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 work within the scope and limitations of own role in supporting clients experiencing loss, grief and trauma. | |||
| Identify own values and attitudes about loss, grief and trauma and ensure that these do not negatively impact professional interactions. | |||
| Seek information from client about their experience of loss, grief and trauma and its impacts. | |||
| Show empathy, sensitivity and professionalism in all interactions. | |||
| Take account of historical and trans-generational impacts of loss, grief or trauma on Aboriginal and/or Torres Strait Islander people when interacting with clients. | |||
| Identify situations of imminent risk to the health and safety of the person or others and make appropriate referrals for crisis intervention. | |||
| Communicate consistently in culturally appropriate and safe ways. | |||
| Show respect for the different ways that individuals, families and communities express and respond to loss, grief and trauma. | |||
| Identify and promote the use of client’s own support networks in the healing process. | |||
| Provide information to clients about self-care strategies for coping with loss, grief and trauma. | |||
| Suggest formal and informal support options to clients and establish their preferences for their own healing. | |||
| Provide culturally appropriate consumer based education resources about managing loss, grief and trauma to clients and their families. | |||
| Inform clients about available loss, grief and trauma support services and facilitate access according to client needs and preferences. | |||
| Update client records to include details of services, information and referrals provided to client, according to organisational procedures. | |||
| Plan and provide continuity of support in consultation with client and multidisciplinary team. | |||
| Organise follow-up support for clients using organisational client information systems and follow-up 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: