Associated Assessment Criteria for Exit Level Outcome 1:

Different types of small craft and their specific distinguishing characteristics are identified and described.
The main parts of a boat are identified and their basic functionality described.
Different boatbuilding techniques are described and their applicability to the major boatbuilding materials explained.

Associated Assessment Criteria for Exit Level Outcome 2:

The work area is kept in a safe and productive state through the application of health and safety standards.
Personal protective equipment is used according to health and safety standards.

Associated Assessment Criteria for Exit Level Outcome 3:

Different types of reinforcement material are described and identified, and their main properties and uses explained.
Different types of matrix material are described and identified and their main properties and uses discussed.
Different types of core material are described and identified and their main properties and uses discussed.

Associated Assessment Criteria for Exit Level Outcome 4:

Resins are measured and mixed according to specifications.
Reinforcements are selected, prepared and positioned according to specifications.
Basic hand-laminating techniques are applied.

Integrated Assessment:

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of Communication and Mathematical Literacy should be integrated as far as possible with other aspects and should use practical administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tool methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner.