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 consistently in culturally appropriate and safe ways with older people and their support network. | |||
| Build trust and rapport by showing sensitivity and empathy during all interactions. | |||
| Use communication techniques that promote empowerment of the older person and support them to express their own preferences. | |||
| Recognise and show respect for lifestyle practices, activities and interests of the older person. | |||
| Identify and engage with the older person’s support network using communication that establishes trust and goodwill. | |||
| Promote and encourage daily living habits for older people that contribute to a healthy lifestyle. | |||
| Provide information on changes associated with ageing in terms that are easily understood by the older person. | |||
| Communicate how changes may impact daily activities and provide information that helps the older person to manage those impacts. | |||
| Identify and suggest ways that the older person can maintain social, cultural and spiritual connectedness with their community. | |||
| Provide clear information about the older person’s rights and responsibilities and encourage them to self-advocate for those rights. | |||
| Facilitate choice by clearly explaining different support service options and how to access them. | |||
| Share information with older person’s support network according to their preferences. | |||
| Monitor the general wellbeing of older people through observation and interactions during day-to-day activities. | |||
| Recognise signs that an older person may be experiencing physical, social or emotional challenges that are impacting their quality of life. | |||
| Provide opportunities for the person share information and feelings and follow procedures for maintaining confidentiality. | |||
| Report issues of concern according to organisational procedures. | |||
| Identify situations where an older person’s rights are not being upheld and report according to organisational procedures. | |||
| Identify indicators of elder abuse and report according to organisational procedures. |
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: