Undertake advanced client assessment

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCSM008, 'Undertake advanced client assessment'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Undertake advanced client assessment' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)

Elements and Performance Criteria



Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Prepare for initial assessment

1.1 Prepare for broad-based holistic assessment of the client’s needs based on referral or other documentation in line with organisation policy and procedures

1.2 Establish rapport with client and obtain their consent to participate in the assessment process

1.3 Identify additional stakeholders, including carers, natural supports and/or family members, whose input will assist the client in assessment process and outcomes

1.4 Identify the range of information, products and resources to be utilised in the assessment process

1.5 Work with the client to collaboratively identify opportunities to build on strengths, improve functional capacity, and participate in social and community activities

1.6 Organise appropriate time and place for assessment in conjunction with the client and carers, support workers and/or family

1.7 Identify and agree on appropriate assessment tools and processes according to organisation policy and procedures

1.8 Explain privacy and confidentiality principles, practices and procedures

1.9 Access and brief interpreter or cultural specific workers

2. Conduct assessment

2.1 Communicate with all people involved in the assessment in a language or form they understand

2.2 Clearly explain the assessment process and how information is used, including legal requirements and organisation policy and processes for mandatory reporting

2.3 Implement risk assessment processes and stratify risks to determine interventions based on client circumstances, needs and interests

2.4 Involve the client, their carers, natural supports, and/or family in the assessment process in a way that empowers the client and is in accordance with the client’s preferences

2.5 Use appropriate assessment tools and processes to identify, clarify and prioritise complex or multiple needs of the client, their carers and/or family

2.6 Collect and document information about the client, according to organisation requirements

2.7 Collaborate with stakeholders and service providers to avoid duplication experienced by the client and to share information and resources

2.8 Assist those involved in the assessment to identify and prioritise the client’s goals, needs and any risk factors

2.9 Where carers and/or families are involved, ensure the assessment focuses on, and strengthens the relationship, rather than treat the individual in isolation

2.10 Inform carers and/or family about their role and rights in the assessment and decision-making processes, including their right to an assessment of their own needs

2.11 Identify and assess work health and safety (WHS) risks and issues potentially associated with service and resource delivery

2.12 Implement risk management processes to maintain safety of client and others involved in the assessment, including workers

3. Respond appropriately to diversity

3.1 Use assessment processes and practices designed to build trust and confidence to work with mainstream services

3.2 Use assessment processes that are non-discriminatory and appropriate for each distinct but potentially overlapping population

3.3 Provide equitable access and culturally competent assessment processes for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people

3.4 Provide appropriate interpreter support according to organisation protocols

3.5 Where appropriate, build and maintain relationships with ethno-specific and multicultural organisations

3.6 Where appropriate, build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations and involve representatives in the assessment processes

4. Respond appropriately to people with different levels of needs, including people with complex needs

4.1 Support people with complex needs and circumstances and facilitate access to assessment

4.2 Develop and maintain inter-organisation relationships and agreements to address the client, family and/or carer needs

4.3 Recognise the need for secondary consultation, medication administration and monitoring or additional specialist assessment, including those undertaken by a specified health professional

4.4 Identify and refer when the client’s health is unstable to ensure the appropriate multi-disciplinary approach is applied

4.5 Identify and build on the client’s motivation to improve their functional capacity and set their own goals

5. Undertake ongoing assessment and review

5.1 Respond appropriately to informal monitoring of health and well being of all parties involved in the assessment processes

5.2 Undertake regular and systematic reviews to ensure assessed needs of clients are addressed effectively

5.3 Use regular reviews to re-prioritise client needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs

5.4 Undertake reassessment of the client’s needs as specified in the client’s plan or as required by personal circumstances or changes in client or carer health

5.5 Maintain communication with all parties and document and report throughout processes, according to organisation protocols