Read the assessment task as detailed throughout this document
•Contextualise the task (and checklist) to ensure it reflects the students working environment.  (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
•Read the assessor instructions and checklist prior to commencing the assessment
•Ensure the workplace (or simulated environment) is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
•Make suitable modifications to the workplace if required to allow all tasks to be observed
•If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
•Ensure the student is allocated the appropriate time and resources for the task
•If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment.  
•Advise the student prior to conducting the assessment of:
what will occur throughout the assessment process
owhen the assessment will occur
othe level of competency expected
oNB: You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid.  The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment
oDO NOT give the student a copy of the checklist prior to the assessment

Conducting the assessment
•Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible
•Advise the student when to commence the assessment
•Observe the student undertake the tasks as outlined
•Record your observations in the assessor checklist
•Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
•Where a checklist point is not appropriate, write "N/A" in the space provided
•Gather supporting documentation where available and appropriate (as evidence)
•Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment
•Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else
•If a student performs an action incorrectly, mark it as such.  Record what you see, not what you want to see.
•Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided

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