BSBCMM401 Make Presentation

BSBCMM401 Make Presentation

Third Party Observations/Demonstrations

Learner’s name
Assessor’s name
Unit of Competence

(Code and Title)

BSBCMM401: Make a presentation
AssessmentThird party
Due date of assessment
Third party’s name
Third party’s position
Third party’s relation to learner
Name of workplace
Third party’s telephone and email

Part 1 – Preliminary questions for the third party

What is your relationship to the learner?
How long have you worked with the learner?

 

How closely do you work with the learner in the area being assessed?

 

What is your technical experience and/or qualification (s) in the area being assessed? (Include any assessment or training qualifications.)

 

In your opinion, does the learner:

Ø  Perform tasks to the industry standards?

Ø  Manage job tasks effectively?

Ø  Implement safe working practices?

Ø  Solve problems on the job?

Ø  Work well with others?

Ø  Adapt to new tasks?

Ø  Adapt to unusual or non-routine situations?

(Please circle yes or no)

BSBCMM401 Make PresentationDo you understand which evidence/tasks the learner has                                            Yes                         No

provided/performed that you are required to comment on?

Has the assessor explained the purpose of the learner’s                                                               Yes                         No assessment?

Are you aware that the learner will see a copy of this form?                                        Yes                         No

Are you willing to be contacted should further verification of this                              Yes                         No

statement be required? 

Part 2 – Main questions for the third party

Please indicate the type of evidence the learner has provided you with for each criteria:

  • Direct – such as an observation of workplace performance by an assessor
  • Indirect – such as a portfolio of evidence
  • Supplementary – such as supervisor reports.

Please indicate if your observations were real-time (in the workplace) or simulated (demonstrations in a simulated environment).

Please provide your response, based on your observation (direct/indirect/supplementary) in the area marked below – attach an additional sheet(s) if required.In responding, please make sure to specify the manner of observation and address the following, to the extent appropriate:

  • What did the learner do?
  • When did s/he do it?
  • When or over what period of time did s/he do it?
  • How did s/he do it?
  • What was the outcome?

Remember, as a third party, your information should be purely factual and not represent your opinion on the learner’s competency.

Third party observation

Tasks Third party response based on observation(direct/indirect/supplementary – please indicate)
1.       Plan and document presentation approach and intended outcomes.

Learners should demonstrate:

Ø  Planning a delivery approach

Ø  Deciding on the equipment and aids required

Ø  Consideration of time requirements

Ø  Documenting a plan, such as by taking notes or preparing cue cards

 

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
2.       Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed.

Presentation strategies include:

Ø  Verbal presentations

Ø  Case studies

Ø  Role plays

Ø  Demonstrations

Ø  Group work or discussions

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
3.       Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas.

Presentation aids include:

Ø  Visual aids

Ø  Handouts

Ø  Workbooks

Ø  Equipment

Ø  Guest speakers

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
4.       Recognise how to brief others involved in the presentation on their roles/responsibilities within the presentation.

Other personnel may include:

Ø  Guest speakers

Ø  Admin staff

Ø  Venue staff

Ø  Management

Ø  Participant representatives

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

5.       Selecttechniques to evaluate presentation effectiveness.

Techniques may include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
6.       Identify how to explain and discuss desired outcomes of the presentation with the target audience.

This may involve discussing:

Ø  The intended outcome of the session

Ø  Your expectations

Ø  The ground rules

Ø  Their expectations

Ø  Timing – e.g. break times, finish times etc.

Ø  Rules for questions

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

 

7.       Establish how to use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas.

This may include use of:

Ø  Visual aids such as posters, graphs etc.

Ø  PowerPoint slides

Ø  Flip charts

Ø  Handouts

Ø  Workbooks

Ø  Notes

Ø  DVDs

Ø  Audio material

Ø  Actual samples of the material you are presenting.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
8.       Recognise how to monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes.

Learners should be able to recognise:

Ø  Attitudes

Ø  Facial expressions

Ø  Posture

Ø  Alertness

Ø  Eye-contact

Ø  Speech

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

9.       Understand how to use persuasive communication techniques to secure audience interest.

This may involve:

Ø  Using a dynamic opening

Ø  Speaking with confidence

Ø  Use of hand gestures

Ø  Having a positive body language

Ø  Asking inclusive questions

Ø  Use of visual aid

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
10.   Recognise how to provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences.

Opportunities for clarification involves:

Ø  Asking questions during presentation

Ø  Asking questions after presentation

 

Needs and preferences may include:

Ø  Backgrounds

Ø  Education

Ø  Reason for being at the presentation

Ø  Disabilities or other special needs which include hearing or visual impairments

Ø  Cultural beliefs

Ø  Age.

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

11.   Identify how to summarise key concepts and ideas at strategic points to facilitate participant understanding.

Summaries may take place:

Ø  As you finish each chunk or segment

Ø  Half way through the presentation

Ø  When the presentation is finished

Ø  During the review or question/answer session

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?
Other relevant comments/evidence:
12.   Establish how to implementtechniques to review the effectivenessof the presentation.

This may involve:

Ø  Assessing whether presentation objectives have been met

Ø  Self-reflection

Ø  Developing assessment criteria

Ø  Seeking feedback from participants, colleagues and other relevant personnel

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?

 

How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

13.   Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation.

This may involve:

Ø  Speaking to participants in person

Ø  Written comments

Ø  Focus groups

Ø  Feedback sheets

Ø  Presenter reflection form

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
14.   Identify how to utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented.

Utilising feedback involves:

Ø  Reading the responses or listening to participant views

Ø  Deciding how presentation style or content can be improved

Ø  Making necessary changes

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

 

BSBCMM401 Make Presentation

15.   Reviewed and analysed documents to identify information relevant to a specific presentation.

Documents may refer to:

Ø  Guest lists

Ø  Invite lists

Ø  Venue information

Ø  Information on content

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
16.   Developed material to convey ideas and information to target audience in an engaging way.

Learners should demonstrate:

 

Ø  Understanding the target audience

Ø  Considering their skill level and expertise

Ø  Developing materials for the presentation

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

17.   Presented information using words and non-verbal features appropriate to the audience and context; used listening and questioning techniques to gather information required to develop or modify presentations; and interpreted audience reactions and changes words or non-verbal features accordingly.

This should involve:

Ø  The delivery of information using verbal communication

Ø  Using non-verbal communication, such as hand gestures and facial expressions

Ø  Listening to the thoughts and opinions of participants

Ø  Observing participants to interpret their reactions

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

 

 

 

18.   Selected and used appropriate conventions and protocols to encourage interaction or to present information; demonstrated sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals; and recognised the need to alter personal communication style in response to the needs or expectations of others.

They should demonstrate:

Ø  Informing participants of rules and expectations

Ø  Creating opportunities for communication

Ø  The use of oral, visual and written communication

Ø  Understanding of the need to improve delivery following feedback

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

19.   Taken responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes.

This may involve:

Ø  Reviewing actions that are required

Ø  Assessing the time required

Ø  Planning actions in a logical order

Ø  Incorporating actions into a plan or diary

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
20.   Used feedback from others, analytical and lateral thinking to review current practices and develop new ideas.

Feedback may include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

 

21.   Used the main features and functions of digital tools to complete work tasks.

Digital tools may include:

Ø  Laptop

Ø  Memory stick

Ø  Projector

Ø  Television screen

Ø  Digital controller

Ø  Audio equipment

Ø  Video/DVD players.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
22.   Prepared and delivered presentations related to occupation or area of interest.

This should involve:

Ø  The selection of appropriate strategies

Ø  Communicating desired outcomes

Ø  Selection of communication aids

Ø  Using dynamic openers

Ø  Using a closing statement

Type of observation/evidence:
What did the learner do?

 

When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

23.   Selected and implemented methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

Methods my include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback

Ø  Checking body language.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

 

Third party declaration

To the best of my knowledge and belief, and after making diligent enquiries where relevant, I declare that I the contents of this Third Party Report are true, correct and complete and represent my views. I have not colluded with the learner and have not discussed my responses to the Third Party Report with the learner or anyone acting on behalf of the learner.

   Assessor’s third party checklist

This should be used by the trainer/assessor to document that observations/demonstrations carried out by the third partyare satisfactory, as relevant to the performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence

(Code and Title)

Date(s) of assessment
Have the third party observations been carried out correctly and successfully?    Yes         No

(Please circle)

Has the third party covered all relevant criteria in their observations?    Yes         No

(Please circle)

Comments
Provide your comments here:
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature

Assessor Observations/Demonstrations

ssessor observation

Tasks Observer response based on observation(direct/indirect/supplementary – please indicate)
1.       Plan and document presentation approach and intended outcomes.

Learners should demonstrate:

Ø  Planning a delivery approach

Ø  Deciding on the equipment and aids required

Ø  Consideration of time requirements

Ø  Documenting a plan, such as by taking notes or preparing cue cards

 

 

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:
2.       Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed.

Presentation strategies include:

Ø  Verbal presentations

Ø  Case studies

Ø  Role plays

Ø  Demonstrations

Ø  Group work or discussions

 

Type of observation/evidence:

 

What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
3.       Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas.

Presentation aids include:

Ø  Visual aids

Ø  Handouts

Ø  Workbooks

Ø  Equipment

Ø  Guest speakers

Type of observation/evidence:
When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

 

 

 

4.       Recognise how to brief others involved in the presentation on their roles/responsibilities within the presentation.

Other personnel may include:

Ø  Guest speakers

Ø  Admin staff

Ø  Venue staff

Ø  Management

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

 

 

BSBCMM401 Make Presentation

5.       Selecttechniques to evaluate presentation effectiveness.

Techniques may include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback.

 

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
6.       Identify how to explain and discuss desired outcomes of the presentation with the target audience.

This may involve discussing:

Ø  The intended outcome of the session

Ø  Your expectations

Ø  The ground rules

Ø  Their expectations

Ø  Timing – e.g. break times, finish times etc.

Ø  Rules for questions

Type of observation/evidence:
What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

BSBCMM401 Make Presentation

7.       Establish how to use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas.

This may include use of:

Ø  Visual aids such as posters, graphs etc.

Ø  PowerPoint slides

Ø  Flip charts

Ø  Handouts

Ø  Workbooks

Ø  Notes

Ø  DVDs

Ø  Audio material

Ø  Actual samples of the material you are presenting.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
8.       Recognise how to monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes.

Learners should be able to recognise:

Ø  Attitudes

Ø  Facial expressions

Ø  Posture

Ø  Alertness

Ø  Eye-contact

Ø  Speech

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
9.       Understand how to use persuasive communication techniques to secure audience interest.

This may involve:

Ø  Using a dynamic opening

Ø  Speaking with confidence

Ø  Use of hand gestures

Ø  Having a positive body language

Ø  Asking inclusive questions

Ø  Use of visual aid

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

 

 

 

10.   Recognise how to provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences.

Opportunities for clarification involves:

Ø  Asking questions during presentation

Ø  Asking questions after presentation

Needs and preferences may include:

Ø  Backgrounds

Ø  Education

Ø  Reason for being at the presentation

Ø  Disabilities or other special needs which include hearing or visual impairments

Ø  Cultural beliefs

Ø  Age.

Type of observation/evidence:

 

What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:

BSBCMM401 Make Presentation

11.   Identify how to summarise key concepts and ideas at strategic points to facilitate participant understanding.

Summaries may take place:

Ø  As you finish each chunk or segment

Ø  Half way through the presentation

Ø  When the presentation is finished

Ø  During the review or question/answer session

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
12.   Establish how to implementtechniques to review the effectivenessof the presentation.

This may involve:

Ø  Assessing whether presentation objectives have been met

Ø  Self-reflection

Ø  Developing assessment criteria

Ø  Seeking feedback from participants, colleagues and other relevant personnel

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
13.   Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation.

This may involve:

Ø  Speaking to participants in person

Ø  Written comments

Ø  Focus groups

Ø  Feedback sheets

Ø  Presenter reflection form

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
14.   Identify how to utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented.

Utilising feedback involves:

Ø  Reading the responses or listening to participant views

Ø  Deciding how presentation style or content can be improved

Ø  Making necessary changes

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
15.   Reviewed and analysed documents to identify information relevant to a specific presentation.

Documents may refer to:

Ø  Guest lists

Ø  Invite lists

Ø  Venue information

Ø  Information on content

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
16.   Developed material to convey ideas and information to target audience in an engaging way.

Learners should demonstrate:

 

Ø  Understanding the target audience

Ø  Considering their skill level and expertise

Ø  Developing materials for the presentation

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:BSBCMM401 Make Presentation

BSBCMM401 Make Presentation

 

17.   Presented information using words and non-verbal features appropriate to the audience and context; used listening and questioning techniques to gather information required to develop or modify presentations; and interpreted audience reactions and changes words or non-verbal features accordingly.

This should involve:

Ø  The delivery of information using verbal communication

Ø  Using non-verbal communication, such as hand gestures and facial expressions

Ø  Listening to the thoughts and opinions of participants

Ø  Observing participants to interpret their reactions

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
18.   Selected and used appropriate conventions and protocols to encourage interaction or to present information; demonstrated sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals; and recognised the need to alter personal communication style in response to the needs or expectations of others.

They should demonstrate:

Ø  Informing participants of rules and expectations

Ø  Creating opportunities for communication

Ø  The use of oral, visual and written communication

Ø  Understanding of the need to improve delivery following feedback

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
19.  Taken responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes.

This may involve:

Ø  Reviewing actions that are required

Ø  Assessing the time required

Ø  Planning actions in a logical order

Ø  Incorporating actions into a plan or diary

 

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
20.   Used feedback from others, analytical and lateral thinking to review current practices and develop new ideas.

Feedback may include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
21.   Used the main features and functions of digital tools to complete work tasks.

Digital tools may include:

Ø  Laptop

Ø  Memory stick

Ø  Projector

Ø  Television screen

Ø  Digital controller

Ø  Audio equipment

Ø  Video/DVD players.

Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
22.   Prepared and delivered presentations related to occupation or area of interest.

This should involve:

Ø  The selection of appropriate strategies

Ø  Communicating desired outcomes

Ø  Selection of communication aids

Ø  Using dynamic openers

Ø  Using a closing statement

Type of observation/evidence:
What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:
23.   Selected and implemented methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

Methods my include:

Ø  Feedback sheets from the participants

Ø  Written comments

Ø  Surveys and questionnaires

Ø  Focus group interviews

Ø  Friends and family feedback

Ø  Checking body language.

Type of observation/evidence:

 

What did the learner do?

 

When did s/he do it? Over what period of time?

 

How did s/he do it?

 

What was the outcome?

 

Other relevant comments/evidence:

Assessor’s checklist

This should be used by the trainer/assessor to document the learner’s performance during observations/demonstrations, as relevant tothe performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence

(Code and Title)

Date(s) of assessment
Have all observations been performed fully and as required to assess the competency of the learner?    Yes         No

(Please circle)

Has sufficient knowledge been displayed by the learner during all observations?    Yes         No

(Please circle)

Comments
Provide your comments here:
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature

David Marks

Dear sir/Ma'am

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