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 |
|---|---|---|---|
| Communicate with children and young people in an open and conducive manner and exchange views about their particular health and wellbeing issues. | |||
| Consult with children and young people about factors that impact on their health and wellbeing. | |||
| Identify specific concerns relating to alcohol and other drug use and mental health issues. | |||
| Support children and young people to reflect upon their own concerns for their health and wellbeing and encourage them to realise their potential for change. | |||
| Provide information to assist children and young people to explore and select options that can be implemented to address domestic violence, health and wellbeing issues. | |||
| Discuss with children and young people the implications of choices and clarify their understanding of impact and risks. | |||
| Assist children and young people to be clear about the choices they have made and the reasons for seeking support and intervention. | |||
| Explore with children and young people the choice of methods availableto assist them to act upon the support and intervention. | |||
| Facilitate children and young people’s access to their identified choice of support and intervention. | |||
| Maintain contact to a level required to support children and young people to action changes to improve health and wellbeing. | |||
| Encourage children and young people to access further supports as required to meet their needs. | |||
| Provide regular opportunities for children and young people to review their own progress. | |||
| Review children and young people’s original health and wellbeing concerns and the effectiveness of choice of actions. | |||
| Seek opinions and inputs from others involved in the interventions to suggest ways the intervention and support process may be improved. | |||
| Encourage children and young people to identify and discuss their own perceptions of changes to their health and wellbeing as a result of taking action. | |||
| Record outcomes of interventions and supports according to organisational guidelines and confidentiality requirements. |
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: