A practical demonstration asks the learner to carry out a task while the assessor watches. It is often the clearest evidence of skill, because the assessor sees the work happen rather than reading about it. It also relies heavily on the assessor knowing exactly what to look for. Before the demonstration Read the unit's performance evidence and assessment conditions so you know what must be seen and in what setting. Set up the equipment, materials and space the task needs, and check that they are safe. Brief the learner on the task, the time allowed, what you will be watching for and when you may ask questions. Have the observation checklist and any model answers ready. What to watch for Technique. Is the task done the way it is done at work, in the right order, with the right tools? Safety. Does the learner identify hazards, use protective equipment and follow safe work procedures without prompting? Understanding. Can the learner explain why they are doing each step? A short question during or after the task tests this. Procedures and requirements. Does the work follow the workplace procedures, codes or standards the unit refers to? Communication. Where the task involves others, does the learner communicate clearly with customers, clients or team members? Problem solving. How does the learner respond when something does not go to plan? Some tasks build in a small problem on purpose. Result. Does the finished product or outcome meet the standard expected at work? Writing observation criteria ASQA's Assessment Practice Guide, written against the 2025 Standards for RTOs, lists generic tick box checklists for observation and practical assessment as a known risk. It also speaks of benchmarks that describe sufficiently detailed observable behaviours. In practice, that means each criterion should say what the assessor will actually see. "Uses equipment safely" is hard to judge consistently. "Checks guard is in place and isolates power before clearing a blockage" tells any assessor what to look for. Space for comments lets the assessor record how the learner met each criterion. RTOs regulated by VRQA in Victoria or TAC in Western Australia should also check their own regulator's requirements. Questioning Prepare a few questions to ask after the task, with model answers. Use them to cover what the demonstration could not show, such as what the learner would do in a different situation or if a fault occurred. Record the responses. Feedback and debrief Finish with a short conversation. Tell the learner what went well, what did not meet the standard and what happens next. If the result is not yet satisfactory, explain what further practice or training is needed and when they can be reassessed. Keep feedback specific to what you saw. Records Keep the completed checklist, notes on questioning and any photos or documents produced. Sign and date the record as your RTO's process requires. In a learning and assessment kit Look for demonstration tasks that match the unit, observation checklists with observable criteria, assessor instructions and model answers for follow-up questions. You can browse learning and assessment kits by unit code.
