List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Observe the person with disability’s skills and competencies in a manner that respects their rights and upholds their dignity.
Support the engagement of family, carer or others identified by the person in the skills assessment.
Record all observations accurately and objectively in consultation with supervisor, using terms that can be clearly understood.
Provide feedback to supervisor about changes in the person’s demonstration of skills in different environments and changes in the person’s status likely to impact on skills development.
Interpret skills development strategies identified in the individualised plan.
Work with the person with disability to identify skills and plan for skills development.
Work with the person to identify personal strengths and goals for ongoing skill development.
Assist the person to identify resources to complement strengths.
Provide the person with information, skills and support to engage in activities according to their needs and preferences.
Support the person to mobilise strengths and to encourage ongoing development and application of skills for personal development.
Provide constructive feedback to the person in a respectful manner that recognises their rights and upholds their dignity.
Acknowledge and discuss difficulties identified in implementing skills development activities with the person and others.
Monitor strategies to determine effectiveness and level of engagement in activities in consultation with supervisor.
Provide encouragement in real-life situations that can act as potential, informal or incidental learning opportunities.
Use positive approaches and strategies to promote enjoyment and maximise engagement.
Adapt support in consultation with the person, their chosen support people and supervisor, to maximise independence and experiential learning.
Complete reports according to organisational policies and procedures.
Complete, maintain and store documentation according to organisational policies and procedures.
Comply with the person’s right to access their records.

Assessment Cover Sheet

CHCDIS011 - Contribute to ongoing skills development using a strengths-based approach

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:

Signature:

Date:

Assessment Record Sheet

CHCDIS011 - Contribute to ongoing skills development using a strengths-based approach

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: