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 |
|---|---|---|---|
| Reflect on personal values and attitudes regarding disability and ageing and acknowledge their potential impact when providing support. | |||
| Develop and adjust approaches to address impact and facilitate empowerment. | |||
| Assist the person to understand their rights. | |||
| Work with the person using a person-centred approach to deliver services that ensure their rights and needs are upheld. | |||
| Consult with the person to confirm cultural needs and ensure these are respected and prioritised in service delivery. | |||
| Consult with the person to identify breaches of human rights and respond and report according to organisational policies and procedures and scope of own job role. | |||
| Consult with the person to identify indications of abuse and neglect and report according to organisational policies and procedures and legislative requirements. | |||
| Use a person-centred approach and work in a manner that acknowledges the person as their own expert. | |||
| Work with the person to facilitate person-centred options for action on relevant issues and discuss with the person, family, carer or others identified by the person. | |||
| Provide assistance to the person to facilitate communication of their personal goals. | |||
| Work with the person to provide person-centred support in a manner that encourages and empowers the person to make their own choices and action. | |||
| Support the person’s use of assistive technologies in meeting their individual needs. | |||
| Work with the person to implement strategies to ensure that the person is comfortable with decisions made. | |||
| Work with the person to identify barriers to empowerment and determine strategies to address. | |||
| Assist the person to access advocacy services and other complaint mechanisms when required. |
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: