Assessment Task Coversheet for Australian Core Skills Framework (ACSF)

Tuition / Training Stream

CLIENT NAME: XXXXXXX
CLIENT ID NUMBER/CRN: AMEP ID AMEP SEE Program
SERVICE PROVIDER: Melbourne Polytechnic-Holmesglen Pre-Employment ☐ Initial Language ☐
CONTRACT REGION: Inner Basic Language ☐
SITE CODE/VENUE: XXXXXXXXX Social English √
Basic Lit/Num ☐
SPP/SLPET ☐
Advanced Language ☐
Advanced Lit/Num ☐
FOR AMEP USE ONLY

1. Have assessment tasks been sourced

from the Assessment Task Bank (ATB)? Yes
Circle yes or no.

2. If so, what is the ATB task reference number? (first task) N/A

N/A
3. ATB task reference number of second task (if required)

AMEP & SEE: ASSESSMENT TASK AND ACSF INDICATORS

List which ACSF indicator is being claimed in the boxes.

Learning
PLA 1.01 PLA 1.02
Reading
PLA 1.03 PLA 1.04

Writing
PLA 1.05 PLA 1.06
Oral Communication
PLA 1.07 PLA 1.08
Numeracy
(SEE Program only)

Please indicate below whether the assessment tasks are formative or summative.

Formative Summative Date

Evidence 1 7.2.18
Assessment* X Assessment*

Formative Summative Date

Evidence 2 14.2.18
Assessment Assessment
X
 Evidence 1 Evidence 2
Curriculum: Course in EAL Curriculum: Course in EAL
Element: Scaffolding towards VU21435 Read and Element: Scaffolding towards VU21435 Read and write
write short, basic factual texts short, basic factual texts

Name of task: Task 1 (No parking) Name of task: Task 2 (School)

ASSESSOR NOTES ASSESSOR NOTES

Evidence 1: Task 1
Pre-teaching context: In class the students have
been learning the alphabet, phonics, long & short
vowel sounds and pronunciation of some common
letter groups (sh; ch; th). They were working on
basic reading strategies and were practising reading
one and two syllabus words using visual support (eg.
Picture dictionary).They used PC programs such as
“Sound English” to develop reading and
pronunciation skills. The task was delivered half way
through the term and was preparing the students to
pass the Module by the end of term 1.
Topics covered in class to date included food; giving
personal information and families, as well common
community signs in the local area.
Actual task:
Ella had to listen to read some letters aloud, match
the capital and small letters, read highly familiar
words and read some community signs.
 Duration: 10 min
 Number of attempts: 1
 Activity: Individual
 Level of support provided: Teacher read the
questions aloud, the student did not required
assistance to perform the task
 Dictionary was available
 Summary / analysis of how the client performance
meets ACSF criteria -Documented on the
tasks/samples: Y
Evidence 2: Task 2
Pre-teaching context: In class the students have been
learning the alphabet, phonics, long & short vowel
sounds and pronunciation of some common letter
groups. They were working on basic reading strategies
and learning classroom imperative verbs: read, circle,
and draw. They used a picture dictionary on the
computer and hard copies in the library.
Topics covered in class to date included classroom
instructions, words connected to immediate learning
environment: ‘school, cafeteria,’ etc.
Actual task:
Ella had to listen to read some letters aloud, match the
capital and small letters, read highly familiar words and
identify school related signs.
 Duration: 5 min
 Number of attempts: 1
 Activity: Individual
 Level of support provided: Teacher read the questions
aloud, the student did not required assistance to perform
the task
 Dictionary was available
 Summary / analysis of how the client performance meets
ACSF criteria -
 Documented on the tasks/samples: Y

Name of Assessor: Date: 14.2.18

* Formative Assessments allow for judgements to be made over a period of time about skill development and
teaching/learning approaches. They are used to monitor and negotiate student learning to provide ongoing feedback that can
be used by instructors to inform the teaching and learning process, and encourage collaboration and negotiation with adult
learners about their learning.
* Summative Assessments are used to evaluate student learning at the end of an instructional unit to assess an individual’s
learning relative to outcomes; it shows that learners have reached a certain standard of performance. When the learner and
teacher have been reviewing progress through the formative process, summative assessment will normally be a natural
culmination of the learning process rather than a separate event.