Student Assessment Cover Sheet and Learning Program Design

This assessment task requires the student to design and develop a competency-based learning program that covers the requirements of one unit of competency from a nationally recognised training package qualification. The task includes identifying program parameters, designing and developing program content and structure, and ensuring the program is client-focused, safe, and covers the dimensions of competency. The target learner group, unit code, and unit title are provided, along with instructions and assessment requirements.

Cover Sheet
Student ID Student Name Teacher Name
Unit Details
Unit Code(s) Unit Title(s)
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Assessment Task
Task No# Assessment
Method and
Type
AT1 Product Portfolio
Extension Details (where applicable)
STUDENT DECLARATION
 This is my own work.
 I am aware that penalties exist for breaches of academic misconduct. Refer
to the
Behaving with Academic Integrity and Penalties for Academic Misconduct pages.
 I have a copy of this assessment
STUDENT SIGNATURE: DATE:
For electronic submissions only:
By typing your name in the student signature field, you are accepting the above declaration.
Unit Details
Code(s) Title(s)
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet
client needs

Assessment Task Details
Number Assessment Method Type
AT1 Product Based Portfolio
Assessment Title
Design Competency Based
Learning Program
Assessment Requirements
Purpose of the task:
This holistic assessment addresses components of two units of competency. It contributes
to the evidence that you have the ability to:
l conceptualise, design, develop and review learning programs to meet an
identified need for a group of learners
l identify the parameters of a learning program, determine its design, outline the
content, and review its effectiveness
l use training packages and accredited courses as tools to support
industry, organisation and individual competency development needs.
Instructions:
l Your learning program must show a learning progression that will effectively
build the skills, knowledge and attributes needed to attain a competent result
in the unit of competency covered—
i.e. the entire unit and its assessment requirements must be met by the end of the program
l The target learner group for your learning program must be different from the
target learner group you described in your response to knowledge question 10
(where you explored and used a training package to meet client needs)
l At least one person with instructional design and/or relevant subject matter
expertise must give you input and feedback on your learning program—they
may provide feedback throughout development or after you have prepared first
draft of your learning program

Assessment Conditions
Location and environment: You will complete this assessment in both a structured classroom environment,
and as a self-directed task.
This task requires you to complete activities typical of those required by a job role and workplace
environment applicable to industry.
This includes access to:
l Training.gov.au
l Templates
l office equipment
l colleague collaboration (fellow TAE training participants)
Authenticity: It must your own individual work and written in your own words. When quoting specific
references, you must acknowledge the source. Evidence of plagiarism or cheating will result in the
assessment being assessed as unsatisfactory and a further investigation will occur.
Resources and Equipment Required
You will need to provide:
l This document (soft copy)
l A copy of the unit (and its assessment requirements) for which you will design the learning
program Swinburne will provide:
l Access to internet enabled computers
l Manual
l Templates

Task Summary:
Design and develop a competency-based learning program that covers the requirements of one
unit of competency (and its assessment requirements) from a nationally recognised training
package qualification.
1. Get started:
● Find someone who can review your learning program before you finalise it (your
Swinburne teacher can assist with this)
● Identify the target learner group and their key relevant skills, knowledge and attributes.
2. Determine program parameters:
a. Research, identify and analyse a unit of competency from a nationally recognised training
package qualification that addresses the training needs. Overwrite the unit (and its assessment
requirements) to show the outcomes of your analysis. The written comments must show how you:
– contextualised the unit
– identified the language, literacy and numeracy and other foundation skills needed to
perform the work activity/ies described in the unit, as required in the workplace
b. Determine other program parameters—e.g. training, learning and potential support needs
of the target learner group plus other parameters such as budget, safety implications, and so on.
3. Design and develop the learning program. As part of this process:
● use your knowledge of the principles of instructional design to ensure an effective
learning process.
● create a competency matrix to check that the program covers the entire unit and
its assessment requirements.
● consider risks of delivery and create a risk control plan, showing how risks will be
managed to ensure that safe and effective learning can occur.
● ask someone to review the learning program content and structure and provide feedback.
4. Finalise the learning program plan, incorporating feedback received.
Written questions:
Res
ults
S N
Background
Information about
the learning program
1 a. List the code and title of the unit of competency covered in your
learning program.
☐ ☐
BSBOPS304 - Deliver and monitor a
service to customers
b. Describe the target learner group—include their attributes,
experience and skills (including foundation skills) that influenced
how you designed the program.
☐ ☐
It is for those who apply a broad range
of competencies in various work
contexts. Learner should be capable to
Identify customer needs, deliver a
service to customers, and evaluate
customer service delivery. In this

training, individuals will learn and
practice discretion and judgement skills
using appropriate knowledge of
customer service. They will learn to
provide technical advice and support to
customers over short or long-term
interactions. Learns are required to
have basic skills able to read, write and
analyse skills to take up this learning
program. Pre-requisite test will be
provided prior taking this learning
program. The major learners features
include, educational level, age,
demographic and competency.
Educational level of learner enable
them to adopt quick learning at training.
Also, the demographic character define
about their age and gender of learner.
This has been considered as important
attribute as it define the level of
learning in learner. For example:
people with young age leans faster
than the people with higher age. Also,
language competency affects the
learning process as there are large
number of language barriers that act as
barrier therefore in terms of making
learning process. Foundation skills
refers to the fundamental and portable
skills that are important in conveying
and receiving information that is critical
to the training and workplace success.
These skills have been considered as
the fundamental skills as they support
in the operations learning. With the help
of these skills, learners becomes able
to learn effective work procedure that
can contribute in effective manner.
These skills are concerned with the
problem solving, self-management,
learning, information and technology
and collaboration.
Results
S NYS
c. Explain the purpose of this program ☐ ☐
This unit (BSBOPS304) describes the skills and knowledge required to identify
customer needs, deliver and monitor customer service. The program will help learner

will to evaluate and identify improvements in the provision of customer service. The
major description that has been described in unit is highlighting the wants and desires
of customers as it is highly important to identify the needs of customers as it helps in
performing the operations along with considering their needs. Also, it has been
described that, delivery and monitoring customers service is highly important in terms
of assuring satisfied service to customers. Monitoring assures idea in relation of the
services are giving satisfaction to customers or not.
d. Who did you work with to design and develop this program?
Include everyone you collaborated with or sought advice from
and describe how you worked with them.
☐ ☐
I work with our customer care representative and supervisors to work on content and
skills learning assessment of this course. I also work with hospital patients to collect
feedback for foundation skills and assessment criteria.
e. Other than the unit of competency, list all documents you referred to, that
informed how you designed and developed the learning program—include
any relevant RTO policies and procedures, industry requirements or training
package support materials used.
Documents listed: Unit of competency; Assessment requirements
Resources: https://training.gov.au/
f. (optional) Provide any other information your assessor will need to
understand the context of the learning program.
Participant response in terms of feedback
2 Completed paperwork that shows how you analysed the unit of competency and
qualification information, including:
a. The unit and its assessment requirements, marked with added comments to
show how you analysed and contextualised both.
Your added comments must show:
● Contextualisation and
● Foundation skills needed to perform as required in the workplace (you can use
the Foundation skill requirements template if the unit of competency does
not include them)
To be uploaded as evidence. File name submitted is: Foundation Skills.docx
b. Qualification information (including qualification packaging rules) for one
nationally-recognised qualification that includes this unit (downloadable in MS
Word or .pdf format).
Qualification information describes the qualification of the learner. With the help of
qualification information the educational level of the learner can easily be identified.
The qualification packaging rules determines that, each qualification has to be with a
training package that has been designed in terms of aligned at job place. Qualification
packaging rules suggest the guidelines and restrictions that has been applied over
individual competencies from the training package into the course or the learning
program. VET is nationally-recognised course that is concerned with quality
packaging rules and those are, assessment requirement, credit arrangements and
units of competency.

3 Learning program review questionnaire, or equivalent evidence showing that you
gathered feedback about the draft learning program.
To be uploaded as evidence. File name submitted is: Questionnaire.docx

Student Assessment
Results
S NYS
4 Learning program plan, including risk control plan (final version)
To be uploaded as evidence. File name submitted is: Program Paln.docx
5 Competency matrix (mapping document)
To be uploaded as evidence. File name submitted is: Mapping Document.docx
6 Evidence that you used appropriate foundation skills when designing and
developing the learning program
Ask a suitable referee to complete the Evidence of Foundation Skills Checklist
To be uploaded as evidence. File name submitted is: Foundation Skills
Checklist.docx
About the Learning program (50-100 words)
7 a. Describe what you did and who you worked with to design and
develop the learning program (50-100 words). Include how you:
i. identified program parameters
ii. designed and developed the program content and structure
☐ ☐
I work with our customer care representative and supervisors to work on content and
skills learning assessment of this course. I also work with hospital patients to collect
feedback for foundation skills and assessment criteria. The program was defined by
the condition of assessment such as technology required to gather and provide
information and assistance to customers, workplace documents, and organisational
policies and procedures relating to customer service, examples of customer
complaints and feedback.
b. Explain how you researched the learning materials for the
program. What criteria did you use to select the most suitable
resources?
☐ ☐
The learning materials was collected from training.gov.au. The criteria of the
program was based on applicable vocational education and training legislation,
frameworks and/or standards of hospital. The UOC was from TGA. However, the
learning material was from somewhere else.
c. Explain—and give examples of—how the learning program:
i. is client-focussed—i.e. reflects the needs of the target
learners
ii. is safe—i.e. promotes a physically and emotionally safe
learning progression
iii. covers the dimensions of competency
☐ ☐
Results

S NYS
iv. reflects principles of adult learning and instructional design.
i. This unit describes the skills and knowledge required to identify customer
needs, deliver and monitor customer service and identify improvements in the
provision of customer service. At the end of the training the learners to focus on
customer quality services. For example:The training enhances the quality and
capability of learners and makes then effective in terms of assuring focus over
customer quality service. Thus, effective skills in learners leads to perform
effective task and assures satisfaction to client. In this manner, the needs of
client has been fulll-fill.
ii. This learning program is designed while taking the consideration of physical
and emotional aspect of learners dealing with customer needs. Support
programs and superior support are made available for the learners. The major
actions have been taken in term of promoting safety and this is concerned with
performing work health and safety procedures at the workplace.
iii. It covers all the learning, oral communication, writing, reading, teamwork,
planning and organising, problem solving skills of competency, basically at the
end of the learning session there are role playing and some exercises to
ensure the objective of the training is achieved. Competency is made up of
three elements and those are, skill, attribute and knowledge. It defines the
abilities of learner.
iv. A trainee pass through unit of competency with rigorous learning. Various
support from step by step have been designed and evaluated with objective
to help the learners to achieve the outcome of the learning program

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Resubmission or Re-sit Outcome
Where an answer is deemed unsatisfactory after the first attempt, up to three resubmission or re-sit
attempts will be allowed. The attempt may occur immediately after the assessment if the assessor believes
this is suitable. Alternatively, an additional attempt may be provided at a later stage where the assessor
identifies a need for the student to undertake further training and preparation.
The assessor is required to provide you feedback detailing what was Unsatisfactory (US) and what you
need to do to achieve a Satisfactory (S) outcome using the student feedback record. You will be required
to re submit any aspect of the work that was Unsatisfactory (US).
Assessment Outcome
To successfully complete this activity, you are required to complete all requirements and submit all
evidence to meet the Product Quality Criteria evidence criteria for this task to achieve a Satisfactory (S)
result. The outcome of this assessment will contribute to the evidence used in the final decision to achieve
competency for the two units.
Assessment Submission
To meet the requirements of this assessment you are required to submit the following answers/documents/
evidence via Canvas:
 Completed assessment task cover sheet
 Answers to written questions as follows:
o Qu1a-f, 7a-c
 Files submitted as follows:
o Qu 2 Copy of the unit designed for, its assessment requirements, and qualification information,
& qualification information
o Qu 3 Learning program review questionnaire
o Qu 4 Learning program plan, including risk control plan (final version)
o Qu 5 Competency matrix (mapping document)
o Qu 6 Evidence of Foundation Skills Checklist

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Product Based
Quality Checklist
The assessor is required
to review the student’s
submission to ensure that
the evidence contains all
the required aspects as
described in the
instructions and meets
the submission marking
criteria.
If any aspect of the
assessment is not
performed to a
satisfactory standard,
the assessor may
question the student
about their performance
and indicate that an
aspect needs to be
reviewed. The assessor
should NOT indicate or
guide the student to
what needs to be
reviewed.
Marking Criteria S
/
U
S
1 Background information
Template/s
available ► N/A
The purpose of this information is to help your assessor understand the context of your learning program.
For a satisfactory result:
● all questions must be answered
● each response must be clear and of sufficient detail to help the assessor understand:
– the program benchmarks—i.e. the unit of competency to be covered
– who the program is targeted at (the target learner group must be different from the target
learner group you described in knowledge question 10)
– why the target learners may need to undertake this program
– key characteristics and needs of the target learners that should be accounted for in the program
design
– who you worked with to design the program (i.e. did you work as part of a team?)
– any documents you may have referred to during your design, including:
• VET frameworks (e.g. AQF, Standards for Training Packages, the Implementation Guide
for the training package the unit comes from), or
• organisational policies or procedures that may impact program design (e.g. policies may
relate to when or where training takes place, delivery mode, eligibility for training, resource
purchase or design, and so on)
– any other information that will help the assessor understand why the program is designed as it is.
2 Copy of the unit designed for, and its assessment requirements & qualification information

Template/s available ► (optional) Foundation skill requirements template *
For a satisfactory result you must submit both items listed above.
a. When reviewing item A, your assessor will look for the following:
● You submit both the unit and its assessment requirements
● The unit (and its assessment requirements) must be current, not superseded (ref: TAEDES401
2.2)
● The unit and assessment requirements you submit includes your added comments, showing
how you analysed the unit and:
– Contextualised it to reflect your target learner group
– Identified language, literacy and numeracy, plus other foundation skills learners will need
to successfully complete the program and meet requirements of the unit of competency
* If the unit of competency does not list foundation skills required, you will need to identify the foundation skill
requirements yourself—the Appendix of the DES Participant manual shows an example of how to do this. In
this case, present your findings using the Foundation Skill Requirements Template, as shown in the participant
manual.
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b. When reviewing item B, your assessor will want to see:
● a copy of the qualification information that is downloadable in Word or pdf
format from training.gov.au. Qualification information provides a broad
description of the qualification, pre-requisites, packaging rules, and so on.
● evidence that the unit covered in your learning program is listed as a core or
elective unit in the qualification whose information you have submitted.
● there is no need to add comments to the qualification information. Simply
research a qualification that includes the unit submitted for part a, download
the qualification information (Word or pdf) and submit it.
3 Learning program review questionnaire, or equivalent evidence showing that
you gathered feedback about the draft learning program.
Template/s available
►
Learning program review questionnaire
For a satisfactory result:
● You must provide proof that you gathered feedback from at least one person with
expertise in learning design, the subject matter, or both (this may include another
TAE participant, provided they did not work with you to develop the draft version of
your learning program)
● You may either submit the completed template available for this task, or equivalent
evidence. Other equivalent evidence includes but is not limited to:
– an email from the reviewer, with detailed comments about the draft learning
program
– a copy of the draft learning program plan with the reviewer’s comments and
feedback added.
● If using the learning program review questionnaire template, all sections must
be completed.
4 Learning program plan, including risk control plan

Template/s available
►
 Learning program plan (parts 1 and 2)
 Risk control plan
Your assessor will pay particular attention to this evidence. For a satisfactory result, the
learning program plan must:
● be typed, professionally formatted and easy to interpret
● clearly identify:
– program (performance) benchmarks (e.g. unit of competence, procedure, etc)
– specific and measurable learning outcomes that are relevant to the
benchmarks
– information about the target learner/s, including any key skills, knowledge or
attributes that influenced the program design
– a delivery mode, content and activities that are contextualised—i.e. that covers
all requirements of the unit and assessment requirements in a way that is
suitable for the target learners and meets relevant guidelines for
contextualisation
– a valid overview of the learning program’s assessment requirements
– suitable program resources—including venue, equipment, learning materials
and assessment tools needed to deliver the program
● include content and activities that:
– cover the entire benchmark (e.g. the entire unit and its assessment

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requirements)—some requirements may be covered as pre-requisites,
provided they are clearly identified as such
– are suitable for the desired Australian Qualifications Framework (AQF) level
– cover the dimensions of competence—i.e. activities prepare learners for
realistic working conditions, including troubleshooting situations as appropriate
– meet principles of adult learning and instructional design—i.e. organise and
sequence learning content and activities for effective learning that builds
towards competence
– show realistic time frames for each session (topic)
– address and build LLN and other foundation skills needed to achieve program
outcomes and meet assessment requirements
– show a physically and emotionally safe learning progression
● include a simple risk control plan that lists the risks associated with delivery of the
learning program and documents strategies to control these risks—the risk control
plan may be part of the learning program plan document, or it may be presented as
a stand-alone document that accompanies the learning program plan.
5 Competency matrix (mapping document)
Template/s available
►
Competency matrix for a learning program
The competency matrix must:
● clearly show the link between the program content and all requirements of the unit,
including (as a minimum):
– elements and performance criteria
– foundation skills
– performance evidence
– knowledge evidence
● be consistent with information shown in the learning program plan.
6 Evidence that you used appropriate foundation skills when designing and
developing the learning program
Template/s available
►
Evidence of foundation skills—checklist
For a satisfactory result:
● the checklist must have been completed by a suitable referee, as defined in the
instructions for use of the checklist
● the referee/s must have completed and signed all sections of the checklist
● the referee/s must have ticked ‘yes’ for every criterion.
7 Questions about the learning program
Template/s available
►
Nil

For a satisfactory result:
Part A – How and with whom you designed the program
Your response must:
● cover all parts of the question (50 – 100 words or as needed to ‘tell the complete

story’ of how you designed and developed the program and who you worked with)
● show that you used a systematic process to design and develop the learning
program
● show that you worked effectively with others, including actively seeking feedback on
the program content and structure, and incorporating this feedback in the final
version of your learning program plan.
Part B – Learning materials
Your response should be 50 – 100 words or as needed to:
● give the ‘complete story’ of how you researched all learning resources for your
program
● explain why you chose the resources that you did by listing the criteria you used to
select the most suitable resources for your program.
Part C – How the learning program meets various requirements
Question c has four parts:
● The response for each part should be 50-100 words long (this is a general guideline
only)
● Each response must:
– satisfy your assessor that you understand the concepts asked about
– include at least two examples describing how you systematically applied the
concept in your program design.
Here is one example of one satisfactory response to Part iv of this question, which
asks you to explain how your learning program incorporates principles of adult
learning and instructional design:
“Recent research tells us that people’s ability to remember what they learned in the
long term is enhanced if learning events are separated by space and time (
the
principle of adult learning and instructional design). Therefore, I scheduled my five-
day training program to take place one day per week for five weeks.” (
example of
how you applied this principle to your learning program design).
(you may not use this sample response as your response to this part of the
question).
Student
Name
HOUDA BOUHBOUH Student
ID
103884870

Assessment Task Outcome (Assessor use only)
Assessors: Feedback will be provided in Canvas and kept in the student’s file with the evidence.
To satisfactorily complete this assessment task you are required to have provided all correct product
evidence. The assessor must provide you with written feedback specific to your performance. Where the
performance outcome is:
 Satisfactory (S) – the assessor will summarise their findings as this will allow you to
understand why this outcome was achieved.
 Unsatisfactory (US) – the assessor will provide reasons as to why you were deemed US and
include information about the areas needing improvement and where further evidence is
required.
Where you are granted the opportunity to resubmit, you will be provided with a resubmission due date.
Feedback to Student
Attempt 1
Attempt 2
Attempt 3
Assessment Task No 1 Assessment Method Product Based
Result Attempt 1 Attempt 2 Attempt 3
Satisfactory ☐ ☐ ☐
Unsatisfactory ☐ ☐ ☐
Date
The assessor is to complete
the following declaration
once the final assessment
decision for this task has
been made.
Assessor Declaration
I declare that I have
provided appropriate
feedback and
undertaken an
assessment process
which complies with the
principles of
assessment and the
rules of evidence.

Assessor Name Assessor Signature

Other Assessment Information
Academic
Integrity
Academic integrity is about presenting academic work in a moral, ethical and honest
way. It means using ideas, knowledge and information to develop your own insights,
not presenting someone else's work as your own or trying to gain unfair advantage. It
also means acknowledging the work of others when you include it in your work.
This includes plagiarism, cheating, buying notes or assignments etc. There are
serious penalties that may include repeating a new assessment task or being
withdrawn from the unit and/or course. Students must ensure that all assessments
are their own work (or group work and clearly noted as such).
Refer to https://www.swinburne.edu.au/student-login/academic-integrity/ for further
information.
Decision Making
Rules
Each assessment task will be given an outcome of either Satisfactory (S) or
Unsatisfactory (US). The assessor must provide you with feedback about how well
you performed in each task and record this on the Assessment Task Outcome Sheet
or within Canvas at the end of each task.
Feedback will be provided about why the outcome is either satisfactory or
unsatisfactory and also include information about the areas achieved and the areas
for improvement or the need for a re-assessment if applicable. All tasks must be
completed satisfactorily to be assessed as competent in the unit/cluster.
How to Submit
Assessments
When you have completed each assessment task, you will need to submit it to your
assessor. Instructions about how and what to submit can be found at the beginning of
each assessment task. You will need to ensure you retain a copy of your work before
you submit them. These will not be returned to you.
A completed Assessment Task Cover Sheet will need to accompany most
assessment tasks.
Readiness for
Assessment
You will be required to complete the ‘Student Readiness for Assessment Declaration’
form prior to commencing each individual unit or cluster assessment task.
The details of each of the assessment requirements for the unit or cluster are outlined
within this document. Once you have read through the requirements and prior to
commencing assessment tasks, you must complete the following agreement.
A copy will be placed in your student file with all other assessment documentation.
Reasonable
Adjustment
Reasonable adjustment is the process of adjusting or changing the assessment
process to meet the needs and characteristics of the student being assessed and any
equity requirements to enable participation on the same basis as other students. The
determination of ‘reasonableness’ requires a judgement that must consider the need
to maintain the integrity of the unit of competency.
Reasonable adjustment can involve:
 Adapting physical facilities, environment and/or equipment eg: setting up
equipment at a lower height for easier access.
 Making changes to the assessment arrangements eg: more time allowed for
assessments.
 Making changes to the evidence gathering techniques (eg: verbal rather than
written questioning, use of a scribe, modifications to equipment)
You may request reasonable adjustment for assessment tasks. Note these
adjustments are made at the discretion of your assessor based on your identified
needs. However, the evidence collected must allow you to demonstrate all
requirements of the unit.
Re-submission
or Re-sit
(where tasks
are not
satisfactorily
completed)
Students may be given the opportunity to re-submit or re-sit an assessment tasks that
a teacher has assessed as unsatisfactory (US). The teacher will discuss this with the
student.
Re-submissions and re-sits can only be undertaken up until the unit end date as
scheduled on the Unit Outline.

Other Assessment Information
The timing of this may depend on the equipment required for this
assessment task.
Resubmissions received after the scheduled unit end date may not be
accepted unless approved by the teacher prior to the end date.
Note: Assessment tasks submitted for the first time after the unit end
date as scheduled in the Unit Outline will not be assessed and the
student should re-enrol into the unit.
Reviews and
Appeals
Students may apply to have their assessment reviewed or can appeal
the outcome where they are unsatisfied with the decision on their
assessment.
Refer to https://www.swinburne.edu.au/corporate/reviews-and-appeals/
Special
consideration
You can apply for special consideration if something out of the ordinary
and beyond your control happens and it impacts your ability to
undertake and complete an assessment task. You will be required to
provide documentation to support your application (eg: Medical Impact
Statement, Statutory Declaration, police report, etc).
If your application for special consideration is based on medical
grounds, you must submit a Medical Impact Statement (page 3 of this
form) completed by their Professional Practitioner to support your
application.
You should submit a Special Consideration Application no later than
5pm on the third working day after the due date for the assessment task
for which Special Consideration (SPC) is being sort.
l This form must be completed, scanned with supporting
documentation and submitted via e-mail to mailto:VE-
[e-mail]
l Late applications or applications that do not meet the
documentation requirements as stipulated by the University
may be deemed ineligible.
l E-mail [e-mail] if you:
 are unable to submit the form by the deadline OR
 change their mind and wish to retract their special
consideration application. Applications can be retracted
within 2 working days from the day of the initial
submission. This will need to be made in writing to VE-
[e-mail]
Work Health
and Safety
All assessment tasks must be performed without risk to yourself, danger
to others or damage to property, land or equipment. Students must
abide by all instructions and directions related to this assessment task.
If the teacher identifies any unsafe activity or potentially dangerous
situations, the teacher can stop the assessment at any time.