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 |
|---|---|---|---|
| Obtain written or verbal delegation for an allied health activity from the Speech Pathologist. | |||
| Obtain information from delegating Speech Pathologist, according to organisational policy and procedures. | |||
| Discuss and confirm with delegating Speech Pathologist work health and safety (WHS) requirements, the need for an interpreter and treatment requirements. | |||
| Ensure consent is obtained from the individual, or a third party where applicable. | |||
| Confirm the therapeutic outcomes defined in the program with the person and the Speech Pathologist. | |||
| Provide mealtime assistance to the person, as delegated by the Speech Pathologist, including positioning and strategies to support swallowing and maximum level of independence and safety of eating and drinking. | |||
| Prepare texture modified foods and fluids as delegated by the Speech Pathologist and in accordance with organisational procedures. | |||
| Use motivators that reflect age and communication ability of the person. | |||
| Provide the person time, opportunity and encouragement to practise existing and newly developed skills. | |||
| Support the person during assessment of swallowing, performed by the delegating Speech Pathologist. | |||
| Deliver supplementary treatment programs as delegated by the Speech Pathologist. | |||
| Identify and record areas of positive progress and success and specific difficulties with the delegating Speech Pathologist, care team and the individual. | |||
| Provide feedback and advice provided by the care team about the person’s approach and ability to manage their dysphagia. | |||
| Reinforce the benefits of continuing to practise and develop skills and knowledge for dysphagia management. | |||
| Identify adverse reactions or events associated with dysphagia and escalate according to organisational procedures. | |||
| Consult with delegated Speech Pathologist when additional information is required. | |||
| Seek assistance when the person presents with needs or signs outside limits of own scope of role, skills or knowledge. | |||
| Report the person's difficulties to the delegating Speech Pathologist before continuing the program. | |||
| Participate in supervision processes with the delegating Speech Pathologist in accordance with organisational procedures. | |||
| Document information relating to the person's rehabilitation program in line with organisational requirements. | |||
| Provide regular feedback to the delegating Speech Pathologist. | |||
| Use professional terminology to document symptomatic expression of identified problems related to the person's rehabilitation program. |
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: