7. CHCEDS053-assist in production of language resources
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School
TAFE NSW - Sydney Institute *
*We aren’t endorsed by this school
Course
CHC40221
Subject
Linguistics
Date
Jun 14, 2024
Type
docx
Pages
28
Uploaded by AdmiralMonkeyMaster1054
Skills Assessment
Criteria
Unit code and name CHCEDS053 | Assist in production of language resources
Qualification/Course code and name Student details
Student number
Student name
Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been:
plagiarised or copied from any source without providing due acknowledgement.
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
Document title: CHCEDS053_AEWP_Prt3of3
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Resource ID: APT_21_003_
CHCEDS053_AEWP_Prt3of3
Version:
20220706
Date created:
14 June 2022
© 2022 TAFE NSW
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The content in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 12 June 2024. For current information please refer to our website or your Teacher/Assessor as appropriate.
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Assessment instructions
Table 1 — Assessment instructions
Assessment details
Instructions
Assessment overview
The aim of this assessment is to assess your skills to identify resource requirements, plan development and create content for language resources to assist student learning where English is an additional language.
Assessment event number
3 of 3
Instructions for the
Teacher/Assessor
In this assessment, you must develop 2 language resources for different audiences/purposes. You should be targeting 2 English as Additional Language or Dialect (EALD) students in your school. You adhere to organisational standards in the development of the resources. This task is divided into 4 parts:
1.
Part 1: Identify and Research the Resource Requirements
2.
Part 2: Plan the Resources 3.
Part 3: Create and Develop Language Resources
4.
Part 4: Obtain and Evaluate Feedback.
And is supported by the following assessment and marking tools:
Assessment checklist
Assessment feedback
Appendix 1 - Permission to observe and document
Appendix 2 - Workplace supervisor report (to provide verification of the skills demonstrated in Part 1 and Part 2).
Submission instructions
On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment Page 3 of 28
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Assessment details
Instructions
declaration when submitting the assessment. What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment you must be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions.
All parts of the task must be performed to a satisfactory level as indicated in the criteria section of the checklist.
All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors may ask you additional questions to confirm your understanding of the task.
If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.
What do I need to provide?
TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
Computer or other device with word processing software and internet access.
Writing materials, if required.
What the Teacher/Assessor will provide
Access to this assessment and learning resources, including the student
workbook and any supporting documents or links. Computers, data sheets, reference text, organisational policy that is referenced in the assessment. These may be hard copy or made available online.
Access to a primary or secondary school in Australia.
Due date
Time allowed
Delivery location
Refer to Unit Assessment Guide
8 hours (indicative only)
TAFE NSW campus/ TAFE Digital Campus/ TAFE NSW Moodle/ a location determined by your Teacher/Assessor
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Specific task instructions
The instructions and the criteria in the tasks and activities below will be used by the Teacher/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure that you demonstrate the required knowledge and skills. You must demonstrate the skills in the workplace and the performance evidence will be collected through authenticated third-party reports and the third-party reports must be supplemented by other forms of evidence. The interactions must be supervised by a teacher or other educational professional.
Important self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:
Aboriginal Student Support Services
(Email: aboriginalstudentsupport@tafensw.edu.au)
Accessibility and disability services
(Long URL: https://www.tafensw.edu.au/student-
services/disability-services)
Personal counselling
(Long URL: https://www.tafensw.edu.au/counselling-career-
development-services/personal-counselling-wellbeing)
International students
(Long URL: https://www.tafensw.edu.au/student-services/international-student-support
)
Multicultural support
(Long URL: https://www.tafensw.edu.au/student-services/multicultural-student-support).
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Introduction
To complete this assessment, you will develop 2 language resources for 2 EALD (English as Additional Language or Dialect) learners in a school, one for each. You must adhere to organisational standards of your workplace in the development of the resources. This assessment is divided into 4 parts:
1.
Identify and research the resource requirements
2.
Plan the resources 3.
Create and develop language resources
4.
Obtain and evaluate feedback.
Part 1: Identify and research the resource requirements
You must complete the ‘Resource requirements template’ for two language resources which will then be created in Part 3. The language resource is for school students whose first language is not English. You must select 2 different audiences or purposes and assist in the production of language resources for each of them. For example, you could create:
a first language assessment
language games
a word study
a writing template
a speaking and listening activity such as a barrier game.
Task 1: Research community languages and dialects You are required to research a minimum of 5 community languages, dialects, and existing language resource in their school community and document their answers in the provided table. This will inform your later research and assist you to identify the language owners and the protocols they will need to follow when developing the new language resources. Appropriate information sources might include:
the Aboriginal Education Officer (AEO) at your school,
teachers and Senior Staff and/or current SLSOs,
office staff who manage enrolment information,
the Local Council website Complete the table below:
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Table 2 — Community languages and dialects in your school community
Language / dialect in
community
Information source
Protocols for researching/using language in this community
Any existing language
resources available
1.
2.
3.
4.
5.
Task 2: Complete the resource requirements template
For this task, you must now use the researched information from ‘Part 1-Task 1’ to identify the following and document your answers in the ‘Resource requirements template’:
intended audience for the language resource
purpose of the language resource
at least 2 different types of language resources that can be deployed for the chosen audience
at least 2 existing language sources that could be accessed and used to support development of student’s language ability
source additional language resources required that can be used in the learning activities to develop student’s language ability.
A separate template must be created for each learning resource. Table 3 — Resource requirements template
Resource Requirements Template Language resource 1- The intended audience of the language document;
The purpose of the language resource, including learning intention; Page 7 of 28
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The different types of language resources to be accessed The existing language sources The additional language resources required to complete the language resource creation;
Language resource 2- The intended audience of the language document;
The purpose of the language resource, including learning intention; The different types of language resources to be accessed The existing language sources The additional language resources required to complete the language resource creation;
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Part 2: Resource planning and consultation
To complete this part of the assessment, you must consult with teacher that they are working with, to support the planning of 2 language learning resources. Further, you must complete the ‘Resource planning and consultation template’ for each resource. To complete the template you must perform the following activities: 1.
Consult with teacher and at least one community member (such as a parent, cultural leader) and record details of their responses in the template provided for each learning resource. 2.
Confirm the suitability of the research completed in the ‘Resource requirements template’ Part 1 with the teacher
3.
Establish type and form of language resource required to meet specific learning needs with guidance from teacher
4.
Identify and access credible sources for development of the language resources
5.
Demonstrate respect for community protocols and ownership of language in development of language resources
6.
Use effective questioning and listening skills to obtain and verify the information you require
7.
Schedule and organise a timely and realistic development process with guidance from the teacher
8.
Have the stakeholder sign the template to verify that they were consulted. Underage learners/students must have their teacher, parent, or guardian sign on their behalf.
Ensure that either the workplace teacher (workplace supervisor) or TAFE assessor observes you while conducting the communication above and can confirm that the consultation occurred. The workplace teacher (workplace supervisor) or TAFE assessor should confirm this in the Workplace Supervisor Report in the Appendix 2 section towards of the end of this document. Table 4 — Resource planning and consultation template
Resource planning and consultation 1 Suitability of the research completed in Part A
Record details of comments from the stakeholder
Additional resources to be accessed
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The resource type, format and content concept required meet the audience’s specific learning needs
What you have done and will do to adhere to required protocols
Schedule for development
Please tick the appropriate box that describes the stakeholder’s position:
☐
Student
☐
Teacher
☐
Community member
Date/time: Stakeholder’s signature:
Table 5 — Resource planning and consultation template
Resource planning and consultation 2
Suitability of the research completed in Part A
Record details of comments from the stakeholder
Additional resources to be accessed
The resource type, format and content concept required meet the audience’s specific learning needs
What you have done and will do to adhere to required protocols
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Schedule for development
Please tick the appropriate box that describes the stakeholder’s position:
☐
Student
☐
Teacher
☐
Community member
Date/time: Stakeholder’s signature:
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Part 3: Create and develop language resources
After you have identified and researched the resource requirements (Part 1), participated in the resource planning and consultation with relevant stakeholders (Part 2), you must now develop and submit 2 different language resources to assist EALD (English as Additional Language or Dialect) students’ learning. You must ensure that the resources adhere to organisational standards and follow relevant organisational guidelines and procedures for resource production.
Task 1: Draft language resources
You must refer to the audience and learning intentions information from the ‘Resource requirements template’ (Part 1) and the teacher’s feedback and directions provided in the ‘Resource planning and consultation template’ (Part 2) to produce a coherent and correct draft of the language resource. You must adhere to the following in the development:
consult with students, teachers, and community members in the production of language resources to ensure protocols are maintained
produce language resources according to organisational guidelines and procedures for
resource production. Follow organisational standards to ensure language resources:
are grammatically correct
use accurate spelling
use correct punctuation.
You are required to draft the two-language resource in the space provided and send it to the
assessor. You can take a screenshot (if you have developed a digital resource) and copy this into the space below.
Table 6 — Language resource evidence
Developed language resource
Language resource 1
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Language resource 2
Task 2: Reflection questions
For this task, you are required to provide answers to the reflection questions using the template below for each language resource.
Table 7 — Reflection questions
Reflection questions
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Language resource 1
Briefly explain how you obtained and used accurate and correct content. Briefly outline how you adhered to and respected:
any relevant community protocols
language rights.
Briefly explain how the format and type of resource meets the particular needs of your audience
Language resource 2
Briefly explain how you obtained and used accurate and correct content; Briefly outline how you adhered to and respected:
any relevant community protocols
language rights.
Briefly explain how the format and type of resource meets the particular needs of your audience
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Part 4: Obtain and evaluate feedback
You must seek feedback from students, teachers, and community members on the effectiveness of the 2 language resources created in Part 3. You must:
1.
Provide a copy of one of the completed language resources (developed in Part 3) to a
student, a teacher and a community member to review. 2.
Request that the learner/students, teachers and community members complete and return the Feedback template providing their feedback on the created resources’ effectiveness. Feedback on the resources must include, if the resources are:
appropriate for the intended audience
clear
visually appealing
relevant
accurate
adhering to required protocols
useful/practical.
Note:
Because you are working with EALD (English as Additional Language or Dialect) students and community, some community members and students might not be able to read and write in English to complete the template. You must ask the feedback questions verbally and document the answers if this is the case. You must establish the need to do this in a sensitive manner. Table 8 — Feedback template
Feedback
Resource you sought feedback on- Was the resource appropriate for the intended audience? Please explain.
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☐
Student- ☐
Classroom teacher-
☐
Community member- Was the resource clear and visually appealing? Please explain.
☐
Student- ☐
Classroom teacher-
☐
Community member- Was the resource relevant and accurate? Please explain. ☐
Student- ☐
Classroom teacher-
☐
Community member- Did the resource adhere to required protocols? Please explain.
☐
Student- ☐
Classroom teacher-
☐
Community member- Page 16 of 28
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Was the resource useful/practical? Please explain.
☐
Student- ☐
Classroom teacher-
☐
Community member- Page 17 of 28
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Assessment checklist The following checklist will be used by the TAFE NSW Teacher/Assessor to mark your performance against the assessment criteria of their assessment tasks. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the
criteria described in this assessment checklist must be met. Table 9 — Assessment and observation checklist Part / Task #
Criteria – The student must: S
U/S
Assessor comments Part 1
Reflective practice journal 1.1
Provided table identifying community languages
and dialects (at least 5), the information source, the protocols for researching and using at least 5 languages/dialects, any existing language resources available
☐
☐
1.2
Completed the Resource Requirements Template to identify and explain the:
intended audience for the language resource
purpose of the language resource
at least two different types of language resources that can be deployed for the chosen audience
☐
☐
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Part / Task #
Criteria – The student must: S
U/S
Assessor comments
at least two existing language sources that could be accessed and used to support development of student’s language ability
source additional language resources required that can be used in the learning activities to develop student’s language ability.
Part 2
2.1
Provided completed Resource planning and consultation template, for each language resource:
consult with teacher and at least one community member (such as a parent, cultural leader) and record details of their responses in the template provided
for each learning resource.
confirm the suitability of the research completed in the ‘Resource requirements template’ Part 1 with the teacher
☐
☐
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Part / Task #
Criteria – The student must: S
U/S
Assessor comments
establish type and form of language resource required to meet specific learning needs with guidance from teacher
identify and access credible sources for development of the language resources
demonstrate respect for community protocols and ownership of language in development of language resources
use effective questioning and listening skills to obtain and verify the information
you require
schedule and organise a timely and realistic development process with guidance from the teacher
have the stakeholder sign the template to verify that they were consulted. Underage learners/students must have their teacher, parent, or guardian sign on
their behalf.
2.2
The completed workplace supervisor report confirms that consultation occurred.
☐
☐
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Part / Task #
Criteria – The student must: S
U/S
Assessor comments Part 3
3.1
Created and submitted evidence of two completed language resources.
For each language resource:
consult with students, teachers and community members in the production of language resources to ensure protocols are maintained
produce language resources according to
organisational guidelines and procedures
for resource production. Each language resource:
are grammatically correct
use accurate spelling
use correct punctuation.
☐
☐
3.2
For each language resource complete the reflection questions using the template. ☐
☐
Part 4
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Part / Task #
Criteria – The student must: S
U/S
Assessor comments 4.1
Requested that the students, teachers and
community members complete and return the
Feedback template
providing their feedback on
the created resources’ effectiveness. Feedback on the resources must include if the resources were:
appropriate for the intended audience
clear
visually appealing
relevant
accurate
adhering to required protocols
useful/practical.
☐
☐
Workplace
supervisor
report The student has submitted the completed workplace supervisor report. The report has been verified by the assessor.
☐
☐
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Appendix 1 - Permission to observe and document
Students in Primary and/or Secondary school (K-6 / 7-12) Table 10 — Student and school details Student name School Workplace supervisor name The TAFE student will be required to undertake a range of tasks to complete their work placement. The assessment evidence may include written observations and documentation of a range of experiences, and interactions involving themselves with students and/or colleagues. Students will be required to be under the supervision of teachers/support staff within the school during these times. Written documentation:
Will involve only the student’s first name or initials and age / school year
Will only be used by TAFE NSW for assessment purposes
TAFE NSW Assessors are required to hold a valid Working with Children Check and are bound by the Privacy and Personal Information Protection Act 1998
(NSW).
I, (named below), hereby give permission for the TAFE NSW Student indicated above to observe and document information about my child/ young person (named below) at the school indicated above for the purposes of TAFE NSW Assessment only. This assessment may
involve written observations and documented information about activities and interactions under the supervision of a teacher/support staff.
Table 11 — Student name and parent/guardian details Student name
Parent/guardian name
Signature
Date Page 23 of 28
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Appendix 2 - Workplace supervisor report Instructions to employer/workplace supervisor As part of the assessment for the unit listed below, the student requires evidence of their performance from you. This evidence will be used to
validate the student’s skills and experience in your organisation.
Table 8 — Unit details
Unit code and title
Table 13 — Student details
Student name
The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. The student is required to provide an example of how they have met each of the criteria below. Table 14 — Workplace supervisor demonstration verification
Skills demonstrations Criteria - The student must: Student comments
(Please provide an example of how you
met this criteria).
Performed at acceptable workplace standard?
Workplace supervisor comments Supervisor (initials)
Part 1 Identify and research the resource requirements
In consultation with the workplace supervisor, researched and identified.
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Skills demonstrations Criteria - The student must: Student comments
(Please provide an example of how you
met this criteria).
Performed at acceptable workplace standard?
Workplace supervisor comments Supervisor (initials)
the language owners and the protocols
that would be required to follow when
developing the new language resources.
Any existing/different types of language resources
Part 2- Resource planning and consultation
Confirmed suitability of research outcomes and language resources that will meet specific learning needs, with teacher. Consulted with teachers and community members in the production of language resources to ensure protocols are maintained. When doing this TAFE student used effective questioning and listening skills to obtain and verify the information. Part 3- Create and develop language resources
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Skills demonstrations Criteria - The student must: Student comments
(Please provide an example of how you
met this criteria).
Performed at acceptable workplace standard?
Workplace supervisor comments Supervisor (initials)
Accessed credible sources for development of the language resources.
Demonstrated respect for community protocols and ownership of language in development of language resources.
Scheduled and organise timely and realistic development process with guidance from teacher.
Produced language resources according to organisational guidelines and procedures for resource production. Part 4-
Obtain and evaluate feedback
Evaluate the effectiveness of language resources by seeking feedback from students, teachers and community members
Interactions with students supervised by a teacher or other educational professional.
Additional comments: Page 26 of 28
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Table 15 —Workplace supervisor referee verification
Declaration Details Workplace supervisor name Workplace supervisor signature
Date
Table 16 — Teacher/assessor verification
Declaration Details
Assessor verification/validation ☐
Via professional conversation with the workplace supervisor Teacher/assessor name
Teacher/assessor signature
Date
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Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Assessor name, signature and date
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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