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 |
|---|---|---|---|
| Identify and prioritise the needs of the person, taking into account any co-existing issues. | |||
| Work with the person within the scope of own job role and according to organisational policies and procedures to identify specific problems, issues and challenges they experience. | |||
| Analyse and interpret data with assistance from health professionals and colleagues. | |||
| Recognise the impact of complex support issues on the person’s family. | |||
| Establish priorities for support with the person, their family, carer or others identified by the person. | |||
| Utilise best practice guidelines when working with people with disability to develop strategies to address complex and special needs. | |||
| Liaise with relevant experts and health professionals when developing individualised plans. | |||
| Discuss and establish goals with the person, their family, carer or others identified by the person. | |||
| Work with the person to identify services and supports to meet their identified goals. | |||
| Access and negotiate resources in order to deliver identified services and supports. | |||
| Work with the person to facilitate access to community support agencies to achieve established goals. | |||
| Collaborate with supervisor to ensure services and support activities are undertaken by appropriately skilled workers. | |||
| Recognise when a service or support worker is no longer able to provide the level of service required, incorporating feedback from the person with disability. | |||
| Support the person with disability and all stakeholders involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan. | |||
| Seek feedback from the person with disability and all stakeholders when evaluating effectiveness of the individualised plan and re-prioritising support needs. | |||
| Seek advice and assistance from supervisor when the person’s goals and needs are not being achieved. | |||
| Contribute to necessary revisions of the individualised plan within the scope of own job role, organisational policies and procedures and in consultation with the person with disability, their family, carer or others identified by the person. |
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: