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Evidence Guide: CHCICS403A - Conduct individual assessment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCICS403A - Conduct individual assessment

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for the assessment

  1. Identify the need for assessment based on organisation policy and procedure
  2. Identify appropriate assessment tools and/or processes according to organisation policy and procedures
  3. Clarify purpose and scope of assessment
  4. Identify assessment requirements that are outside job scope and refer to an appropriate person
  5. Organise appropriate time and place for the assessment with the client being assessed
  6. Clarify whether client wants others present at the assessment and if interpreter is needed
  7. Obtain consent from the client where required by organisation policy and procedure
Identify the need for assessment based on organisation policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate assessment tools and/or processes according to organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify purpose and scope of assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify assessment requirements that are outside job scope and refer to an appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise appropriate time and place for the assessment with the client being assessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify whether client wants others present at the assessment and if interpreter is needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain consent from the client where required by organisation policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct individual assessment

  1. Inform client of the purpose and process of the assessment
  2. Confirm client's understanding of the purpose and process of assessment
  3. Provide a suitable and comfortable environment for the assessment
  4. Comply with the guidelines when conducting the assessment
  5. Conduct assessment in a fair manner
  6. Identify client's level of comfort with the assessment process and continue or suspend the assessment process as necessary
  7. Record assessment results according to defined guidelines
Inform client of the purpose and process of the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm client's understanding of the purpose and process of assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a suitable and comfortable environment for the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with the guidelines when conducting the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct assessment in a fair manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify client's level of comfort with the assessment process and continue or suspend the assessment process as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record assessment results according to defined guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret and report on assessment results within scope of the job role

  1. Interpret assessment results according to defined guidelines
  2. Prepare assessment report based on guidelines and organisation policy and procedures
  3. File assessment report based on guidelines and organisation policy and procedures
Interpret assessment results according to defined guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare assessment report based on guidelines and organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

File assessment report based on guidelines and organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assessment feedback and information

  1. Provide feedback on outcome of assessment to the client according to organisation policy and procedure
  2. Provide assessment information to others according to client consent requirements and organisation policy and procedure
Provide feedback on outcome of assessment to the client according to organisation policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assessment information to others according to client consent requirements and organisation policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own practice

  1. Undertake self-evaluation in conjunction with supervisor and/or peers
  2. Provide and receive open and evaluative feedback to and from co-workers
  3. Actively seek feedback and accept it non-defensively
Undertake self-evaluation in conjunction with supervisor and/or peers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide and receive open and evaluative feedback to and from co-workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively seek feedback and accept it non-defensively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Understanding of own work role and responsibilities

Understanding of validity and reliability requirements for assessment

Understanding of assessment process requirements

Basic understanding of different types of assessment, such as:

domain based assessment

norm based assessment

competency based assessment

Understanding of organisation's assessment tools, mechanisms and processes

Knowledge of communication skills required to conduct an individual assessment

Knowledge of organisation policy and procedure associated with individual assessment and with privacy and confidentiality

Knowledge of reporting requirements of individual assessment

Knowledge of consent requirements for dissemination of a person's assessment results

Understanding of the importance of the setting, for example: residential facility, client's own home

Knowledge of legal, regulatory and policy requirements, including duty of care, privacy and record-keeping

Essential skills:

It is critical that the candidate demonstrate the ability to:

Collect client information using the organisation's assessment tools

Follow organisation policies and protocols

Liaise and report to appropriate persons/agencies

Adhere to own work role and responsibilities

Conduct an assessment within defined guidelines

Report on assessment results

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues

Apply verbal and non-verbal communication skills:

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support including active listening and empathy

Apply basic problem solving skills to resolve problems within organisation protocols

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Need for assessment may include:

Time requirement, including

admission/entry

annual

biannual

Variation in a persons circumstances and/or condition

Need for a specific service

Assessment tools may include:

Domain based assessment

Norm based assessment

Competency based assessment

Fair manner may be subject to influences such as:

A person's comprehension of assessment requirement due to:

language difference

values difference

cultural difference

cognitive impairment

nature of disability

Provision of adequate time for the person's response

Provision of an appropriate environment

Provision of appropriate communication support / devices

Psychological needs may include:

Freedom from undue stress

A sense of control

Self-esteem

Self-determination

Acceptance of disability

Personal identity

Sense of belonging

Life stage acceptance

Veteran/War widow related issues

Spiritual needs may include:

Formal and informal religious observance

Need for privacy and an appropriate environment to reflect and/or participate in spiritual activities

Ceremonial observances

Cultural needs may include:

Dress and dietary observance

Ceremonial and festive observances

Need for continued interaction with cultural community

Sexuality and identity needs may include:

Love and affection

Touch

Physical appearance

Need for privacy and discretion

Access to assistive/protective devices

Appropriate communication and relationship building processes may include:

Courtesy

Empathy

Non-judgemental approach

Observing and listening

Respect for individual differences

Cross-cultural communication

Support networks may include:

Advocates

Family members

Carers

Friends

Clergy/pastoral care provider

Veteran's/War widow organisations

Community networks may include:

Ethno-specific organisations

Clubs

Community centres

Support groups

Sport and recreational groups

Community welfare groups

Voluntary organisations

Veteran's/War widows organisations

Appropriate person may include:

Supervisor

Health professionals (registered nurse, doctor, social worker, diversional therapist, psychologist)

Sex therapist

Clergy/pastoral care provider

National association of loss and grief

Palliative care association

Special associations providing support services to individuals with specific health problems/disorder

Support group

Veteran's/war widows organisations

Report may include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports