State the Skill Sets and Success Markers
A list of skill sets and success markers was created for each demonstration activity. This list reflects the main skills that are embedded in the demonstration, which can be demonstrated by the learner. These are the skills that the practitioner will be able to observe and evaluate while the learner is completing the demonstration, as well as in the final results. This adds to the validity of the demonstration.

Provide instructions for the practitioner
Instructions for the practitioner ensure that the demonstration will be administered in a consistent way, and will improve the reliability of the demonstration. In addition, instructions to the practitioner offer suggestions on how to administer the demonstration, as well as

• possible variations for administering the demonstration;
• assistance that the practitioners is allowed to give the learner, consistent with the LBS level;
• a list of resources that the learner will need to complete the demonstration; and,
• an answer sheet for the demonstration (see the Design an Assessment Tool section for further details).

Time limits were not included with these demonstrations, since they have not been field tested with learners at this time.

Provide instructions for the learner
Each demonstration also includes instructions for the learner. The learner instructions are written clearly, and at the appropriate LBS Level. They inform the learner about how to complete the demonstration, as well as the resources that they are allowed and will need to complete the demonstration.

Design an assessment tool
An assessment tool was designed for each demonstration that is consistent with the demonstration itself. When selecting the assessment tool, we kept the following questions in mind.

• What learning outcomes, skill sets and success markers is the demonstration assessing?
• Does the demonstration activity measure what we want it to measure?
• What is the level of proficiency required for success with the demonstration?
• What kind of assessment tool (cut line, marking scheme or rubric) is best for use with this demonstration?
• How would the performance of this task be judged in real-life situations?
• What kind of feedback would be most useful to the learner completing the demonstration activity?
• What opportunities will the learner have for self-reflection and selfevaluation?