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 7March 2017
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Assessment Workbook 4B

prior written permission of
Compliant Learning Resources
Assessment Workbook 4BVersion No.2.0 Produced 7 March 2017
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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 4BVersion No.2.0 Produced 7 March 2017
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TABLE OF CONTENTS
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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
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 4BVersion No.2.0 Produced 7 March 2017
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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
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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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