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 respond to immediate needs of young people according to nature and degree of urgency. | |||
| Provide young people and their families or nominated carer with information tailored to their capacity of understanding and designed to calm and reassure. | |||
| Observe for and allay distress, anxiety, aggression and apathy. | |||
| Look for and note signs of impairment of functioning in individuals and relationships. | |||
| Engage the young person in purposeful activity, including physical activity to deal with fight or flight, patient accompaniment for freeze behaviour and to help them activate relational and cognitive control. | |||
| Identify and respond to longer term needs of young people according to circumstances, opportunities and threats in their environment. | |||
| Offer the young person adequate opportunity to explore and clarify the issues facing them. | |||
| Support the young person’s agency and right to self-determination. | |||
| Negotiate involvement of other parties as required to meet the needs of the young person. | |||
| Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support. | |||
| Make renewed attempts through modified approaches and responses where there are communication difficulties. | |||
| Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy. | |||
| Clearly explain to the young person the role and capacity of the worker to provide assistance and support. | |||
| Obtain relevant information from others about the young person’s potential need for support. | |||
| Clearly explain young person’s right to access information and to query the worker’s actions. | |||
| Encourage and support the young person to work out their own goals and priorities and to assess feasibility. | |||
| Identify and explain in a supportive manner any risks arising from the young person’s choices. | |||
| Offer further options to the young person without imposition and pressure. | |||
| Emphasise and negotiate young person’s responsibility for determining and achieving their goals. | |||
| Encourage young people to identify and prioritise long- and short-term goals based on individual responsibility and personal choice. | |||
| Support the young person to develop strategies to act on goals. | |||
| Encourage young person to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals. | |||
| Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans. | |||
| Discuss availability, type and nature of services and resources to help the young person. | |||
| Advise the young person about legal, statutory and organisational provisions which may affect their situation and confirm young person’s understanding of information provided. | |||
| Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to young people. | |||
| Continually monitor effectiveness of service delivery and resolve problems of access, services and resources. | |||
| Ensure all documentation and reporting is in accordance with organisational policies and procedures. | |||
| Interpret young person requests for advocacy to identify the scope and goals of the advocacy role and outline and negotiate the scope and goals with the young person. | |||
| Respond to young person’s request for support and accompany the young person during first stage of access to services to enable them to gain confidence to go alone. | |||
| Represent the young person’s interests clearly and accurately as agreed with the young person. | |||
| Explain to the young person all representations made on their behalf in a manner and language suitable to their information needs and circumstances and confirm their understanding. | |||
| Ensure decisions and actions taken on behalf of the young person are consistent with their expressed and implied preferences and interests. |
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: