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 |
|---|---|---|---|
| Work with carers and families of people with complex needs to clarify their needs and identify available support options, incorporating legal and ethical considerations. | |||
| Provide information to assist carers and families and meet their needs. | |||
| Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to naturally support individual relationships with each person. | |||
| Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of both the person and carers and families. | |||
| Recognise the key risk factors of the care relationship and take action to address the risk factors. | |||
| Treat carers and families with dignity, respect and sensitivity to cultural issues and expectations in the caring relationship. | |||
| Inform service providers of specific identified needs of carers and families. | |||
| Identify the needs of children with parents with complex needs and apply strategies to address these needs. | |||
| Identify when children have adopted the caring role and ensure young carer’s needs are addressed. | |||
| Consult with the person to clarify and agree on the role and involvement of carers and families in the decision making and service delivery processes. | |||
| Assess the care relationship and address the needs and areas of conflict of the person and carers and families. | |||
| Inform carers and families of their role and rights in assessment of the person, planning, decision making and their right to a separate carer assessment. | |||
| Undertake an assessment that empowers and strengthens carer and family relationships with service providers. | |||
| Provide carers and families with clear information of available services and choices, so they are informed participants in the planning process. | |||
| Consult with all organisation representatives involved in assessment and planning in complex situations to clarify carer and family involvement. | |||
| Check services are provided in a manner that recognises and optimises the caring relationship and maximises each person’s strengths, achieves their goals and addresses their identified needs. | |||
| Maximise agreed involvement of carers and families in assessment and planning processes and decision-making. | |||
| Share and update information with carers and families. | |||
| Confirm carers and families understand the person’s identified goals, planned services, natural support and resources. | |||
| Confirm carers and families have identified their own goals, planned services, natural support and resources. | |||
| Listen to observations of the person, carers and families about aspects of services provided to achieve goals. | |||
| Maintain effective rapport and communication with carers and families to support disclosure of information about delivery of services and resources in line with plan. | |||
| Maintain collaborative relationships with carers and families and other natural supports so that they continue to provide the desired support to the person. | |||
| Work with carers and families to identify barriers to implement plans and potential adjustments to best meet each person’s needs. | |||
| Discuss with carers and families their satisfaction with how they have been informed and involved. | |||
| Evaluate how carer and family involvement has contributed to and impacted on achievement of person’s goals. | |||
| Use ongoing feedback and findings to adjust approach to inclusion of natural support by carers and families. |
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: