CHC33015 Certificate III in Individual Support Assessment Workbook 5

CHC33015 Certificate III
in Individual Support
Home and Community Support
V1.2 Produced 25 August 2017
Assessment Workbook 5

Version control & document history
Summary of modifications made Versio
n
Version 1 final produced following
assessment validation. 1.0
Updated links and logins for Lotus
Compassionate Care site. 1.1
Added url to hyperlink 1.2
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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
TRAINING..............................................................................5
THE DIMENSIONS OF COMPETENCY.........................................6
REASONABLE ADJUSTMENT.....................................................7
THE UNITS OF COMPETENCY...................................................9
ASSESSMENT REQUIREMENTS...............................................10
ASSESSMENT METHODS........................................................15
RESOURCES REQUIRED FOR ASSESSMENT...............................17
ASSESSMENT WORKBOOK COVERSHEET.................................18
KNOWLEDGE ASSESSMENT....................................................19
Part 1: Supporting carers and families....................................................19
Part 2: Providing home and community support services.......................24
CASE STUDY........................................................................29
Instructions to Student............................................................................29
Introduction to Case Study......................................................................30
WORKBOOK CHECKLIST........................................................39
FEEDBACK...........................................................................40
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INSTRUCTIONS
The Written Questions Assessment covers generic underpinning knowledge
of basic terms and concepts relating to the relevant units of competency.
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 and other online or hard
copy resources to complete this assessment.
Some questions cover processes you would be likely to 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 prescribed industry best practice.
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
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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.
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
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