Compliant Aged Care Practice

CHC33015 Certificate
III in Individual Support
Compliant Aged Care
Practice
V1.6 Produced 11 September 2018
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may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval
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the prior written permission of Compliant Learning Resources
Assessment Workbook

Version control & document history
Date Summary of modifications made Version
02 June 2016 Version 1 final produced following assessment 1.0
validation.
23 August 2016 Added ‘ethical’ in Knowledge Assessment, Part 1, 1.1
question 3.
Modifications on the following:
16 September - Reworded Knowledge Assessment Part 1: 1.2
Question 32016 - Added response field for Project 2: Self-
Reflection Task 2 ‘Sources of information’
3 October 2016 Modifications on the following: 1.3
Contextualised content to individual support.
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 added parameter to question in case study 2 role
play
1.6
2018 task
Assessment Workbook 2 Version No.1.6 Produced 11 September
2018
Page 2

© Compliant Learning Resources

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
TRAINING...................................................................................................5
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
................................................................................................................
57
WORKBOOK CHECKLIST
........................................................................................
76
FEEDBACK
........................................................................................
77
Assessment Workbook 2 Version No.1.6 Produced 11 September
2018
© Compliant Learning Resources Page
3

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.
Assessment Workbook 2

Version No.1.6 Produced 11 September
2018
Page 4 © Compliant Learning
Resources

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
modularised training packages to gain competencies.