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 consider the interrelated aspects of social and emotional wellbeing and their impact on primary health care provision. | |||
| Identify and evaluate the range of factors and lifestyle circumstances that can impact a person’s social and emotional wellbeing. | |||
| Identify and review current strategies and frameworks designed to guide services and work practices for improved Aboriginal and/or Torres Strait Islander social and emotional wellbeing. | |||
| Identify ways that guidelines can assist with own service provision and take opportunities to integrate current thinking and approaches in day-to-day work practices. | |||
| Deliver services in ways that support Aboriginal and/or Torres Strait Islander self-determination and empowerment. | |||
| Use collaboration and information sharing as an integral part of all work to support client and colleague social and emotional wellbeing. | |||
| Identify and follow protocols for maintaining professional boundaries when working with individuals and groups. | |||
| Identify the scope and limitations of own role in supporting clients with their social and emotional wellbeing needs. | |||
| Identify specific work health and safety requirements and responsibilities that impact workers supporting clients with their social and emotional wellbeing needs. | |||
| Deliver services according to organisational policies, regulatory requirements and community cultural safety protocols. |
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: