Supported Learning
Developing assessment for unit standards
This resource aims to assist assessors of Supported Learning unit standards
develop quality assessment. It is for assessors of learners who require some
form of support with their learning either through additional resources,
specialised equipment, or adapted teaching programmes.
These guidelines are designed to help assessors develop assessment
materials rather than to provide actual tasks. They are intended to be
relevant in a range of contexts and environments, including the workplace, an
educational setting, or in the community.
Users of this resource are encouraged to give feedback to [email protected].
Unit standard assessment
Unit standards specify what the learner needs to know, do, and understand.
They are not lesson plans or programmes but specify outcomes to be
achieved:
• The title is the main outcome
• The elements identify the more detailed outcomes against which the
learners are actually assessed
• Everything else in the unit standard is intended to assist the assessor
in making a quality judgement about whether a person achieves the
required standard.
Best practice in Supported Learning unit standards integrates teaching,
learning, and assessment, with providers deciding what and how to teach,
then selecting the unit standards which best meet the learning outcomes of
their programme.
All Supported Learning unit standards are at level one. The level one
descriptors are:
Process
Learning demand
Carry out processes
Employing:
that:
• Recall
• Are limited in range • A narrow range of
• Are repetitive and
knowledge and
familiar
cognitive skills
• Are employed
• No generation of new
within closely
ideas
defined contexts
Responsibility
Applied:
• In directed activity
• Under close
supervision
• With no responsibility
for the work or
learning of others
Learners are assessed against the outcomes as expressed in the elements.
Performance criteria do not express outcomes. They and any range
statements indicate the kind of evidence that must be considered when
making a judgement as to whether the learner has achieved the outcome.
 New Zealand Qualifications Authority 2010
A decision on competence should be based on the wholeness of the
performance against the outcome. An assessor needs to decide whether,
overall, the person has achieved the requirements of the element.
This is consistent with current best practice assessment where the element,
rather than the performance criteria, is the basis of assessment judgements.
Assessment activities provide evidence that determines the judgements at
element level.
Assessment involves:
• collecting evidence and making judgements about a learner’s
performance
• assessing against specific standards
• using a variety of methods as appropriate that give the learner the
opportunity to show competence
• being flexible.
Flexibility in assessment and gathering evidence is important. A wide range
of assessment activities is possible, depending on the individual learner’s
circumstances, including:
• a reader/writer
• signed language
• braille
• enlarged print
• computer assistance
• video, audio tape
• physical rather than verbal evidence.
A learner needs to provide sufficient evidence demonstrating repeatable
competence in the professional judgement of the assessor. Give learners as
many opportunities as is reasonable to demonstrate competence, but be
careful not to over-assess.
The purpose and title clarify what the unit standard specifies. It is necessary
to consult the special notes because they include requirements specific to
each unit standard.
The task of the assessor is to design an assessment that provides the
evidence needed to make a judgement of competence. Where possible the
environment/context for assessments should be the learner’s natural
environment/context, or a simulated one that closely resembles the real one.
Assessment activity design
When designing assessment the assessor needs to link the elements of the
unit standard being assessed, the assessment activity and the assessment
schedule:
Assessment
Activities
Elements
Assessment
Schedule
 New Zealand Qualifications Authority 2010
Elements
Identify the outcomes to be achieved. Performance criteria and range
statements identify the evidence to be considered.
Assessment Activities
Assess against the elements by providing learners with the opportunity
to present evidence of achievement related to the outcomes
Provide instructions that are clear, complete, easily understood and
give the learner the opportunity to meet the requirements of the unit
standard(s).
Assessment Schedule
Specifies:
The evidence expected from the learner for each element being
assessed
Judgement statement(s) which identify the standard to be achieved.
Assessment Schedule
TASK
ELEMENT
EVIDENCE
The answers or
performance
expected from the
learner
JUDGEMENT
• Defines the standard
expected for the task in
relation to the element(s)
being assessed
• Can be quantitative and
qualitative
A template of this Assessment Schedule is included after the unit standardspecific schedules.
Verification
Consider verification (documented and signed by verifier and/or assessor) as
a method of gathering evidence. This is particularly valid where the
assessment and gathering of evidence is based on demonstration of practical
competence, or is naturally occurring over a period of time. Verification can
be provided by any person who works closely with the learner and
understands the requirements of the assessment. For example, a support
person could be a verifier and the teacher/tutor the assessor. However, the
assessor is responsible for the final judgement decision.
 New Zealand Qualifications Authority 2010
Assessor
Assessors wishing to develop their skills should be aware of these unit
standards:
4098 Use standards to assess candidate performance
11551 Moderate assessment
11552 Design assessment
18203 Verify evidence for assessment for candidate
Accreditation and Moderation
Providers must be accredited by the Qualifications Authority before they can
offer programmes of education and training assessed against unit standards.
Once they are accredited, providers assessing against unit standards must
carry out internal moderation and engage with the external moderation system
that applies to those unit standards.
Schools wishing to assess Supported Learning unit standards for the first time
should refer for further information to:
• their School Principal’s Nominee
• Accreditation and Moderation Action Plan 0142
• NZQA Secondary Assessment and Liaison.
All other providers wishing to assess Supported Learning unit standards for
the first time should refer for further information to:
• their Provider Contact Person
• Accreditation and Moderation Action Plan 0142
• NZQA Tertiary Assessment and Moderation – email: [email protected].
The National Certificate in Work and Community Skills (Supported
Learning)
People credited with the National Certificate in Work and Community Skills
(Supported Learning) [Ref: 0853] have demonstrated that they have
knowledge and skills that enable them to participate in work and in the
community.
This qualification recognises the achievement of people who require some
form of support with their learning, either through additional resources,
specialised equipment, or adapted teaching programmes.
This qualification will be awarded to people credited with a minimum of 40
credits. A minimum of 25 credits must be from three electives covering
numeracy skills, communication skills, and other skills from the Supported
Learning – Work and community skills domain. The balance (which may be
from unit standards and/or from achievement standards) can be from
anywhere on the National Qualifications Framework.
The qualification document can be found on the NZQA website:
http://www.nzqa.govt.nz/framework/search/index.do
 New Zealand Qualifications Authority 2010
POSSIBLE ASSESSMENT TOOLS FOR GATHERING EVIDENCE
ORAL EVIDENCE
• Presentation
• Oral answers to questions
• Computer assistance
• Oral feedback
• Signed feedback
• Speech
• Interview
WRITTEN EVIDENCE
• Computer assistance
• Workplace documentation
• Checklists
• Portfolio
• Goal achievement
• Worksheets
• Forms
• Diaries
• Tests - written assessment
• Booklets
• Letters
• Reports
• Charts
• Mind map
• Fill in gaps
• Match information
• Multi-choice
• Written questions
VERIFICATION
Feedback (usually documented and
signed) from:
• Teachers
• Teacher aides
• Therapists
• Support staff
• Parents/caregivers
• Employers
• Peers
PRACTICAL EVIDENCE
OTHER
• Cross referencing from other
assessments
• RCC – recognition of current
competency
Observation
Role play
Real life situations
Drama
Demonstrations
Video/Audio tapes
Photography
Posters
Drawings
Projects
Visual representation
Models
Naturally occurring evidence
SOME USEFUL WORDS FOR LEVEL ONE ASSESSMENT
Refer to the level descriptor above.
Place
Recall
Write
Point
Make
Match
Tell
Sort
Place
Join
Circle
Draw
Select
Name
Show
 New Zealand Qualifications Authority 2010
These guidelines will help you prepare assessment tasks and assessment schedules for Supported Learning unit standards.
Please note these are NOT assessment schedules.
______________________________________________________
11854 - Identify and locate organs in the human body, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - personal care skills
ELEMENT
KEY EVIDENCE
Identify and locate
organs in the human
body, in a supported
learning context (five
organs required).
Learner identifies for each organ:
• Name
• Location
• Function
Organs: brain, heart, lungs,
kidney, skin, stomach, liver,
intestines.
POSSIBLE ASSESSMENT TOOLS
Oral responses e.g. naming
Direct observation – verified
Written response e.g. worksheet, questions, fill in gaps
matching information
Drawing response
Pointing to parts
Using a model of a body
Placing parts on a body outline.
JUDGEMENT/
COMPETENCY
Evidence is required for five
organs, and shows correct
identification of name, location
and function of each.
 New Zealand Qualifications Authority 2010
11855 - Outline ways of maintaining good health, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - personal care skills
ELEMENT
KEY EVIDENCE
Outline ways of
maintaining good
health, in a supported
learning context.
Learner provides evidence to demonstrate knowledge of :
• 3 ways of maintaining good personal health such as:
vaccinations, diet, dental care, skin care, smears,
medical check-ups, relaxation techniques, use of
preventative medication (for example for asthma).
• Benefits of maintaining good health in the 3 areas chosen
such as:
- Having good teeth
- Having healthy skin
- Preventing serious illness
- Being unstressed and able to cope
- Knowing what to do if unwell (for example using an
inhaler for asthma);
- Having energy to do things.
• Types of support agencies and/or health professionals in
local area for example: family planning, dentist,
physiotherapist, alcohol and/or drug advisory services,
doctor, alternative health professional, practice or district
nurse.
POSSIBLE ASSESSMENT
TOOLS
Presentation
Oral answers
Verified feedback
Speech
Interview
Worksheets
Booklet
Report
Match information
Written assessment
Audio tapes
Poster
Drawings
Checklist
Join accurate information
Circle, tick, point to accurate
information.
JUDGEMENT/
COMPETENCY
3 ways accurately identified.
At least 2 appropriate and realistic
benefits for each of the 3 areas
chosen.
Three types accurately identified.
 New Zealand Qualifications Authority 2010
11861 - Demonstrate knowledge of personal hygiene, in a supported learning context
Level 1 Credits 3 Version 4 Domain supported learning - personal care skills
ELEMENT
KEY EVIDENCE
POSSIBLE ASSESSMENT TOOLS
Identify the need for
daily personal
hygiene routines.
Learners provide evidence to show:
• Effects of not having daily personal hygiene
routines
• Effects of not having a clean environment clean: beds, clothing, bathroom utensils, linen,
kitchen, hair brush
• Benefits of maintaining daily hygiene routines.
Oral response to establish hygiene
routine
Questions and matching
Picture selection
Drawing
Checklists
Diaries (verified).
Identify personal
hygiene routines
(these may vary
depending on living
arrangements and/or
degree of
independence in
care).
Learner provides evidence to show:
• Daily routines for personal hygiene
• Weekly routines for personal hygiene
Set goals in relation
to personal hygiene
routines.
Learner provides evidence to show:
• examination of daily and weekly hygiene
routines has identified how health and
grooming can be improved.
• how routines have been modified to improve
health and grooming.
Written response
Observation
Checklist
Diary
Oral response
Personal monitoring/verified
Worksheets
Workplace verification
Naturally occurring evidence.
Self identification
Checklist
Worksheet
Oral response
Written response
Naturally occurring evidence
Drawing
Picture identification
Matching routines to improve health
Self evaluation
Workplace verification
Video clips as monitoring tool.
JUDGEMENT/
COMPETENCY
At least 2 effects that can result from
poor personal hygiene are identified
At least 2 effects that can result from an
unclean environment not being clean
At least 2 benefits of maintaining daily
hygiene routines are identified.
Daily and weekly hygiene routines are
identified.
Routines are appropriate to personal
circumstances and context.
Areas for improvement identified and
routines modified accordingly.
 New Zealand Qualifications Authority 2010
11867 - Answer a phone call and refer a phone call, in a supported learning context
Level 1 Credit 2 Version 4 Domain supported learning - work and community skills
Changes to wording
ELEMENT
KEY EVIDENCE
POSSIBLE ASSESSMENT TOOLS
Answer a phone call.
• Learner responds to a phone call and
answers in a manner appropriate to the
context and parties involved.
Role play
Naturally occurring evidence
Recall of information
Observation.
Refer a telephone
call.
Learner refers a call in a manner
appropriate to the context and parties
involved.
Oral answers
Observation
Naturally occurring evidence.
JUDGEMENT/
COMPETENCY
The learner demonstrates:
• They know the call needs to be
answered (by the ringing, buzzing, light
flashing, or vibration), and answers it
• They know who is calling and why
• Use of pauses to allow other person to
speak
• Responses that are consistent with the
technology and context
• Use of language suitable for the context,
and parties involved (greeting, during
conversation and ending/transferring of
call)
The learner:
• Refers the call using a manner consistent
with phone type and context
• Confirms recipient is the one intended
• Takes appropriate action when intended
recipient is unavailable
• Uses language suitable for the context,
and parties involved (greeting, during
conversation and ending/transferring of
call)
 New Zealand Qualifications Authority 2010
Level 1
11869 - Make phone calls, in a supported learning context
Credit 1 Version 4 Domain supported learning - work and community skills
Changes to wording, title
ELEMENT
KEY EVIDENCE
Make phone calls in a
supported learning
context.
Learner makes two phone calls using different
phone types such as:
• Landline
• Cell phone
• Voice activated phone system
• Public telephone
POSSIBLE ASSESSMENT TOOLS
Simulated activity
Workplace checklist
Workplace verification
Role play
Peer and /or self assessment
Video
Audio tape
Naturally occurring evidence.
JUDGEMENT/
COMPETENCY
The learner:
• Identifies through the dial tone
the availability of the line
• Dials the correct number or code
using correct numerals or letters
• Connects with the intended
person
• Uses language suitable for the
context, and parties involved
(greeting, during conversation
and ending of call)
• Identifies busy signal or a
message device
 New Zealand Qualifications Authority 2010
11871 - Identify effective work relationships and practices, in a supported learning context
Level 1 Credits 4 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Identify factors that
contribute to effective
and positive work
relationships.
Learner provides four factors that can contribute
to positive employer relationships and three
factors that can contribute to positive work
colleague relationships.
Identify attitudes and
interpersonal
behaviours that
contribute to effective
work practices
Factors could be in relation to:
• Punctuality
• Attendance
• Communicating absences
• Honesty
• Personal presentation
• Attention to workplace health and safety
• Workplace routines
• Following instructions
• Interaction with work colleagues and
management
• Willingness to learn and work
• Social acceptability
• Teamwork.
Learner provides two attitudes and two
interpersonal behaviours that contribute to
effective performance of duties:
Attitudes and behaviours could be in relation to:
• Courtesy
• Adaptability
• Seeking information and clarification
• Communication
• support.
POSSIBLE ASSESSMENT TOOLS
Verification
Workplace documentation
Written/oral responses
Role play
Video
Feedback from employer, job coach,
support person
Observation
Checklist
Personal goal-setting for work.
Verification
Observation
Personal goals for work
Feedback from employer, job coach,
support person
Checklist
Diary entry.
JUDGEMENT/
COMPETENCY
Learner identifies at least 4 relevant
factors that contribute to positive
employer relationships.
Learner identifies at least 3 relevant
factors that contribute to positive work
colleague relationships.
Learner identifies at least 2 relevant
attitudes, and at least 2 relevant
interpersonal behaviours that contribute
to effective performance of duties.
 New Zealand Qualifications Authority 2010
11874 - Set goals, and identify and explore pathways to achieve them, in a supported learning context
Level 1 Credits 1 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Set personal goals.
Learner:
• Specifies wants and/or needs –
these might be social, practical,
educational or physical.
• Sets goals to achieve these.
Individual booklets, worksheets
Feedback from verifier
Explanation of steps and goals
Charts.
Learner:
• Breaks down goals into steps.
• identifies and explores pathways
and support needed to achieve the
goals.
Booklets, worksheets
Feedback from possible support people
Written/oral explanation of pathway
chosen.
Identify and explore
pathways to achieve
goals.
POSSIBLE ASSESSMENT TOOLS
JUDGEMENT/
COMPETENCY
Learner identifies at least 2 wants and/or needs
and sets at least 2 goals.
Each goal must be specific, measurable, and
achievable. Goals set should have a minimum
of two achievable steps for each goal.
Learner shows:
• Goals have been broken down into
achievable steps.
• Identification and exploration of pathways
that is relevant to meeting the desired
outcomes.
• Support needed to achieve goals in terms of
the pathways explored.
 New Zealand Qualifications Authority 2010
11877 - Select and wear clothes for different occasions and identify need to care for clothes, in a supported learning context
Level 1 Credits 1 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Select clothes to
wear to occasions
Learner shows clothes selected for a
particular wearer for 3 different
occasions.
Wear selected
clothes to different
occasions.
Learner wears clothes in the manner
they were designed to three different
occasions eg. Fastened buttons, ties,
zips; worn round the right way.
POSSIBLE ASSESSMENT TOOLS
Booklets, worksheets
Picture cut-outs and paste
Drawing
Workplace verification
Photography
Video
Paper doll concept
Pictures
Observation
Diary and verification
Peer evaluation
Workplace verification
Observation
Video.
Where applicable, Learner identifies
any need to change clothing because
of occurrences such as drink spillage;
or accidental soiling.
Identify the need to
care for clothes.
Learner identifies:
• The need for clothes to be kept
washed and ironed
• repairs that might be needed to
make damaged or worn clothes fit
for purpose - such as stitching
coming undone, holes in a
garment, jammed zips
JUDGEMENT/
COMPETENCY
Learner shows selection of suitable clothing for
three different occasions.
Clothes selected are:
• Relevant to the occasion and context
• Relevant for the weather conditions.
• Fit the wearer.
• Are clean and fit for purpose.
Clothes are worn for the duration of three
different occasions.
On each occasion clothes are worn in the
manner they were designed.
If applicable, the need to change clothing is
identified in accordance with the occasion and
context.
Self evaluation
Diary
Checklist
Naturally occurring evidence
Photograph
Drawing
Video
Observation
Learner shows they know:
• the importance of keeping clothes clean
• when clothes need repairing
• storage methods that are suitable for
different garments
• the importance of appearance, and keeping
clothes fit for purpose.
 New Zealand Qualifications Authority 2010
• methods for storing different
garments - such as folded or on a
hanger
• The need for clothes to be
changed/replaced because they
are stained or worn.
Worksheet
Picture identification.
 New Zealand Qualifications Authority 2010
11880 - Use safe hygiene practices with food, in a supported learning context
Level 1 Credits 3 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Identify foods, work
surfaces, and utensils
that pose a hygiene
risk.
Learner identification of crosscontamination risks for:
• Foods
• Surfaces and utensils.
Ensure that food and
surfaces are clean.
Learner shows they can check (and
where necessary) clean food, and
work surfaces.
Handle and store
food.
Learner shows they can handle and
store food.
POSSIBLE ASSESSMENT TOOLS
Worksheets
Matching
Picture identification
Oral questioning
Written assessment
Practical assessment
Workplace verification
Video
Audiotape.
Practical assessment
Oral questions to support evidence
collection
Workplace assessment
Video
Observation checklists.
Practical
Demonstrate
Naturally occurring evidence
Oral questioning
Workplace checklists
Workplace verification
Real-life situations
Video.
JUDGEMENT/
COMPETENCY
Learner is able to identify cross-contamination
risks for:
• At least 2 foods
• At least 2 surfaces and/or utensils used.
Food is checked for fitness of consumption and
cleaned using safe hygiene practices.
Works surfaces are checked and cleaned using
safe hygiene practices.
Food is handled and stored in accordance with
safe hygiene practices.
 New Zealand Qualifications Authority 2010
Level 1
11882 - Prepare and serve a light meal and clean up afterwards
Credits 4 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Prepare and cook a
light meal
(instructions may be
from an educator,
care giver, or the
recipe).
Learner shows they can:
• select a recipe to suit the occasion, and
availability of ingredients
• Pepare ingredients according to the recipe
• Cook the meal according to recipe
• Use equipment safely
• Follow safe hygiene practices and safety
procedures
Learner is able to:
• Set the table for the appropriate context and
number of people
• Present the meal as is appropriate to context
and instructions.
Present and serve a
light meal.
Clean up after a light
meal.
Learner carries out clean-up procedure:
• Clears tables when diners have completed
meal
• Disposes of left over foods in accordance with
hygiene and safety standards
• Rinse and stacks dishes
• Washes and dries dishes or stacks in
dishwasher
• Returns clean dishes to appropriate storage
position.
POSSIBLE ASSESSMENT TOOLS
Practical assessment
Workplace verification
Checklists
Oral questioning
Video
Naturally occurring evidence
Peer evaluation
Self-evaluation.
Product testing
Photograph
Video
Peer evaluation
Checklist
Worksheet
Oral questioning
Oral feedback
Naturally occurring evidence
Observation.
Observation
Practical assessment
Checklist
Naturally occurring evidence
Workplace verification
Video
Demonstration.
JUDGEMENT/
COMPETENCY
A light meal suitable to the context is
prepared and cooked in accordance
with instructions, safe hygiene practices
and safety practices.
Meal is presented and served
appropriately for the number of people
dining, instructions and context.
Clean-up procedure is carried out
following safe hygiene practise and
safety procedures.
 New Zealand Qualifications Authority 2010
11883 - Participate in the preparation and serving of food, in a supported learning context
Level 1 Credits 3 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
POSSIBLE ASSESSMENT TOOLS
Participate in the
preparation and
cooking of a light
meal (instructions
may be from an
educator, care giver,
and/or colleague).
Learner shows involvement in the:
• selection of a recipe to suit the occasion
and availability of ingredients
• preparation of ingredients in accordance
with recipe and instructions
• Safe use of equipment
• Adhering to safe hygiene practices.
Participate in
presenting and
serving a light meal
Learner works with others to:
• Set the table for the appropriate context
and number of people
• Present the meal as per instructions and
context.
Participate in
cleaning after a light
meal.
Learner works with others to carry out cleanup procedure:
• Clears tables when diners have completed
meal
• Disposes of left over foods in accordance
with hygiene and safety standards
• Rinse and stacks dishes
• Washes and dries dishes or stacks in
dishwasher
• Returns clean dishes to appropriate
storage position.
Practical assessment
Workplace verification
Checklists
Real-life situations
Oral questioning
Video
Picture process followed
Naturally occurring evidence
Peer evaluation
Self-evaluation.
Product testing
Photograph
Video
Peer evaluation
Checklist
Worksheet
Oral questioning
Oral feedback
Naturally occurring evidence
Observation.
Observation
Practical assessment
Checklist
Peer evaluation
Workplace verification
Worksheets
Video
Demonstration.
JUDGEMENT/
COMPETENCY
Learner participates in the preparation
and cooking of a light meal that is:
• Appropriate to context chosen
• Meets safe hygiene and safety
practices.
A light meal is presented and served
accurately. Context is as per planning,
and numbers are accurate.
The learner participates in clean-up
procedures and follows safe hygiene
practise and safety procedures..
 New Zealand Qualifications Authority 2010
11884 - Identify potentially hazardous situations, and actions to be taken, in a supported learning context
Level 1 Credit 1 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Identify potentially
hazardous situations.
Learner identifies potentially
hazardous situations and the potential
harm these can have on:
• property
• other people
• self.
Oral feedback
Written feedback
Poster
Drawing
Placing accurate word in accurate
column
Worksheet.
Learner identifies actions that can be
taken to avoid harm for the situations
identified above.
Matching activity
Drawing
Demonstration
Oral/written feedback
Worksheet.
Identify action to be
taken to avoid harm
in potentially
hazardous situations.
POSSIBLE ASSESSMENT TOOLS
JUDGEMENT/
COMPETENCY
At least 3 different and appropriate situations
are identified.
Potential harm to property, other people and self
are identified for each situation.
Potential harms identified are relevant and
appropriate to the identified hazardous situation.
Actions to avoid harm for at least 3 different
situations are identified.
Actions to avoid harm identified are relevant and
appropriate to each situation.
 New Zealand Qualifications Authority 2010
Level 1
11888 - Handle money, in a supported learning context
Credits 3 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Keep money secure.
Learner identifies methods to:
• carry money securely
• minimise the risk of theft and loss.
Identify value of
money and tender
money for goods.
Learner shows they:
• know the value of notes ($5, $10, $20) and
all coins
• can give the amount required, up to $100
• confirms whether they are to receive
change from a purchase or not
• have checked the transaction for accuracy
(checking change, checking EFTPOS
screen, checking receipt).
POSSIBLE ASSESSMENT TOOLS
Oral answers to questions
Worksheets
Naturally occurring evidence (for example
eftpos card, wallet).
Observation
Naturally occurring evidence
Role-play.
JUDGEMENT/
COMPETENCY
Three appropriate methods identified
to carry money securely.
Three appropriate methods to
minimise risk of loss or theft identified.
Notes and coins are identified by their
correct value.
Appropriate amount of money is
offered, up to $100.
Waits for change, or confirms there is
no change as appropriate.
Checks transaction for accuracy.
 New Zealand Qualifications Authority 2010
11890 - Use a calculator to assist with functional numeracy, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Identify the uses of a
calculator.
Learner identifies times when a calculator
may be useful in their personal life:
Use different
numerical functions
on the calculator
Learner completes a specific task using a
calculator to show functional numeracy, and
use of numerical functions,
POSSIBLE ASSESSMENT TOOLS
Written response/worksheets
Written response/matching
Oral answers to questions
Match information
Naturally occurring evidence
Demonstration
Direct observation/verified.
Written response
Test using a calculator
Worksheets
Demonstration
Naturally occurring evidence.
JUDGEMENT/
COMPETENCY
Three relevant times are identified.
Two different numerical functions are
identified and selected.
Calculations show functional numeracy and
are correct.
 New Zealand Qualifications Authority 2010
11899 - Participate in a leisure activity, in a supported learning context
Level 1 Credits 3 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
POSSIBLE ASSESSMENT TOOLS
Identify different
types of leisure
activities.
Learner identifies different types of leisure
activities that meet their personal needs,
wants and requirements such as:
Location
Cost
Accessibility
Interest
Personal ability
Need for assistance.
Seek a leisure
activity.
• Learner selects a leisure activity to
participate in.
A leisure activity that meets identified
personal needs, wants and requirements
is selected.
Select a provider of
the leisure activity.
• Learner selects a provider of the leisure
activity and shows how they can meet their
personal needs, wants and requirements.
Participate in the
leisure activity.
Learner shows participation in the selected
leisure activity.
Provider of selected leisure activity is
selected and evidence that provider can
meet personal needs, wants and
requirements provided.
Participation is consistent with the activity
chosen.
Oral feedback
Written feedback
Checklist
Drawings
Booklet
Worksheet
Verified evidence
Report
Portfolio.
Observation
Video
Verified evidence.
JUDGEMENT/
COMPETENCY
Five different leisure activities are
identified that are relevant to personal
needs, wants and requirements.
 New Zealand Qualifications Authority 2010
11901 - Identify situations that trigger stress and the symptoms it may create, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - interpersonal and social skills
ELEMENT
KEY EVIDENCE
Identify situations that
trigger stress and
symptoms of stress.
Learner identifies:
• Symptoms of stress and how they can
effect self
• Situations in an indivdual’s life that
trigger stress.
Learner shows they know how and when
to seek assistance. For example from:
• Caregiver
• Family
• Medical professional
• Counsellor
• Social worker
• Advocate
• Church personnel,
• When, in the situation, to seek
assistance.
Identify how and
when to seek
assistance when
stress is identified.
POSSIBLE ASSESSMENT TOOLS
Written/oral activities
Individual booklet/worksheets
Role-play.
Written/oral feedback
Individual booklet/worksheet
Matching relevant information.
JUDGEMENT/
COMPETENCY
At least 2 relevant symptoms and two relevant
situations are identified.
Person from whom assistance would be
sought is consistent with situation and
context.
Timing for seeking of assistance is consistent
with urgency of the situation.
 New Zealand Qualifications Authority 2010
11902 - Identify situations that trigger anger and the symptoms it may create, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - interpersonal and social skills
ELEMENT
KEY EVIDENCE
Identify situations that
trigger anger and
symptoms of anger.
Learner identifies:
• Symptoms of stress and how they
can effect self
• Situations in an indivdual’s life that
trigger stress.
Learner shows they know how and
when to seek assistance. For
example from:
• Caregiver
• Family
• Medical professional
• Counsellor
• Social worker
• Advocate
• Church personnel,
• When, in the situation, to seek
assistance.
Identify how and
when to seek
assistance when
angry.
POSSIBLE ASSESSMENT TOOLS
Written/oral activities
Individual booklet/worksheets
Role-play.
Written/oral feedback
Individual booklet/worksheet
Matching relevant information.
JUDGEMENT/
COMPETENCY
At least 2 relevant symptoms and two relevant
situations are identified.
Person from whom assistance would be sought
is consistent with situation and context.
Timing for seeking of assistance is consistent
with urgency of the situation..
 New Zealand Qualifications Authority 2010
Level 1
20075 – Demonstrate knowledge of friendships or relationships
(unit standard 20075 replaces unit standard 11906)
Credits 3 Version 1 Domain supported learning - interpersonal and social skills
A fully worked assessment schedule and task for unit standard 20075 appears after the assessment guidelines at the end of this document.
 New Zealand Qualifications Authority 2010
11907 - Identify and interact with people from a culture different from own, in a supported learning context
Level 1 Credits 2 Version 4 Domain supported learning - interpersonal and social skills
ELEMENT
KEY EVIDENCE
Identify the origins of
people from cultures
different from own.
Learner identifies people from
cultures different from their own, in
terms of:
• Country of origin
• Culture.
Identify differences
between and
similarities to people
from a culture
different from own.
Interact with a person
from a culture
different to own.
Learner selects a culture different
from their own and identifies
differences and similarities between
the cultures.
Learner interacts with a person from a
culture different to their own:
POSSIBLE ASSESSMENT TOOLS
Oral feedback
Written feedback: eg booklet, worksheet,
multi-choice, checklist, …
Drawings
Poster
Speech
Match information
Individual/group presentation
Chart showing similarities/differences
using pictures/words
Points to similarities/differences.
Observation
Video
Role play
Naturally occurring evidence
Verified evidence.
JUDGEMENT/
COMPETENCY
Two people from other cultures are identified in
terms of their country. and culture.
Two people from other cultures are identified in
terms of their culture.
Two differences and two similarities are
identified.
Learner demonstrates sensitivity to identified
differences, and acceptance of similarities.
 New Zealand Qualifications Authority 2010
11915 - Seek and respond to information, in a supported learning context
Level 1 Credit 2 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
POSSIBLE ASSESSMENT TOOLS
Ask questions to seek
information.
Learner seeks information for a
specific purpose by asking questions.
Observation
Role plays
Demonstrations
Naturally occurring evidence
Checklist
Video.
Respond to
information obtained.
Learner responds to the information
obtained above - oral, written or
action
• Orally, In a manner consistent with
the information obtained
• Using language appropriate to the:
occasion, subject matter,
relationship to the person asked.
Observation
Role plays
Demonstration
Naturally occurring evidence
Checklist
Video.
JUDGEMENT/
COMPETENCY
The learner:
• Asks questions which are specific to what
they want to know
• Seeks clarification, where necessary to
confirm own comprehension
• Uses language appropriate for information
being sought and relationship of all parties
involved.
The learner response is:
• consistent with the purpose as specified
above
• consistent with the purpose and subject
matter of the questions, and relationship
between participants.
 New Zealand Qualifications Authority 2010
Level 1
11917- Make requests, in a supported learning context
Credit 1
Version 4 Domain supported learning - interpersonal and social skills
ELEMENT
KEY EVIDENCE
Initiate a request in response to an
identified need.
Learner selects who to ask and makes the request:
• at an appropriate time (waiting until others are not
communicating, relevant to time and place)
• Using a suitable mode such as verbal language,
non-verbal language and communication aids.
• Emergency situation request conveys desired
message.
Express a request in a question.
Learner asks a question to convey a request - at an
appropriate time, and using a suitable mode of
communication.
POSSIBLE ASSESSMENT
TOOLS
Role play
Workplace practice
Simulated assessment
Video
Sign language
Real life situation eg. Doctor,
Chemist, Caregiver, Teacher
Audio tape
Checklists (verified)
Verification.
Simulated assessment
Video
Workplace
Real life
Role play
Checklists (verified)
Verification.
JUDGEMENT/COMPETENCY
Request is made to the person
who is most able to assist, or
initiate assistance for the
identified need.
Mode of request meets
requirements of the request
and personal circumstances.
Where made in an emergency,
request conveys the desired
message.
Question used conveys the
request.
Timing of the request meets
the requirements of the
context.
Learner uses a mode of
communication suitable to the
requirements of the individual
and the request.
 New Zealand Qualifications Authority 2010
11918 – Clarify and follow received instructions, in a supported learning context
Level 1 Credit 2 Version 4 Domain supported learning - work and community skills
ELEMENT
KEY EVIDENCE
Clarify instructions
received.
Learner clarifies instructions received
with the sender. Clarification might
be through:
• Questioning
• Seeking further detail
• Asking for repetition
• Checking expected outcomes.
Follow instructions
received.
Learner carries out a task or
action/task following instructions they
have been given.
POSSIBLE ASSESSMENT TOOLS
Oral questioning and/or feedback
Video
Naturally occurring evidence
Audio tape
Simulation/Role play observation
Practical situations
Checklist
Worksheet.
Naturally occurring evidence
Checklist
Worksheet
Video
Role play observation
Oral questioning
Workplace assessment.
JUDGEMENT/
COMPETENCY
Learner confirms their comprehension of
instructions received by clarifying with the
sender.
Task or action is carried out in accordance with
instructions received.
 New Zealand Qualifications Authority 2010
11919 - Identify own culture and share a family history, in a supported learning context
Level 1
Credits 2
Version 4 Domain supported learning - interpersonal and social skills
ELEMENT
KEY EVIDENCE
Identify own culture.
Learner identifies personal relationships in terms of own
learning situation or immediate environment. This may
include: siblings, parents, grandparents, aunts, uncles,
teachers, caregivers.
Share a family history.
Learner describes own culture in relation to:
• Food
• Celebrations - such as family occasions, Christmas,
Easter, birthdays, cultural performances, traditional
sharing of food, hui whanau
• Places - such as church, community centre, hall,
marae, cemetery, urupa,
• Language
• Religion.
•
Learner provides names of three family members of two
generations, and their position in relation to themself.
Family members may include but are not limited to:
parents, siblings, aunts, uncles, cousins, pets, friends.
POSSIBLE ASSESSMENT
TOOLS
Written
Picture selection
Matching
Presentation
Geneology outline
Photos
Drawing
Wall Chart
Timeline
Magazine cut and paste
Picture cards
Oral assessment.
JUDGEMENT/
COMPETENCY
At least 3 personal
relationships are
identified.
Geneology outline
Oral assessment
Photo board
Name cards
Checklist
Real life situation
Presentation using aids
Drawing
Timeline
Wall Chart
Oral Presentation.
3 family members
for two generations
are identified, and
position or
relationship of each
to the learner is
given.
At least 3 examples
of cultural practice
are identified as
appropriate to the
learner’s own
situation.
 New Zealand Qualifications Authority 2010
11933 - Move about in an educational or training establishment, in a supported learning context
Level 1 Credits 4 Version 4 Domain supported learning - perceptual awareness skills
ELEMENT
KEY EVIDENCE
Locate rooms and
features of an
educational or
training
establishment.
Learner locates positions in an
educational or training establishment
for:
• Three rooms
• Front and back doors
• The telephone
.
Learner identifies:
• Storage places in own classroom
• Objects such as furniture, and
windows
• Amenities such as light switches,
power points, taps, toilets and
basin.
Learner identifies the position of three
rooms in relation to each other and
travels between them.
Identify storage
places, objects, and
amenities in an
educational or
training
establishment.
Identify routes of
travel in an
educational or
training
establishment.
POSSIBLE ASSESSMENT TOOLS
Observation
Role play
Naturally occurring evidence
Demonstration.
JUDGEMENT/
COMPETENCY
Positions of three rooms, front and back doors,
and the telephone are located.
Observation
Demonstration
Naturally occurring evidence
Role-play.
At least 2 for each of the following are identified:
• Storage places
• Objects
• Amenities
Naturally occurring evidence
Demonstration
Real-life situations
Observation Role-play.
Three rooms are identified, and travelled
between in accordance with the educational or
training establishment.
 New Zealand Qualifications Authority 2010
ASSESSMENT SCHEDULE TEMPLATE
Unit Standard No:
Title:
Level:
Credit:
TASK
ELEMENT
Version:
Domain:
EVIDENCE
JUDGEMENT
 New Zealand Qualifications Authority 2010
20075 – Demonstrate knowledge of friendships or relationships, in a supported learning context
(unit standard 20075 replaces unit standard 11906)
Level 1 Credits 3 Version 3 Domain supported learning - interpersonal and social skills
ASSESSMENT
TASK
Element and
Performance
Criteria
EVIDENCE (answers or performance
expected from the students)
One
Identify the significant
components of
friendships or
relationships.
A.
Learner identifies components of friendships or relationships which may include:
Shared interest (eg. Sport, movies, horse riding, church)
Mutuality (eg. Liking same TV programmes, lunching together, sit together, travel)
Visual appeal
Caring (eg. Looking out for each other)
Sharing (eg. Interests, pens, paper, time)
Pleasure derived from companionship (eg. Laughter, jokes, fun).
B.
Learner identifies different types of personal friendships or relationships which may include:
Work or education colleague (eg. Workmate, classmate, supervisor, teacher)
Family
Slight acquaintance (eg. Bus driver, dairy owner, librarian, shop assistant)
Close friend
Sexual relationship.
A.
Learner identifies potential factors which may include:
Special occasions (eg. Birthdays, Christmas, weddings, tangi)
Conflict (eg. Arguments, violence, abuse, not sharing, not communicating, jealousy, back
stabbing)
Crossing boundaries (eg. Not respecting others privacy, space and belongings, not
respecting No!, cultural differences).
Two
Demonstrate
knowledge of factors
affecting the
development and
maintenance of
friendships or
relationships.
B.
Learner identifies potential effects of identified factors which may include:
Positive effects (eg. good personal well being, having a close or special friend, being in a
good relationship, having good communication, having someone to share with, having
someone who cares about you)
Negative effects (eg. poor self esteem, lonely, stressed, angry, sad, fearful, no-one to share
wit, no-one to talk to, no-one to go out with).
JUDGEMENT (a statement
that defines adequacy of
evidence required to meet
the standard)
A.
3 components are identified
correctly.
B.
3 types of friendships are
identified correctly
OR
3 types of relationships are
identified correctly.
2 special occasions are
identified correctly.
2 areas of conflict are
identified correctly.
2 crossing of boundaries
are identified correctly.
At least 4 effects are
required in total; 2 positive
and 2 negative effects
stated correctly.
 New Zealand Qualifications Authority 2010
SUPPORTED LEARNING – Interpersonal and social skills
20075 - Develop and maintain friendships or relationships
(Unit standard 20075 replaces unit standard 11906)
Name: ______________________________
Date: _________________
Element 1: Identify the significant components of friendships or relationships.
Assessment One
Task 1 A
Instructions:
Write down three things that are important for you in a friendship or relationship.
1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessor: __________________________________ Date: ___________________
C/NC
 New Zealand Qualifications Authority 2010
Assessment One
Name: ________________________
Task 1 B:
Indicate with a tick 3 people you have a friendship with, and 3 people you have a
relationship with.
Person
Boss
Friendship
Relationship
Mother
Bus driver
Close friend
Wife
Aunty/Uncle
Doctor
Minister
Work mate
Brother/sister
Supervisor
Shopkeeper
Girlfriend/boyfriend
Husband
Classmate
Father
Teacher
Neighbour
Grandparent
Partner
Other
Learner: ________________________
C/NC
Assessor: __________________________ Date: _____________
Verifier: ___________________________ Date: _____________
 New Zealand Qualifications Authority 2010
Assessment Two:
Name: ________________________________
Element 2: Demonstrate knowledge of factors affecting the development and maintenance
of friendships or relationships.
Task 2 A.
To complete this task you will need to identify special occasions, situations of conflict and
times when personal boundaries are crossed.
Instructions:
Select by drawing a line from Box 1 to the correct factor in Box 2 for each of the headings.
BOX 1
BOX 2
Special Occasion
Special Occasion
Conflict
Conflict
Crossing Boundaries
Crossing Boundaries
Not respecting belongings
Not communicating
Tangi
Violence
Not respecting No!
Wedding
Abuse
Cultural differences
Back stabbing
Christmas
Not sharing
Not respecting privacy
Jealousy
Arguments
Birthday
Not respecting space
Assessor: _________________________________ Date: ___________________
Verifier: ___________________________________ Date: __________________
 New Zealand Qualifications Authority 2010
Assessment Two
Name: ______________________________
Task 2 B.
Instructions: This task is about positive and negative effects that affect friendships or
relationships. You will need to place each of the individual cards under the correct
heading.
Positive effects of friendships or relationships
Negative effects of friendships or relationships
Verifier: _______________________________________
Date: _______________
Assessor: ______________________________________
Date: ______________
 New Zealand Qualifications Authority 2010
Cards for Task 2 B.
Good personal well being
Being close to or having a special friend
Being happy
Being in a good relationship
Having good communication
Having someone to share with
Having someone who cares about you
Poor self esteem
Lonely
Stressed
Angry
Sad
Fearful
No-one to share with
No-one to talk to
No-one to go out with
 New Zealand Qualifications Authority 2010
INTERPERSONAL AND SOCIAL SKILLS
Demonstrate knowledge of friendships or relationships.
Assessment Task:
Assessor instructions.
This assessment task and schedule is a guideline offering various types of assessment.
The variety of assessment options allows for a number of different learning-style needs to
be met as part of fair assessment.
In this unit standard we have selected the following forms of assessment:
Written: Gives learners the opportunity to use their own words to describe their
friendship or relationship.
Knowledge differentiation: Using a tick the learner selects the correct options indicating
their understanding of friendship or relationship.
Matching: Matching words with an example of personal occasion.
Card Sort: The learner sorts the cards indicating knowledge of both positive and
negative aspects of friendships or relationships.
Students being assessed for this unit standard are able to access support where
necessary in completing the assessment tasks.
Support may be in the form of:
Having a reader/writer
Using sign language
Braille
Help where dexterity needs support
Oral assessment
However, it is important that the learner is not assisted with answering.
 New Zealand Qualifications Authority 2010