Case Management Part 1: Working with Clients - Assessment Workbook 4B

CHC52015 Diploma of
Community Services
Case Management Part 1:
Working with Clients
(Case Study)
Version No. 2.0 Produced 7 March 2017
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Assessment Workbook 4B

Compliant Learning Resources
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Version
8 February
2017
Version 1 final produced following
assessment validation. 1.0
7 March 2017
Version 2 produced with additional Case
Study assessment.
Replaced Case Study 1 Part 4 title to: ‘Part
4: Case Closure and Exit’
2.0
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
© Compliant Learning Resources Page 3

TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you
have this document open in Word, you will need to hold down the Control
key while clicking for this to work.
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
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.............................................12
ASSESSMENT WORKBOOK COVER SHEET..............................................13
CASE STUDY..................................................................................... 14
Case Study - Philip....................................................................................................... 15
Part 1: Assessment...................................................................................................... 17
Part 2: Planning........................................................................................................... 38
Part 3: Monitoring and Review....................................................................................49
Part 4: Case Closure and Exit......................................................................................54
Case Study 2 – Thuy and Paloma.................................................................................58
WORKBOOK CHECKLIST.....................................................................67
FEEDBACK........................................................................................ 69
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
Page 4 © Compliant Learning Resources

INSTRUCTIONS
The questions covered in the Case Studies assessment require creative
and analytical thought processes. You must answer all questions
using your own words. However, you may reference your learner guide
and other relevant resources and learning materials to complete this
assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. If this is
not the case, then answer the questions based on processes that should
be implemented in your workplace.
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.
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
© Compliant Learning Resources Page 5

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.
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
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
Page 6 © Compliant Learning Resources

modularised training packages to gain competencies.
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
© Compliant Learning Resources Page 7

 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.
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
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
Page 8 © Compliant Learning Resources