Assessor Resource

Support the development of speech and communication skills

Assessment tool

Version 1.0
Issue Date: June 2019

Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputs

Allied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of an Allied Health Professional

For training and assessment pathways, experience in workplace application of the skills and knowledge identified in this competency unit should be provided as required to support allied health professions

This unit of competency describes the skills and knowledge required to assist with the delivery of speech pathology programs designed to achieve and develop optimum independence in speech and communication skills

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Pre-requisite unit

This unit must be assessed after successful achievement of pre-requisite units:

HLTAH301C Assist with an allied health program

Employability Skills

This unit contains Employability Skills

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Assessment must be completed in the workplace.

Relevant guidelines, standards and procedures

Supervision from a speech pathologist

Resources essential for assessment include:


materials and equipment


Method of assessment

Observation of some applications in the work place (as is appropriate/possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Skills involving direct client care are to be assessed initially in a simulated setting (e.g. laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision

Submission Requirements

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)

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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Basic level of understanding of normal speech and language processes across the lifespan

Basic level of understanding regarding the range of communication disorders affecting areas of:

speech (articulation, phonology)

expressive and receptive language

reading and writing




cognitive skills (memory, attention, new learning, problem solving)

General understanding of communication disorders that may arise from:

congenital abnormalities

developmental delay

acquired injury and disease

degenerative disease

Basic understanding of the anatomy and physiology of the body systems pertaining to structures and systems affecting communication

Work health and safety (WHS) policies and procedures that relate to the allied health assistant’s role in implementing speech pathology programs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow a program developed by a speech pathologist

Work with a client for speech/language therapeutic outcomes

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Work under direct and indirect supervision

Demonstrate flexibility to adapt to changes in schedule where necessary

Communicate effectively with supervisors and co-workers

Identify issues beyond the scope of role and responsibilities and seek assistance as appropriate

Demonstrate time management, personal organisation skills and establishing priorities

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Supervision refers to:

Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position

The nature of supervision is flexible and may be conducted by various means including:

in person and

through use of electronic communications media such as telephone or video conferencing, where necessary

Frequency of supervision will be determined by factors such as:

the task maturity of the person in that position or clinical placement

the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants

the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team

A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above

Information may include:

Client care plan

Exercise plan

Client treatment plan

Allied health professional instructions

Client record


Case notes

Other forms according to procedures of the organisation

Programs may include but are not limited to:

Language - to develop or recover words and concepts to express meaning and understand spoken and written language

Phonological/articulatory - development or recovery of patterns and systems of speech sound and motor skills for production of speech

Social communication - development and recovery of social communication skills and appropriate pragmatics

Cognitive skills - development and training of skills in memory, attention and problem solving

Clients may include:


Children and young people

Older people

Methods and therapeutic techniques may include:






Prompting and cueing

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
Obtain information about the program from the supervising speech pathologist 
Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation 
Determine client availability according to organisation protocols 
Determine need for interpreter where the client has English as a second language 
Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist 
Check, before commencing the program, that informed consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently 
Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist 
Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist 
Use motivators that are appropriate to the age and communication ability of the client 
Provide a level of stimulation that is appropriate to the age and communication ability of the client 
Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills 
Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities 
Take action in response to adverse reaction to the program according to the detailed risk management framework 
Provide accurate and prompt feedback to the speech pathologist and where appropriate, the client's care team to support future planning 
Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist 
Seek advice from speech pathologist where goals are not being met as expected 
Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals 
Assist with the location or development of activities and materials appropriate to client's age and level of functioning 
Confirm development work with a speech pathologist 
Clean any material and equipment according to manufacturers requirements 
Store material and equipment according to manufacturers requirements and organisation protocols 
Report equipment faults to appropriate person 
Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements 
Use appropriate terminology to document symptomatic expression of identified problems 


Assessment Cover Sheet

HLTAH410C - Support the development of speech and communication skills
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:



Assessment Record Sheet

HLTAH410C - Support the development of speech and communication skills

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:



Student signature: