performance Criteria? 9 Yes the tool addresses the Elements and Performance
Criteria for both units identified
Does the assessment obtain evidence to meet the requirements of the Learners would also need to demonstrate reading and
Evidence Guide (Critical Aspects)? engaging with another two types of text. Additional
7 assessment would also be required to assess the breadth of
numeracy in VBQU140 Work with Measurement and Design
in familiar situations
Does the assessment allow the student to demonstrate the Required 9 Yes the tool enables the learner to use a range of reading
Skills and Knowledge required for the unit? strategies, draw on a range of meaning making strategies,
draw and assemble shapes and measure and calculate
everyday quantities
Is it clear which Elements / Performance Criteria are being assessed? 9 Yes, task components have been mapped against Elements
NB: if a task does not cover all Elements / Performance Criteria, it needs to and Performance Criteria
indicate which Elements / Performance Criteria are being assessed
Is the assessment designed to produce valid evidence? (Is it asking for 9 Yes, every aspect of the task can be linked back to the
more than required? Can every aspect of the task be related back to the appropriate unit
unit? )
Does the assessment task produce sufficient evidence? Although, the tool generates a range of evidence to address
7 assessment requirements eg learner responses,
presentation, peer assessment there is a need for further
evidence to satisfy the requirements of the unit.

Can evidence be gathered over a period of time? 9 Yes, the tool has been designed to gather evidence over a
period of time
Can the evidence presented for assessment be authenticated? (e.g. group 9 Yes, the teacher can observe the learner over a period of
assessment) time
Does the assessment comply with the principles of fairness? 9 Yes, assessor guidelines provide advice on levels of support
and access to resources such as dictionaries
Is there enough guidance for the assessor on making a judgement? 9 Yes the sample questions to assess engagement with text
provides the assessor with guidance on the evidence
required
Are the assessment instructions and conditions clear and accessible to the 9 Yes, task requirements, what is being assessed and how are
learner? Is the level of support required provided? clearly presented and are explicit to learners. Level of support
is detailed in Assessor Guidelines eg access to teacher/support
person or advice/modelling
Is the material used in the task culturally appropriate? 9 Yes the texts are culturally appropriate. The material is
neutral and contain community information
Date
Unit details

Competency Mapping
Units to be assessed
Component of Task Elements/Performance Criteria Required Skill and Knowledge Range Statements Evidence Guide
Presentation and VBQU135 can identify the main informative texts such learners will be able to
Questioning idea and key information as brochures, locate personally
Element 1 (PC 1.1, 1.2, 1.3)
and supporting community relevant information
Element 2 (PC 2.1, 2.2, 2.3, information in a text newsletters related to participation
2.4, 2.5) in the community in
understanding of a procedural texts, e.g.,
Element 3 (PC 3.3, 3.2) texts of limited
range of audiences and series of sequential
complexity, and read,
a range of purposes for steps required to
interpret and evaluate
texts achieve goals; icons;
familiar texts.
text supported by
can draw on a range of
diagrams evidence that texts
de-coding and meaning-
have been accessed on
making strategies explicit navigation
at least three
features, eg, heading
occasions. Each
Numbers (for occasion must address
example: measures a different text type
using common
measuring
instruments)
the effectiveness of

Component of Task Elements/Performance Criteria Required Skill and Knowledge Range Statements Evidence Guide
the text is evaluated in

terms of meeting its
purpose, meeting the
needs of the
audience, own
knowledge and
experience
Estimation and measuring VBQU140 ability to interpret plans 2D and 3D shapes learners will be able to
task and draw and assemble visible in our interpret plans and
Element 1 (PC 1.1, 1.2, 1.3)
shapes environment draw and assemble
Element 2 (PC 2.1, 2.2, 2.3, shapes.
ability to estimate, models made from
2.4)
measure and calculate various materials and learners will be able to
everyday quantities assembled following estimate, measure and
written instructions calculate everyday
knowledge that signs /
quantities
prints/ symbols a rough estimate of
represent meaning volume access to real/authentic
or simulated tasks,
communication skills to concepts and units of
materials and texts
undertake learning and measurement, eg
assessment length, height, mass,
capacity
convert within the
metric system

Context
The following sample assessment tool is part of a program consisting of the topic:
Environmental issues and water saving.
The selection of this topic was based on learners’ needs, interests and issues they wanted to
explore in the current water saving environment. To ensure that learners were given every
opportunity to access and engage with a broad range of texts about these issues, it was
decided to select the units VBQU147 Engage with a range of texts of some complexity to
participate in the community and VBQU151 Create a range of texts of some complexity
to participate in the community (see below) as the basis of learning and assessment. The
requirements of these units also meant that learners could access and engage with community
texts containing a range of features and structures. Formative assessment tasks using other
community text types based on this topic can be used to build up a portfolio for assessment of
these units.
approach can be customised using different texts at a similar level with adjustments to the
assessment tool (e.g. questions) to reflect specific features of texts.

VBQU147 Engage with a range of texts of some complexity to participate in the
community
VBQU151 Create a range of texts of some complexity to participate in the community
It is recommended that these units be delivered and assessed using an integrated approach
reflecting real life situations which require engaging with and creating texts which comprise a
range of literacy components. Assessment tasks have been designed to collect evidence for
each of the units separately, appropriate for integrated or team teaching delivery approaches.
Note: Although the following assessment tool does not explicitly assess numeracy and
mathematics, there is scope to assess components of VBQU153 Investigate, interpret and
produce numerical and statistical information. This can be built into text selection on water
saving as well as the survey task.

Key requirements from the curriculum have been highlighted.
1. What are the unit/s about? (unit descriptor) engaging with a range of structurally
intricate texts which are relevant to
participation in the community
creating a range of texts of some
complexity which are relevant to the
participation in the community.
2a. What do learners need to do? (elements and locate, analyse, and critically
performance criteria) evaluate content in a range of
2b. What is the required level of performance? structurally intricate texts relevant to
(skills and knowledge) participation in the community for a
range of purposes: define features of
2c. What else must I use to make a judgement of texts, identify sources, summarise
learner performance? main ideas, and evaluate supporting
material.
research a range of text types useful
for community access for a range of
purposes and audiences, and
prepare and produce a portfolio of
community texts
Skills and knowledge
Engaging:
range of reading strategies, including
broad sight vocab and de-coding
skills, to interpret and analyse a
series of connected paragraphs
understanding that a text is a
construct which represents author’s
culture, world view, values and
experiences
critical analysis skills
register
features of texts
Creating:
ability to gather information
knowledge of a range of styles of
writing and presenting information to
different audiences
broad vocabulary; ability to use range
of grammatical structures
ability to structure and write a series
of connected paragraphs, different
text-types
ability to communicate complex
relationships between ideas
proof-reading and revising
an awareness of register
3a. What do I need to assess and document? structurally intricate, number of linked
(evidence guide) paragraphs
3b. What are the critical aspects for assessment range of features within texts
and evidence required to demonstrate
three occasions; 3 different text-types
competency in this unit? (evidence guide)
real texts in context; on-line or
screen-based
3c. What methods of assessment will enable the
appropriate support
appropriate collection of evidence?
(evidence guide) verbal questioning
observation
peer assessment
portfolio containing a range of
samples
4. What texts/resources are suitable for the task? Community based informative texts such
as brochures, notices, information sheets,
community newsletters, government
pamphlets about community issues

selected for suitability. Below are some key considerations which informed the selection of
these texts
Topic: Water saving
Texts selected: On-line texts from web-sites
Key considerations Comments
Are the texts community related? Located on government organization web-sites to

provide information to the community on water-savings
Are they at an appropriate level? Texts contain structurally intricate features and
structures required at this level. Eg. transparent
structure, headings and menu bars,
Are they relevant to learners? Learners have expressed interest in learning about
water-saving
Do they include visual cues? Yes: photos, diagrams, graphs
Do they contain appropriate text features? Yes, features of informative texts, e.g., uses impersonal
tone, author’s views are expressed as facts; a number of
linked paragraphs; vocabulary related to community
environment
Do they include numerical information? Yes, they contains %, fractions, numbers, comparison of
data
Are they real? Yes

required by the unit. Evidence of competence for these units should be gathered over a period
of time.
In this example, the assessment methods used to collect different types of evidence are:
Units of Method 1: Method 2: Method 3: Method 4

competency
VBQU147 Observation of Verbal questioning to Peer Self
verbal presentation establish assessment assessment
understanding of of
information and key presentation
features in selected
texts
VBQU151 Review of Presentation outline Verbal Self

Presentation questioning assessment
outline and about writing of writing
Portfolio, including task
report notes form
research

Guidelines for the Assessor
instructions on what the assessor needs to do to set up and conduct the assessment
for example ensuring the learner has access to resources which are essential to
participation in the assessment such as access to real texts or computer equipment
and the internet to access online information. It may also include instructions about the
level of support which can be provided to the learner and the type of environment in
which the assessment should take place.
recording sheets for the assessor which include responses to verbal questions,
guidance as to what the assessor needs to consider to make a judgement including
Employability Skills developed through this assessment and a summary of the
evidence collected. This is based on the Elements, Performance Criteria Required
Knowledge and Skills, and Evidence Guide of the units
competency mapping to demonstrate the content validity of the assessment tool by
indicating how the unit requirements have been met in the required activities.

completion of the task. These are built into the task and not separated out. Teachers
should discuss employability skills with their learners throughout the program and
provide examples of how they can be developed through their learning. For example in
completing this task the learner may develop the following Employability Skills:
Communication
responding to and asking questions about the text
sharing information with others
locating, interpreting and evaluating relevant community information
writing texts of some complexity relevant to purpose and audience
Problem solving
using a range of strategies to make and convey meaning
Self management
planning the presentation according to requirements
planning stages of writing processes
Technology
using a range of learning / communication technology to access information from
websites

This information includes what the learner needs to do (task) and how they will be assessed.
This example requires learners to:
Read information from 3 web-sites about water conservation
Develop and conduct a survey on water saving
Use a learner planning sheet to help them plan a presentation
Present the information to the class
Respond verbally to questions about the texts
Use a peer review sheet to provide feedback to other learners
Write a report suitable for a community newsletter to support water-saving

assessment tool. A sample is included at the end of this assessment tool. A Validation
Checklist proforma is also included in Appendix 2.
Assessment tool: competency mapping
This tool assists assessors with mapping the key components within their task/s to the Unit(s)
of Competency to demonstrate content validity. See the example at the end of this assessment
tool. A Competency Mapping proforma is also included in Appendix 1.

Assessor Guidelines
community

Find a range of examples of web-sites related to community themes, for example,
information about water-saving. You will need to direct learners to 3 different text-
types.
Provide the learners with opportunities to research topics using the internet.
Discuss the importance of water and water conservation in the Australian context.
Provide learners with opportunities to prepare and present to the group.
Model and practise the writing process i.e. first draft, feedback, revision, and final draft
processes when learners are creating texts.
Provide examples or models of simple reports, demonstrating body of report and
supporting information.
Note the extent of requirements in the units. Does the task allow learners to meet part
or all of the outcomes? Note that this tool meets the requirements of both units.
Prepare assessment tool components
Questions to assess engagement with text
Self assessment checklist
Assessor Guidelines
Tell learners that this will be a major assessment with 5 stages, and will be completed over a
number of classes:
Stage One: Research using the internet
Stage Two: Research using a survey
Stage Three: Presentation on the research to the class
Stage Four: A written report
Stage Five: Portfolio
Emphasise what is being assessed. The following will be assessed:
Stage One and Two: Research
your understanding of the research into water conservation
your understanding of why the information is important to members of your community
your opinion about the things in the texts that helped you to understand the information
clearly
Stage Three: Presentation
structure – introduction, body and conclusion
appropriate use of notes or script for presentation
visual supports
integration of feedback on draft outline
answering of questions
Stage Four: A report written for a class or community newsletter
inter-connected paragraphs with topic sentences
use of research
appropriate for audience and purpose
use of feedback in final draft
Stage Five: Portfolio
includes all relevant documents
Table of Contents to organise document structure
Tell learners what support is available to them. This can be dictionaries, asking the teacher to
clarify instructions, and using a computer.
Procedure for the assessment activities:

Stage One: Research
Ask students to access the following web-sites:
http://www.acfonline.org.au/default.asp?section_id=90
http://www.savewater.com.au/
Allow a reasonable time for the student to read and re-read the texts and take notes using the
questions for the texts as a guide.
Stage Two: Survey – pair work
Tell learners they will work with a member of the class to develop a survey to ask 5 others
about how they are saving water. They will need to draw up 5 questions they could ask about
how others are trying to save water,
They will then make a summary of that information.
Stage Three: Presentation in pairs
Tell them that they will need to prepare a short presentation on the texts and what their survey
found.
Ask the students to use the planning sheet to plan their presentation, and to prepare an outline
to submit to the teacher before their presentation.
Tell students you will ask them some questions about their research after they do their
presentation
Prepare all participants for peer assessment. Set some protocols about how comments should
be made.
Allow time for each presentation to be made and peer assessments to be conducted
Ask the questions making notes of responses.
Stage Four: Written Report
Tell the learners they will then need to prepare a report for a class or community newsletter
Stage Five: Portfolio preparation
The students will then need to gather materials they have produced into a portfolio. It will need
to have a Table of Contents.
Teacher Recording Sheets

Use the recording sheets to record evidence. Use the Evidence required column to guide
judgement. This is based on the Elements and Performance Criteria of the unit, the Required
Skills & Knowledge and other requirements of the unit.
Note whether the evidence is satisfactory or whether additional evidence is required.
Provide verbal feedback to the student on their performance and keep the response sheet on
file.


This task will be a major part of your assessment for the units:
community, and
There are 5 tasks:

1. Researching Water saving- You will research water-saving in Australia (texts will be
on-line and similar to those you have talked about in class).
2. Survey in pairs - You will also ask your friends and class mates about how they are
saving water.
3. Presentation Then you will present the information you have researched to your class.
Your teacher will also ask you some questions.
4. Writing a report - You will prepare a report for the class or a community newsletter on
the need for Australians to save water, and how they are trying to do it.
5. Portfolio - Finally, you will gather all of your research together and present a portfolio
to your teacher. The portfolio will have a Table of Contents and will include the
following:
- Report written for a class or community newsletter
- Notes you have taken on the web-sites you have visited
- Survey questions and responses, and your summary of the responses
- Outline of your presentation to the class
- Planning sheets
- Peer assessment sheets

Research: websites and survey
your understanding of what the research is about
your understanding of why the information is important to members of your community
your opinion about the things in the texts that helped you to understand them clearly
Presentation: a brief 10 minute presentation on your research. You will be assessed on:
appropriate use of notes
visual supports
answering of questions
how you have used feedback from your teacher
Report: You will be assessed on:
inter-connected paragraphs with topic sentences
use of research
appropriateness for audience and purpose
how you have used feedback in your final draft
Portfolio: You will be assessed on:
whether it includes all relevant documents
how you have structured the portfolio using a Table of Contents

Task One: Researching water saving
Text 1
You will need to access the internet for this research
Go to http://www.acfonline.org.au/default.asp?section_id=90
Read the article Australia: big and dry, on the home page, then take notes on the questions
below
Here is a down-loaded version of this article:
Australia: big and dry
We often hear that Australia is the driest inhabited continent and most Australians will have
faced water restrictions at some point. Exactly how dry is our country?
In Australia, the average is just 472mm per year. With such a low and variable rainfall, 70% of
the country is classified as being desert or semi-desert. Climate change is also causing rainfall
to decline even more in southern Australia, while it is increasing in tropical Australia.
Despite the relative scarcity of water, we don’t rank well as water savers. On a per capita basis,
Australia's water use is the third highest among OECD countries, after the USA and Canada.
While the majority of our national water usage is for agricultural irrigation, we cannot discount
the amount of water used (and wasted) in the home.
Every city and town gets its water from a different source and this has a direct effect on the
local river system, lake or aquifer. Find out where your home's water supply comes from; the
water you can save at home could directly benefit that river or catchment.
For more background on water issues in Australia, check out ACF's Rivers and Water section
With drought and water restrictions becoming regular events, it's time to permanently change
our water consumption habits. There are easy things everyone can do to reduce their
household's water consumption.
Accessed 19 December 2009
Notes
Why is saving water so important for Australia?
Who owns this website?
Why is this information so important for your

community?
Who do you think would use this information?

Text 2
When you are in the website http://www.acfonline.org.au/default.asp?section_id=90
click on the Consumption Atlas in the left-hand menu
Step I Enter your post code

Step 2 Choose the indicator for Water Use
Step 3 Click on View consumption
Make some notes on these questions:
1 What is the water usage of your area per person

per year?
2 Is that more or less than the State average?
3 Is that more or less than the national average?
4 Does the web-site suggest any reasons why this might be the case?
5 Did you find this web-site easy to use? Can you think of any way it might be
improved?
6 Who owns this web-site?
7 Who do you think might use this web-site?

Text 3
Go to http://www.savewater.com.au/ and click on home or garden button in Right hand
menu
Make a note of 5 suggestions for saving water that you think you could do.
Comment on this web-site:
1 Did you find this web-site easy to use? Can you think of any way it might be
improved?
2 Who owns this web-site?
3 Who do you think might use this web-site?

Task Two: Develop and conduct a survey
Work with another learner to develop a survey to find ways of saving water.
You will need to include background information to explain why it is important to save water in Australia and in your local community (2 paragraphs based on
research).
The survey should have 5 questions about ways people are trying to save water.
Before you give the survey to friends and class-mates, test it out with someone in the class.
Give the survey to 5 people. You will need to keep a record of questions and answers:
Answer Person 1 Answer Person 2 Answer Person 3 Answer Person 4 Answer Person 5
Question 1
Question 2

Question 3
Question 4
Question 5

Task Three: Presentation
Prepare a brief 10 minute presentation of your findings to the class.
Give an outline of your presentation to your teacher before the presentation and incorporate
any feedback.
Your presentation should include:
- Structure: include a beginning (what you are going to talk about and why it is
important), a middle (what your research has found) and an end (suggestions about
future water savings).
- Evaluation of the texts: do the texts provide information which is important to people
who live in your community? Is it easy for people to understand this information as it is
presented? Why/Why not?
- How might people use that information?
- Survey. What are the most-used and least-used methods of saving water? Present
this as a table.
Methods of
saving water
Numbers who
recommend
this
- An evaluation of the survey, and any lessons learned.

- Be prepared to answer questions from your teacher and class-mates.

Task Four: Report
Report suitable for a class or community newsletter, summarising research into water-saving
suggestions you would like to make about how households could save water in Australia.
Remember to structure your report with an introduction, research, and a conclusion.
Use the first draft, feedback, revision and final draft processes when developing your report.
Complete the Report Self-assessment checklist and add to your portfolio.
Task Five: Portfolio

Prepare a portfolio, comprising the following:
table of contents
report
Include as supporting documents:
learner planning sheet
notes from research
survey questions and responses
survey results summary
outline of presentation
self-assessment writing checklist

Learner Planning Sheet (Water-saving)
This task is part of your assessment for units:
community
To help you to plan your presentation, make some notes on this planning sheet and include it
in your portfolio of evidence. Show this outline to your teacher and use any feedback to
improve your presentation.
What Employability skills do you think you used or developed to do this planning:
Planning and organisation – Example:..........................................................................

Name: _____________________________________________ Date: _________________
Questions Notes
Tasks 1 & 2 Text1 Text 2 Text 3
What is your interest in this topic?
Which texts did you access?
What are some of the features of these texts?
How might someone use these texts? (Find at least 3 different sorts of
information)

Questions Notes
What makes the texts easy to understand?
What makes the texts difficult to understand? Can you think of any ways the
texts could be improved?
Survey
What questions will you ask people in the survey? Why did you choose these?
How will you present your results?

Questions Notes
Task 3
Outline for your presentation:
Who is the audience?
Have you researched your topic thoroughly?
Have you summarised your research into your own words?
Have you structured your presentation with a clear introduction, body and
conclusion?
Have you organised appropriate support materials (e.g. PowerPoint
presentation, handouts) ?
What is the main idea?
What is the supporting information?
What is the conclusion?
Task 4
Report:
Who is the audience?
What is the main idea?
What is the evidence?
What is the conclusion?

Questions Notes
Task 5
Portfolio:
What supporting documents do you need to include?
What is the best way to organise the material?
Include a Table of Contents.
Teacher Feedback:

Sample Questions
The following tool may be used to collect evidence from the student presentation (3 texts and survey). The sample questions may also be used to collect
evidence not generated through the presentation or to supplement evidence already collected.
Name:………………………………………………………………..Date:…………………………….
Sample question Evidence required Student Response Evidence
Satisfactory / additional evidence
required
Which organizations wrote these Identifies web-sites as government or official

texts, and for what purpose? (Source web-sites
and purpose)
Who might use this Identifies as information for the community,
information?(audience) themselves, neighbours
Why do we need to know about Identifies Australia as a dry/desert climate,
water-saving?(main ideas) climate change impacts. Identifies Australians not
good water-savers.
Do you agree with the writers of the Comments on evidence presented, compares
web-sites that Australians need to do texts, identifies the effect of language on
more to save water?(critical effectiveness of the text eg driest, desert, semi-
evaluation) desert
Can you tell me 3 things the Identifies info about why Aust needs to save
community might use the information water, how water is being used, ways to save
for? (purpose) water
What are some ways you can use to Expect 4 or 5 suggestions drawn from web-sites
save water?(main ideas) or survey.

Sample question Evidence required Student Response Evidence
Satisfactory / additional evidence
required
What are some of the features of on- Identifies structure, headings, menus, links
line texts( text features).
Was the information on the web- Expresses own view, look for an example eg
sites clear and easy to may refer to navigational features such as
follow?(critical evaluation) headings, diagrams and symbols or icons
Did you have any difficulty in Expresses own view, look for an example eg may
understanding anything? How did indicate re-reading or relating the texts to own
you work out the meaning?(reading knowledge and experiences with water saving
strategies)
Do the writers make it easy for Expresses own view, look for an example. Eg
everyone to know how to save may refer to text structure used, language used
water? How could the web-sites be etc. Provides some suggestions on how the
improved?(evaluation of text) websites could be improved
What writing style did you have in Identifies need to provide information in an
mind when you were writing the introduction.
survey? Did people find it easy to
May identify clearly structured questions, and
understand or did you need to
question types (Closed / inviting yes / no or
change it? (format and language)
simple answers), commonly-used words and
expressions specific to water saving.
Feedback:

This task is part of your assessment for units:
community
Name of presenter: …………………………………………….
Date: …………………………..
Feedback sheet completed by: ………………………………………
Instructions
Use this sheet to keep a record of what you notice about the presentation made by another
Help their learning by giving constructive ideas in the feedback column.
Description 9/8 Feedback

You are clear about the purpose of the texts and
who they are for (audience)
You explain why you chose these texts and how

they affect you
You give some examples of features in the texts

that helped you to understand them
You structured your presentation with a clear

introduction, body and conclusion
You summarised your research (including survey

results) clearly and in your own words.
You answered questions about the texts and

survey clearly

Report-Writing Self-Assessment Checklist
Use this self assessment to check progress on your report. Make sure to include it in your
portfolio.
Learner name: ___________________________________Date: ____________________
Title of writing:
Yes Needs
changes
The format is appropriate for the audience and purpose
The tone is appropriate for my purpose/audience
I have used features appropriate to the text type
I have made my main message clear in the introduction and conclusion

Each paragraph relates to the main message
There is a topic sentence in each paragraph which links to main idea
Each sentence is clear and complete in itself
Sentences are linked with appropriate connectors
The language used is appropriate to the audience and purpose

I have used words which convey the message I want to send
I have checked the spelling of all words
I have checked the punctuation
I have used supporting material which adds to the main message
Answer the following questions:

Who has read your draft? ________________________________________
What advice or feedback did they give you regarding your writing?
________________________________________________________________
________________________________________________________________
________________________________________________________________

List some improvements you need to make for your future writing:
_______________________________________________________________
_______________________________________________________________
What are some strategies to help you achieve those improvements?
_______________________________________________________________
________________________________________________________________
________________________________________________________________

Summary Of Evidence
VBQU147 Engage with a range of texts of some complexity to participate in the community
Learner name: _________________________________________________________________
Assessor Guidelines – how to Y/N Evidence provided Comments Employability Skills and Facets Comments Date
make a judgement
Identifies source of text Presentation
Planning
notes/script
Sample questions
Identifies purpose and Sample questions
audience of text Presentation
Planning
notes/script

make a judgement
Identifies features of the text Sample questions
such as headings and sub- Presentation
headings, symbols, photos,
dates, times, place and uses Planning
these to read and interpret notes/script
the text
Summarises and evaluates Sample questions

the main ideas and Presentation/script
supporting information in a
text by using a range of Notes from research
reading strategies included in portfolio
Responds to questions about Sample questions
effectiveness of the text Peer assessment
Responds to questions about Response to sample
content and structure questions
Peer assessment
Plans texts comprising use Learner planning

of complex sentences sheet
Report-writing self-
assessment
Researches content for text Notes from research
included in portfolio

make a judgement
Structures text to meet Learner planning
requirements of audience sheet
and purpose: Report-writing self-
-appropriate format assessment
-appropriate register/tone Draft 1 of text
-sequenced explanation , Final draft of text
conclusion/recommendations
Drafts text Report-writing self-
assessment
Draft 1 of text
Responds to feedback by Final draft of texts in
reviewing and editing text portfolio
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Learner has been informed of outcome Assessor name: ____________________________________ Date:_____________________

Student name: __________________________________________ Date: __________________________
Validate Assessment Tools
Does the assessment address the Elements and Performance Criteria? Yes the tool addresses the Elements and
Performance Criteria for both units
9
identified
Does the assessment obtain evidence to meet the requirements of the Evidence Yes the tool enables the student to read,
Guide (Critical Aspects)? interpret and evaluate different text types:
9 informative, electronic, visual and to create
3 different text types: script for
presentation, survey and report
Does the assessment allow the student to demonstrate the Required Skills and 9 Yes the tool enables the learner to
Knowledge required for the unit? demonstrate reading strategies, critical
analysis skills for a range of texts and to

gather information to construct texts with
opinions, facts and arguments
Is it clear which Elements / Performance Criteria are being assessed? 9 Yes, task components have been mapped
NB: if a task does not cover all Elements / Performance Criteria, it needs to indicate against Elements and Performance
which Elements / Performance Criteria are being assessed Criteria
Is the assessment designed to produce valid evidence? (Is it asking for more than 9 Yes, every aspect of the task can be linked
required? Can every aspect of the task be related back to the unit? ) back to the appropriate unit

Does the assessment task produce sufficient evidence? 9 Yes, the tool generates a range of
evidence to address assessment
requirements eg learner responses,
planning sheets, self assessment
Can evidence be gathered over a period of time? 9 Yes, the tool has been designed to gather
evidence over a period of time
Can the evidence presented for assessment be authenticated? (e.g. group 9 Yes, the can teacher can observe the
assessment) learner over a period of time
Does the assessment comply with the principles of fairness? 9 Yes, assessor guidelines provide advice on
levels of support and access to resources
Is there enough guidance for the assessor on making a judgement? 9 Yes the sample questions to assess
engagement with text provides the
assessor with guidance on the evidence
required
Are the assessment instructions and conditions clear and accessible to the learner? Is 9 Yes, task requirements, what is being
the level of support required provided? Is the level of support required provided? assessed and how are clearly presented
and explicit to learners. Level of support is
detailed in assessor guidelines eg
examples or models of simple reports
Is the material used in the task culturally appropriate? 9 Yes the texts are culturally appropriate

Date
Unit details

Competency Mapping
Units to be assessed:
VBQU147 Engage with a range of texts of some complexity to participate in the community
Task Criteria
1 Research VBQU147 a repertoire of reading strategies, a number of linked paragraphs learners will be
including the ability to interpret and able to locate
Element 1 (PC 1.1,1.2,1.3, explicit navigation features
analyse a series of connected personally
1.4)
paragraphs Numbers whole numbers for relevant
Element 2 (PC 2.1, 2.2, counting information in
2.3) structurally
a broad knowledge of vocabulary to
meaning-making strategies, for
Element 3 (PC3 3.1,3.2, example: relating separate intricate texts,
support comprehension and read,
3.3) pieces of information within a
verbal skills to discuss features of text interpret and
texts critically evaluate
VBQU151 texts
awareness of register
Element 1 (PC 1.1, 1.2, 1 evidence that
understanding that a text reflects an texts have been
author’s culture, experiences and accessed on at
value system least three
an ability to gather information occasions.

learners will be
able to create a
range texts
related to
participation in
the community
learners will be
3 VBQU151 ability to communicate complex script for a short talk which may
able to create a
Presentation Element 2 (PC 2.1, 2.2, relationships between ideas include presentation of visual or
range texts
other information
2.3) an awareness of register related to
use of vocabulary specific to participation in
Element 3 (PC3 3.1,3.2,
topic the community
3.3, 3.4, 3.5)
4 Report VBQU151 ability to write a series of connected discussion about the texts have been
paragraphs which include a number effectiveness of writing, e.g. created on at
Element 1 (PC 1.1, 1.2, least three
of examples, opinions, facts, or
1.3) whether it meets its purpose, occasions. Each
arguments with supporting including inferred purpose occasion must
Element 2 (PC 2.1, 2.2, evidence in a prose text
2.3) whether it meets the needs of address a
knowledge of how to structure a different text type
the audience
Element 3 (PC3 3.1, 3.2, range of texts
3.3, 3.4, 3.5) how it relates to own knowledge Prose texts at
understanding of the need to proof this level typically
and experience
read and revise drafts contain a number
a number of linked paragraphs of linked
a broad vocabulary
paragraphs
ability to use a range of
grammatical structures accurately

Task Criteria
1 Research VBQU147 a repertoire of reading strategies, a number of linked paragraphs
including the ability to interpret and
Element 1 (PC 1.1,1.2,1.3, explicit navigation features
analyse a series of connected
1.4)
paragraphs Numbers whole numbers for
Element 2 (PC 2.1, 2.2, counting
2.3)
a broad knowledge of vocabulary to
meaning-making strategies, for
Element 3 (PC3 3.1,3.2, example: relating separate
support comprehension
3.3) pieces of information within a
verbal skills to discuss features of text
texts
VBQU151
awareness of register
Element 1 (PC 1.1, 1.2, 1
understanding that a text reflects an
author’s culture, experiences and
value system
an ability to gather information
5 Portfolio VBQU151 an ability to gather information clearly structured text using a learners will be
range of structural conventions able to create a
Element 2(PC 2.1, 2.2, knowledge of a range of styles of
range of texts
2.3) writing and presenting information informative texts, e.g.
related to
to a range of audiences transparent organisation, such
Element 3 (PC3.1, 3.5) participation in
as sequentially ordered dot
knowledge of how to structure a the community.
points, numbered instructions,
range of texts
alphabetical, numerical listings,
spacing, headings; general
statement, factual description or
logically sequenced explanation,
© State of Victoria, Version 1, January 2010 conclusion
3 Sample assessment tools 111
APPENDIX 1: ASSESSMENT TOOL – COMPETENCY MAPPING
This tool is to be completed by the assessor to demonstrate the content validity of his/her assessment tool. This should be attached to the assessment
tool for validation purposes. Note that multiple copies may be needed for each task within an assessment tool.
Component of unit(s) of Competency
Step Component of Task Elements/Performance Required Skills and Range Statements Evidence Guide
Criteria Knowledge
Source: National Quality Council Guide for Developing Assessment Tools 2009 © Commonwealth of Australia
© State of Victoria, Version 1, January 2010 Appendix 1 113

APPENDIX 2: VALIDATE ASSESSMENT TOOLS
Does the assessment address the Elements and Performance Criteria?
Does the assessment obtain evidence to meet the requirements of the Evidence Guide (Critical
Aspects)?
Does the assessment allow the student to demonstrate the Required Skills and Knowledge required
for the unit?
Is it clear which Elements / Performance Criteria are being assessed?
NB: if a task does not cover all Elements / Performance Criteria, it needs to indicate which Elements /
Performance Criteria are being assessed
Is the assessment designed to produce valid evidence? (Is it asking for more than required? Can every
aspect of the task be related back to the unit? )
Does the assessment task produce sufficient evidence?
Can evidence be gathered over a period of time?
Can the evidence presented for assessment be authenticated? (e.g. group assessment)
Does the assessment comply with the principles of fairness?
Is there enough guidance for the assessor on making a judgement?
Are the assessment instructions and conditions clear and accessible to the learner? Is the level of
support required provided?
Is the material used in the task culturally appropriate?
© STATE OF VICTORIA, VERSION 1, JANUARY 2010 Appendix 2 114

Are all sign off requirements included:

• Date

• Unit details
• Signatures, assessor and trainee
© STATE OF VICTORIA, VERSION 1, JANUARY 2010 Appendix 2 115


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CGEA

21771VIC Certificate I in General Education for Adults

Published by the Department of Planning and Community Development

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 3

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 4

Incorporating Principles of Assessment

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 5

Formative and Summative Assessment

What is an Assessment Tool?

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 7

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 8

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 9

6. Validate the tools

Validation and Moderation

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 11

SAMPLE ASSESSMENT TOOL 1

21771VIC Certificate I in General Education for Adults

Step 1: Select the units

Step 2: Analyse the units

Step 3: What text? What real life activity and resources?

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 14

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 15

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 16

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 17

Units of competency Method 1: Method 2: Method 3:

VBQU122 Verbal Verbal Peer assessment

Step 5: Develop assessment tools

Employability Skills Advice

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 18

Instructions for the learner

Step 6: Validate assessment tools

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 19

Course: 21771VIC Certificate I in General Education for Adults

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 20

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 21

This task is part of your assessment for the units

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 22

This task is part of your assessment for the units

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 23

Name: _____________________________________________ Date: _________________

Planning Sheet Questions Notes Notes

Who wrote these texts?

Who are the texts for?

How is the information organised? Are there:

What made the text easy for you to understand?

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 24

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 25

Sample Question Evidence required Evidence/Student response Evidence

Which organization wrote this and why? Identifies it as a council

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 26

Who might use this information? Identifies themselves,

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 27

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 28

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 29

Who might use it?(audience) Identifies themselves, family members or

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 30

© State of Victoria, Version 1, January 2010 3 Sample assessment tools 31

Name of presenter: …………………………………………….Date: …………………………..

Name: _____________________________ Date: _

Name: _____________________________ Date: _

Assessor/Teacher name: Assessor signature: ____