Assessment Workbook 2 - Compliant Aged Care Practice

CHC33015Certificate III
in
Individual Support
Compliant Aged Care
Practice
V1.6Produced 11 September 2018
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Compliant Learning Resources
Assessment Workbook 2

Version control & document history
Date Summary of modifications made Version
02 June 2016 Version 1 final produced following assessment
validation. 1.0
23 August 2016 Added ‘ethical’ in Knowledge Assessment, Part 1,
question 3. 1.1
16 September
2016
Modifications on the following:
- Reworded Knowledge Assessment Part 1:
Question 3
- Added response field for Project 2: Self-
Reflection Task 2 ‘Sources of information’
1.2
3 October 2016 Modifications on the following:
Contextualised content to individual support. 1.3
2 February
2017
Removed guidance on Case Study – Case 2
Question 6 1.4
25 August 2017 Added url to hyperlink 1.5
11 September
2018
added parameter to question in case study 2 role
play task 1.6
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TABLE OF CONTENTS
This is an interactive table of contents.If you are viewing this document
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have this document open in Word, you will need to hold down the Control
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INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
THE UNIT OF COMPETENCY..................................................................9
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.............................................11
ASSESSMENT WORKBOOK COVER SHEET..............................................12
IMPORTANT REMINDER......................................................................13
KNOWLEDGE ASSESSMENT.................................................................13
Part 1: Ethical and legal requirements for direct client care......................................13
Part 2: Safe work practices for direct client care........................................................33
PRACTICAL ASSESSMENT....................................................................47
Instructions to Student................................................................................................47
Part 1: Case Study Assessment...................................................................................47
Part 2: Project Assessment..........................................................................................47
CASE STUDIES.................................................................................. 48
Case 1: The Case of Anna Bentley...............................................................................48
Case 2: The Case of Dennis Kyle.................................................................................56
WORKBOOK CHECKLIST.....................................................................73
FEEDBACK........................................................................................ 74
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions
requiring creative thought processes are covered in the case studies
assessment. You must answer all questions using your own words.
However you may reference your learner guide to complete this
assessment.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at
the beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as
many elements and/or units of competency as is feasible at
one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person
to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that
are clearly stated for the trainer and learner. Assessable
outcomes are tied to the relevant industry competency
standards where these exist. Where such competencies do
not exist, the outcomes are based upon those identified in a
training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has
been achieved. Skills and knowledge (developed either in a
structured learning situation, at work, or in some other
context) are assessed against national standards of
competence required by industry, rather than compared with
the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
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o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from
Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at least
reflect the type of performance that is to be assessed,
whether it covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether
the evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during
the course
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