SITXFSA008

Develop and implement a food safety program

Assessment Task 3
 Table of Contents
TABLE OF CONTENTS ________________________________________________________________________ 1

ASSESSMENT INFORMATION FOR LEARNERS _____________________________________________________ 2

HOW YOU WILL BE ASSESSED ___________________________________________________________________ 2

WHAT HAPPENS IF YOUR RESULT IS ‘NOT YET COMPETENT’ FOR ONE OR MORE ASSESSMENT TASKS ?________________ 3
WHAT IF YOU DISAGREE ON THE ASSESSMENT OUTCOME ? ______________________________________________ 3
WHAT IF I BELIEVE I AM ALREADY COMPETENT BEFORE TRAINING ? ________________________________________ 3
ASSESSOR RESPONSIBILITIES ____________________________________________________________________ 3
HOW SHOULD I FORMAT MY ASSESSMENTS ? ________________________________________________________ 4
HOW LONG SHOULD MY ANSWERS BE ? ____________________________________________________________ 4
HOW SHOULD I REFERENCE THE SOURCES OF INFORMATION I USE IN MY ASSESSMENTS ? ________________________ 4

ASSESSMENT GUIDE _________________________________________________________________________ 6

ASSESSMENT COVER SHEET ___________________________________________________________________ 8

WRITTEN ACTIVITY ______________________________________________ ERROR! BOOKMARK NOT DEFINED.

WRITTEN ACTIVITY CHECKLIST_____________________________________ ERROR! BOOKMARK NOT DEFINED.

PRACTICAL ACTIVITY_____________________________________________ ERROR! BOOKMARK NOT DEFINED.

PRACTICAL ACTIVITY CHECKLIST ___________________________________ ERROR! BOOKMARK NOT DEFINED.

QUESTIONS _______________________________________________________________________________ 11

QUESTIONS CHECKLIST ______________________________________________________________________ 13

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Assessment Information for Learners
Throughout your training we are committed to your learning by providing a training and assessment
framework that ensures the knowledge gained through training is translated into practical on the job
improvements.

You are going to be assessed for:

• Your skills and knowledge using written and observation activities that apply to the
workplace

• Your ability to apply your learning

• Your ability to recognise common principles and actively use these on the job

All of your assessment and training is provided as a positive learning tool. Your assessor will guide
your learning and provide feedback on your responses to the assessment materials until you have
been deemed competent in this unit.

How You Will Be Assessed

The process we follow is known as competency-based assessment. This means that evidence of your
current skills and knowledge will be measured against national standards of best practice, not
against the learning you have undertaken either recently or in the past. Some of the assessment will
be concerned with how you apply your skills and knowledge in the workplace, and some in the
training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the requirements of the
performance criteria and knowledge in this unit to successfully demonstrate competency at the
required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process.
Your assessment tasks will outline the evidence to be collected and how it will be collected, for
example; a written activity, case study, or demonstration and observation. The assessor will also
have determined if you have any special needs to be considered during assessment. Changes can be

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made to the way assessment is undertaken to account for special needs and this is called making
Reasonable Adjustment.

WHAT HAPPENS IF YOUR RESULT IS ‘NOT YET COMPETENT’ FOR ONE OR MORE ASSESSMENT
TASKS?
Our assessment process is designed to answer the question “has the desired learning outcome been
achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there. In the
case that one or more of your assessments has been marked ‘NYS’ (not yet satisfactory), your trainer
will provide you with the necessary feedback and guidance, in order for you to resubmit your
responses.

WHAT IF YOU DISAGREE ON THE ASSESSMENT OUTCOME ?

You can appeal against a decision made in regard to your assessment. An appeal should only be
made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have
sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to
adequately demonstrate that you have the skills, experience and knowledge to be able to meet the
requirements of the unit/s you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to you. You can request a form to
make an appeal and submit it to your trainer, the course coordinator, or the administration officer.
The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any
additional information you wish to provide may be attached to the appeal form.

WHAT IF I BELIEVE I AM ALREADY COMPETENT BEFORE TRAINING ?

If you believe you already have the knowledge and skills to be able to demonstrate competence in
this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this
they need to:

• Ensure that participants are assessed fairly based on the outcome of the language, literacy
and numeracy review completed at enrolment

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 • Ensure that all documentation is signed by the learner, trainer, workplace supervisor and
assessor when units and certificates are complete, to ensure that there is no follow-up
required from an administration perspective

• Ensure that their own qualifications are current

• When required, request the manager or supervisor to determine that the learner is
‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means
consistently meeting the standard expected from an experienced operator

• When required, ensure supervisors and learners sign off on third party assessment forms or
third party report

• Follow the recommendations from moderation and validation meetings

HOW SHOULD I FORMAT MY ASSESSMENTS ?

Your assessments should be typed in an 11 or 12 size font for ease of reading. You must include a
footer on each page with the learner name, unit code and date. Your assessment needs to be
submitted as a hardcopy or electronic copy as requested by your trainer.

HOW LONG SHOULD MY ANSWERS BE ?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = 1⁄3of a foolscap page

HOW SHOULD I REFERENCE THE SOURCES OF INFORMATION I USE IN MY ASSESSMENTS ?

Include a reference list at the end of your work on a separate page. You should reference the
sources you have used in your assessments in the Harvard Style. For example:

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 • Website: Website Name – Title of information – (Year) WEB. Date i.e. 02 Sept. year.
Webpage link.

• For a book: Author surname, author initial Year of publication, Title of book, Publisher, City,
State.

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Assessment Guide
The following table shows you how to achieve a satisfactory result against the criteria for each type
of assessment task. The following is a list of general assessment methods that can be used in
assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of
competency.

Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The assessment
process is made up of a number of assessment methods. You are required to achieve a satisfactory
result in each of these to be deemed competent overall. Your assessment may include the following
assessment types.

Questions/short answer All questions answered Incorrect answers for one or

correctly more questions

Answers address the question Answers do not address the

in full; referring to appropriate question in full. Does not refer
sources from your workbook to appropriate or correct
and/or workplace sources.

Third Party Report Supervisor or manager Could not demonstrate

observes work performance consistency. Could not
and confirms that you demonstrate the ability to
consistently meet the achieve the required standard
standards expected from an
experienced operator

Written Activity The assessor will mark the Does not follow
activity against the detailed guidelines/instructions
guidelines/instructions

Attachments if requested are Requested supplementary

attached items are not attached

All requirements of the Response does not address

written activity are the requirements in full; is
addressed/covered. missing a response for one or
more areas.

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Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The assessment
process is made up of a number of assessment methods. You are required to achieve a satisfactory
result in each of these to be deemed competent overall. Your assessment may include the following
assessment types.

Responses must refer to One or more of the

appropriate sources from your requirements are answered
workbook and/or workplace incorrectly.
Does not refer to or utilise
appropriate or correct sources
of information

Observation/Demonstration All elements, criteria, Could not demonstrate

knowledge and performance elements, criteria, knowledge
evidence are demonstrated at and performance evidence at
the appropriate AQF level the appropriate AQF level

Case Study All comprehension questions Lack of demonstrated

answered correctly; comprehension of the
demonstrating an application knowledge required to
of knowledge of the topic case complete the case study
study. questions correctly. One or
more questions are answered
incorrectly.

Answers address the question Answers do not address the

in full; referring to appropriate question in full; do not refer
sources from your workbook to appropriate sources.
and/or workplace

Practical Activity All tasks in the practical Tasks have not been
activity must be completed completed effectively and
and evidence of completion evidence of completion has
must be provided to your not been provided.
trainer/assessor.
All tasks have been completed
accurately and evidence
provided for each stated task.

Attachments if requested are Requested supplementary

attached items are not attached

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 Assessment Cover Sheet

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Assessment Cover Sheet

Learner’s name:

Date
Assessors Name:
Submitted:

The following questions are to be completed by the assessor:

Is the Learner ready for assessment? Yes No

Has the assessment process been explained? Yes No

Does the Learner understand which evidence is to be collected

Yes No
and how?

Have the Learner’s rights and the appeal system been fully
Yes No
explained?

Have you discussed any special needs to be considered during

Yes No
assessment?

The following documents must be completed and attached:

 Written Activity and Checklist

The learner will complete the written activity provided to them by S NYS
the assessor. The Written Activity Checklist will be completed by
the assessor.

 Practical Activity Checklist

The learner will demonstrate a range of skills and the assessor will S NYS
observe where appropriate to the unit. The Practical Activity
Checklist will be completed by the assessor.

 Questions and Questions Checklist

The learner will answer a range of questions either verbally or S NYS
written. The Questions Checklist will be completed by the
assessor.

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Learner Declaration

I agree to undertake assessment in the knowledge that information gathered will only be used for
professional development purposes and can only be accessed by the RTO

I declare that:
 The material I have submitted is my own work
 I have kept a copy of all relevant notes and reference material that I used in the production of
my work
 I have given references for all sources of information that are not my own, including the words,
ideas and images of others

Learner Signature: Date:

Result and Feedback

Feedback to Learner:

Overall Outcome Competent Not yet Competent

Assessor Signature: Date:

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Assessment Task 3: Questions
The following questions may be answered verbally with your assessor or you may write down your
answers. Please discuss this with your assessor before you commence. Short Answers are required
which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. What should you consider when evaluating organisational characteristics that impact on
food safety?
2. Why should you examine food handling operations and processes?
3. Why should you identify potential or existing food hazards?
4. What types of critical control points might in might you identify the food preparation
system?
5. What should you check supplied foodstuffs for?
6. Why should you evaluate existing product specifications for food items prepared and sold?
7. Why should you evaluate existing policies and procedures and monitoring practices?
8. Who might you consult with in program development?
9. Why should you establish and document critical control points and control methods for each
point?
10. How can you monitor the methods of controls?
11. What types of uncontrolled hazards will you need to develop corrective actions for? List
three (3) examples.
12. How can you develop product specifications? List the basic steps to follow.
13. How can you identify training needs to develop a training program for?
14. Why should you develop a schedule for regular review of food safety program?
15. Why should you document food safety programs?
16. Who might you provide food safety programs to?
17. What should you consider when communicating food safety programs, policies, procedures
and product specifications?
18. How might you organise appropriate training and mentoring?
19. How can you monitor operational activities?
20. What should you do if you notice a food safety breach?
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 21. Why should you make sure the food safety program is audited?
22. How can you provide assistance to inspectors when participating in food safety program
audits? Note at least two (2) ways.
23. What method can be used to retain records of food audits?
24. Why should you conduct a scheduled review of the food safety program?
25. How can you validate required food safety controls?
26. Why should you review and amend policies, procedures, product specifications, monitoring
systems and record keeping methods?
27. Why is it important to communicate changes to the food safety program?
28. Why might you identify and respond to additional training needs based on changes to food
safety practices?

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Questions Checklist
Questioning Checklist

The assessor needs to indicate whether they have conducted the questioning as written questions
or as verbal questions by ticking the box below.

 Written Questioning  Verbal Questioning

The assessor must provide evidence with the assessment tool. For written questions, the assessor
must provide the learner’s original written responses. For verbal questioning, the assessor must
provide dot points as a minimum on the learner’s responses.

For details on how to conduct and contextualise this form of assessment, please refer to the
questioning checklist explanation in the assessor guide.

Learner’s name:

Assessor’s name:

Satisfactory
If questions are answered verbally, the assessor must write detailed notes
response
on the learners responses. If answers are recorded separate to this
document, they must be attached to the assessment documents. Yes No

What should you consider when evaluating organisational

1 characteristics that impact on food safety?  

Why should you examine food handling operations and processes?

2
 

Why should you identify potential or existing food hazards?

3
 

What types of critical control points might in might you identify the
4  
food preparation system?

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 What should you check supplied foodstuffs for?
5
 

Why should you evaluate existing product specifications for food

6
items prepared and sold?  

Why should you evaluate existing policies and procedures and

7 monitoring practices?  

Who might you consult with in program development?

8  

Why should you establish and document critical control points and
9 control methods for each point?  

How can you monitor the methods of controls?

10  

What types of uncontrolled hazards will you need to develop

11
corrective actions for? List three (3) examples.  

How can you develop product specifications? List the basic steps to
12
follow.  

How can you identify training needs to develop a training program

13
for?  

Why should you develop a schedule for regular review of food safety
14
program?  

Why should you document food safety programs?

15  

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 Who might you provide food safety programs to?
16
 

What should you consider when communicating food safety

17
programs, policies, procedures and product specifications?  

How might you organise appropriate training and mentoring?

18  

How can you monitor operational activities?

19  

What should you do if you notice a food safety breach?

20  

Why should you make sure the food safety program is audited?
21  

How can you provide assistance to inspectors when participating in

22
food safety program audits? Note at least two (2) ways.  

What method can be used to retain records of food audits?

23
 

Why should you conduct a scheduled review of the food safety

24
program?  

How can you validate required food safety controls?

25
 

Why should you review and amend policies, procedures, product

26 specifications, monitoring systems and record keeping methods?  

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 Why is it important to communicate changes to the food safety
27
program?  

Why might you identify and respond to additional training needs

28
based on changes to food safety practices?  

Feedback to Learner:

Result  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

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