Item 2 – Group Delivery Assessor Observation
Delivery Observation Assessment Form
This web form records assessor observations during each of the candidate’s three 30-minute presentations to the same group of four learners. It includes assessor notes, foundation skills evidence, reasonable adjustment, portfolio evidence, signatures, and PDF export.
Assessment Details
Complete this section prior to each assessment.
The assessor is to observe the candidate, record notes for each observation, include Foundation Skills evidence, provide feedback, confirm portfolio items, record any reasonable adjustment, and sign the completed assessment record.
Delivery Observation Checklist
The candidate was observed applying the following in preparation for and delivery of training sessions.
| # | The candidate… | Dropdown evidence | Achieved |
|---|---|---|---|
| 1 | Introduces self and topic / outcomes to be achieved, applying appropriate language and non-verbal communication skills to ensure the learner group is at ease/feels safe ?Assessor cueConfirm appropriate, non-threatening language; no bullying; the candidate identified themselves and why they are facilitating; and the session outcomes were made clear. | Select evidence | |
| 2 | Provides WHS and housekeeping brief on surrounding work environment and equipment ?Assessor cueNotes may not be required where the WHS and housekeeping brief was straightforward and appropriate. | Select evidence | |
| 3 | Applies facilitation techniques to use group diversity as a resource in the learning process ?Assessor cueRecord an example. This may include using senior group members' experience, different gender or generational perspectives, and questioning that connects to existing knowledge or experience. | Select evidence | |
| 4 | Employs a range of delivery methods and techniques to support / engage the diverse learner group ?Assessor cueIdentify the techniques used and add notes where helpful. | Select evidence | |
| 5 | Uses clear verbal and non-verbal communication with the learners, and adjusts explanations where necessary for understanding ?Assessor cueRecord what adjustments the candidate made. Confirm suitable communication techniques such as industry language, clear voice, supportive tone/non-verbal signals, storytelling, examples, expanded explanations, and checks for understanding. | Select evidence | |
| 6 | Effectively manages the group and individual behaviour using effective facilitation skills ?Assessor cueNotes may not be required except where group direction is needed. A smoothly run session may appear easy because it is well managed. | Select evidence | |
| 7 | Manages any inappropriate behaviour and records a short outline of how it was managed, where applicable ?Assessor cueRecord any incident of inappropriate behaviour and how the facilitator managed it. If no incident occurred, note that no incident was observed and assess whether the group remained appropriately managed. | Select evidence | |
| 8 | Monitors each learner's verbal and non-verbal communication to confirm understanding and learner confidence to apply new skills and knowledge ?Assessor cueRecord whether the candidate adjusted delivery to confirm understanding and learner confidence. | Select evidence | |
| 9 | Provides opportunities to ask questions and practice new skills/techniques, providing appropriate feedback and guidance ?Assessor cueNotes may only be required if the candidate did not provide opportunities to ask questions and practice, or if feedback was not effective or constructive. Record whether questions were answered accurately in a way that supported learning. | Select evidence | |
| 10 | Adjusts delivery session where specific needs or circumstances arise to maintain an inclusive training environment ?Assessor cueNote only where adjustment was required or made. Examples include a change to session structure, additional information or examples, contextualised workplace stories, or additional activities. | Select evidence | |
| 11 | Ensures pace of delivery meets the needs of the learner and spends more time on a concept or task requiring it ?Assessor cueRecord how the candidate paced delivery for the cohort, whether individual learners required extra time or support, how this was managed, and whether the overall timeline remained appropriate. | Select evidence | |
| 12 | Ensures that everyone's foundation skills needs were supported throughout the session ?Assessor cueNotes may only be required if learners had foundation skill needs. Record support such as images, more time, additional resources in a suitable format, or changed resources. | Select evidence | |
| 13 | Provides active recall / reflection opportunities and recaps the achievements of the session ?Assessor cueRecord how this was achieved. Examples include a formal active recall activity, open discussion on learner confidence, what learners remember or can apply, or a passive recap. | Select evidence | |
| 14 | Conducts the session in accordance with the delivery / session plan, modified or contextualised as appropriate, and maintains an inclusive learning environment throughout the session ?Assessor cueRecord whether the candidate adjusted delivery during the session, used techniques or resources not listed on the session plan, and how the session was contextualised for this learner cohort. | Select evidence | |
| 15 | Applies resources listed on the session plan, including technology or digital equipment commonly applied in the training environment ?Assessor cueRecord digital aids such as projector, interactive whiteboard, laptop, computer, audio files, video files, internet searches, or other digital aids. If listed resources were not applied, record replacement resources and where they were accessed. | Select evidence | |
| 16 | Applies organisational procedure to gather learner feedback ?Assessor cueRecord how feedback was gathered, such as survey form, conversation, or feedback document. | Select evidence |
Foundation Skills
Record how the candidate demonstrated each foundation skill during delivery.
| Foundation skill | How did the candidate demonstrate this? | Evidence source | Achieved |
|---|---|---|---|
| Digital literacy | Uses main features and functions of digital tools and electronic applications required in own role to access, organise, analyse, exchange and display information ? | Select source | |
| Reading | Accesses and interprets regulatory / compliance information, contractual information, WHS information, and documents relevant to learning in the workplace, in the context of consultation and continuous improvement, to apply relevance to requirements ? | Select source | |
| Writing | Develops and maintains documentation relevant to workplace learning, including learning plans and evaluations, session plans, in accordance with organisational and workplace requirements. Contextualises resources and session plans to meet learner needs. ? | Select source | |
| Oral Communication | Uses oral communication techniques to identify needs, build rapport, agree on learning plans, facilitate effective learning and monitor practice; selects appropriate vocabulary, language, tone and pace to maintain effective interactions and engagement; facilitates training in a style appropriate for both individuals and groups ? | Select source | |
| Numeracy | Interprets and uses scheduling and sequencing information, and estimates time and risk ? | Select source | |
| Navigate the world of work | Follows organisational protocols, policies and procedures in the management of records; recognises and responds to contractual and ethical requirements associated with own role ? | Select source | |
| Initiative and enterprise | Proactively uses strategies to maintain a safe, productive and engaging learning environment; responds to learner needs during training delivery in a proactive and solutions-focused way ? | Select source | |
| Interact with others | Asks questions to clarify understanding, seeks feedback and further information; cooperates and collaborates with others as part of routine activities to achieve team results and confirm outcomes meet requirements ? | Select source | |
| Get the work done / Problem solving | Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes; uses systematic analytical processes in complex, routine and non-routine situations; identifies and responds to problems and opportunities for improvement; uses ICT-based tools to design work processes and complete work tasks ? | Select source |
Reasonable Adjustment, Feedback and Decision
For use by the Spectraining assessor only.
The portfolio checklist is pre-selected. The assessor must deselect any requirements that are still outstanding and record the required follow-up in the feedback field.