You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Read individualised plan to understand baseline for the person. | |||
| Communicate with the person to ascertain their wellbeing. | |||
| Recognise behavioural and physical indicators of abuse. | |||
| Observe and recognise environmental signs of abuse. | |||
| Recognise signs and signals external to the person which indicate abuse. | |||
| Document concerns and report to supervisor or other relevant professional. | |||
| Respond to the person’s physical and mental signs and symptoms of abuse. | |||
| Provide reassurance to the person. | |||
| Determine the course of action required to ensure the safety of the person and confirm the person’s agreement. | |||
| Document the incident or concern and associated communications with the person. | |||
| Determine the person’s understanding and interpretation of the situation and ensuing procedures and provide support relevant to the situation. | |||
| Recognise when to engage additional support and assistance. | |||
| Complete documentation complying with legal requirements and organisational policies and procedures. | |||
| Maintain and store documentation according to organisational policies and procedures. | |||
| Reflect on own actions in accordance with statutory obligations and organisational policies and procedures. | |||
| Provide input to the process of improving systems and procedures. | |||
| Use self-reflection and de-briefing to identify physical, mental and emotional impacts of the incident on self. | |||
| Use appropriate techniques to respond to physical, mental or emotional impacts of the incident. | |||
| Recognise signs of mental and emotional impacts on self that require professional counselling and seek support. | |||
| Use self-reflection to identify personal response strategies that could be used in future to protect own wellbeing. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: