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.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Work with the person with disability to identify their skill development needs using a person-centred approach.
Document identified skill development needs according to organisational policies and procedures.
Identify skills development opportunities in collaboration with the person, their family, carer or others identified by the person, for inclusion in the individualised plan.
Consult with the person to make referrals to other staff or specialist services according to the person’s needs.
Use appropriate communication techniques to engage the person in identifying learning goals.
Work with the person to identify learning strategies and opportunities to address their goals.
Develop formal ongoing skills development activities using a person-centred approach in conjunction with the person with disability and colleagues.
Document ongoing skills development in the person’s individualised plan according to organisational policies and procedures.
Work with the person with disability to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering.
Inform and support colleagues and others involved in service provision to implement person-centred ongoing skills development in line with the person’s individualised plan.
Work with the person to facilitate access and utilise equipment and resources required to enable the learning process.
Document outcomes in the person’s individualised plan according to organisational policies and procedures.
Monitor the person’s development and provide feedback to the person, their family, carer or others identified by the person regarding progress towards objectives and goals.
Work with the person to evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person.
Consult with the person to identify opportunities for ongoing skill development.
Work with the person to identify situations that can act as informal learning opportunities and encourage learning.
Promptly provide constructive advice to the person with disability, their family, carer or others identified by the person in a format that can be understood.
Provide encouragement when the person takes initiative in learning situations.
Work with the person to adapt support to encourage experiential learning and development.

Assessment Cover Sheet

CHCDIS018 - Facilitate ongoing skills development using a person-centred approach

Assessment task 1: [title]

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:

Assessment Record Sheet

CHCDIS018 - Facilitate ongoing skills development using a person-centred approach

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: