Student Assessment Guide: CHCDIS009 Facilitate ongoing skills development using a person-centred approach

This guide provides information on how the assessment for CHCDIS009 will be conducted and the assessment evidence required to demonstrate competency in the unit. It includes details on the unit code, title, VET lecturer, location, and contact information. The guide outlines the two assessments required for the unit, including an observation checklist and short answer questions. It also includes information on reasonable adjustments and the student declaration. The guide concludes with a section on developing a skill development plan for a student with additional needs.

Student Assessment Guide
Office of Learning and Teaching
Version 2
November 2017 TAS Cycle Design
Purpose
TheStudent Assessment Guide provides youwith information on how theassessment for
this unit will be conducted and the assessment evidence you will need to provide that
demonstrates your competency in the unit.
1. Unit and VET Lecturer Details
Unit Code CHCDIS009
Unit Title Facilitate ongoing skills development using a person-centred approach
VET Lecturer Name Linda Tan
Location Orange 4 1.32
Phone [phone]
Email [e-mail]
Application
This unit describes the skills and knowledge required to identify networking and
collaboration needs and develop formal and informal partnerships to enhance
service delivery and improve professional practice.
This unit applies to work in all industry sectors, and to individuals who take pro-
active responsibility for improving collaboration between workers and
organisations.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice
2. Assessment Information
You must complete 2 assessments for this unit.
Assessment 1: This involves your completing the tasks at your workplace demonstrating the skills
required.Who will assess the observations – Your CDU lecturer
The skills that you need to demonstrate are in the listed in the observation checklist. You will be taught how
to demonstrate these skills through your readings, through observations in school of workplace supervisor
and your CDU lecturer will also advise you during their school visits.
If you are a volunteer - When you are on your work placement, you must follow all directions given to you by
the staff in the school – they will help you to complete your tasks and they will help to keep you safe in the
workplace
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Assessment 2: Consists of several written answer questions outlined in the Written Question Assessment
further in this document. Please fill in your answers in the boxes provided. This assessment must be
submitted via Learnline. You must complete and sign the Assessment cover sheet before you submit it to
your lecturer – you can sign by typing your name in the document.
You should attend Learner Support sessions and collaborate with your tutors before submitting your
answers.
Disclaimer
Charles Darwin University is collecting information for the purpose of assessing
students. Only CDU authorised staff have access to this information. If required for audit
purposes, your details may be forwarded to officers from Australian Skills Quality
Authority, Australian Government’s national regulator for the vocational education and
training sector or other technical experts/advisors. If you are an apprentice/trainee,
your personal information, attendance details, progress and results will be disclosed to
your employer. If you are under the age of 18 years your personal information,
attendance details and results may be disclosed to your parent/guardian. Your personal
information will not be disclosed to any other third party without your consent, unless
authorised or required by law.
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Observation Checklist Assessment
Assessment Task Number: 1
Student Name: Student Number:
VET Lecturer/AssessorName:Linda Tan
Unit Code: CHCDIS009 Unit Title: : Facilitate ongoing skills development using a person-
centred approach
Due Date: Date Observed: Number of attempts
allowed: 3
Theobservation was conducted at:
Instructions to Student
To successfully demonstrate competency you must:
Satisfactorily complete all the Tasks listed in the Observation Checklist
Who will assess the observations- your lecturer will complete the checklist while they observe you face to
face during your work placement/s. Your nominated workplace supervisor may complete the Third Party
ReportSupplementary Evidenceto supplement the observations conducted by your lecturer. The skills that
you need to demonstrate during these tasks are listed in the checklist and you will be taught how to
demonstrate these skills through your readings, through observations of your workplace supervisor and by
your lecturer during their workplace visits.
If a volunteer - When you are on your work placement, you must follow all directions given to you by the
staff in the school – they will help you to complete your tasks and they will help to keep you safe in the
workplace.
Work Health and Safety: students are to follow the organisations workplace health and safety regulations
at all times and make themselves aware of what to do in the event of an emergency.
Clothing to be worn should be in line with the dress standards of the workplace, however in line with Work
Health safety standards all footwear is to include a ‘back strap’ – no ‘thongs’.
Your lecturer will observe you as you work and they will tick off all the skills (listed below) that they see
you demonstrating. If they do not see you demonstrating those skills, they will tell you and you will have
another 2 chances to demonstrate those skills.
Your lecturer might ask you some questions about what you are doing while you are in the workplace e.g.
they might ask you why you are doing something in a certain way or they might ask you what some of your
duties are etc.
Reasonable Adjustment
The assessor will record any adjustment made available to the student for this assessment–
e.g. time extensions, etc.
Initial questions to assess knowledge evidence before observation of competency.
Questions Comments Y N
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1.
What are some of the diagnosis and
symptoms of your students with
additional needs in the class?
☐ ☐
2. How do you demonstrate inclusive
practices? ☐ ☐
3.
How do you support your teacher in
helping the students with additional
needs?
☐ ☐
Evidence Observed
Did the Student: Comments Y N
1. Identify individual skill development needs ☐ ☐
2. Plan person-centred, ongoing skill development ☐ ☐
3. Implement person-centred, ongoing skills
development strategies ☐ ☐
4. Evaluate skills development and review plan ☐ ☐
5. Identify and implement incidental learning
opportunities to enhance skills development ☐ ☐
Assessor Feedback: Attempt number 1 ☐ 2 ☐ 3 ☐ Successful ☐
Not Successful☐
Assessor Signature: Date:
I have received feedback on my performance:
Student Signature: Date:
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Short Answer Questions Assessment
Assessment Task Number: 2
Student Name: Student Number:
VET Lecturer/Assessor Name:Linda Tan
Unit Code: CHCDIS009 Unit Title: : Facilitate ongoing skills development using a person-centred
approach
Due Date: 12 July 2018 Date Submitted: Number of attempts
allowed: 3
Instructions to Student
Assessment 2: consists of several written answer questions outlined in the Written Question Students have to fill in
the answers in the boxes provided. This assessment must be submitted via Learnline. Students must complete and
sign the Assessment cover sheet before submitting to the lecturer. Students have to type in their name in the
document.
Reasonable Adjustment
The assessor must record any adjustment made available to the student for this assessment–
e.g. written assessment given orally, time extensions, etc.
Student Declaration
I declare that no part of this assessment/assignment has been copied from any other person's
work, except where due acknowledgment is made in the text, and no part of this
assessment/assignment has been written for me by any other person except where such
collaboration has been authorised by the assessor concerned.
Student Signature: Date:
Questions
Correct
Y N
Classify the various scenarios to the following theories: (1) Social Model of Disability, (2) Social Role
Valorisation, (3) Strengths-based, (4) Active support, and (5) Self-determination. Use only once.
Question 1a:
Tom works in a supermarket as a retail assistant after school. On the weekend, he plays for the
Dover Sports Club as a Goal Keeper. He is also an active member at the Down Syndrome Association.
Answer: Social Role Valorization
☐ ☐
Question 1b:
Aleela struggles with reading and writing and has poor language skills. Aleela is very creative and
enjoys painting and dance. She finds writing a script difficult. She helps to create the scenery for the
play instead.
Answer: Social Model of Disability
☐ ☐
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Question 1c:
During cooking class, Sam helps to blend the cake mix with the support of his Teacher Assistant.
Recently the OT introduces a switch-activated blender to Sam.
Answer: Active Support
☐ ☐
Question 1d:
There are lifts in the train stations. There are accessible buses.
Answer: Strengths-based
☐ ☐
Question 1e:
Will wants to be a car mechanic when he finishes high school. He has completed his Certificate I in
Automotive Vocational Preparation in year 10. He has enrolled in Certificate II in Automotive
Servicing Technology.
Answer: Self-Determination
☐ ☐
Question 2:
Describe the meaning of person-centred practice (20-40 words).
Answer: Person-centered practice refers to the kind of social work practice where
individuals are treated with respect and dignity. As the name suggests, it focuses
entirely on the person and appreciates the uniqueness and complexity of each person.
☐ ☐
Question 3a:
List 3 services and/or education opportunities in Northern Territory that will be available to people
with additional needs.
Answer: The people with additional needs within the Northern Territory are provided
the following educational opportunities and services:
 Various mainstream and specialist schools like life skills, social skills,
vocational skills, person-safety skills, academics and physical health schools
have been opened for students with special needs
 An allied health team comprising organizations like Keep Moving, RDA,
Carpentaria Disability Services, Total Recreation, Carers, Realationships
Australia and such work collaboratively to help them
 The Northern Territory Government has also introduced transportation
services for students with special needs that is provided for commuting
between home and school or from chosen location pick up points
☐ ☐
Question 3b:
In what ways are these services and/or education opportunities help to build capacity for people
with additional needs?
Answer: The above-mentioned sevices for students with additional needs would
ensure that they are capable to interact with people competently. In addition, these
services would allow the students to explore their potential in fields other than
academic. Further, these services would capacitate them to face life challenges with
efficacy. Apart from that, they would be able to take good advantage of the
educational and employment opportunities that are available for everyone else.
☐ ☐
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Question 4:
Identify the 6-steps assessment processes relating to skills development of a student.
Answer: The 6-step assessment processes involves:
1. Involving key people like parents, teachers, special education teacher in the
meeting meant for the student
2. Determining the goals of the student
3. Setting long term and short term individual goals
4. Evaluating the needs of the student that could assist her or him achieve the
goals
5. Assessing the things the students can already perform
6. Drawing up a skill development plan to relate the skills the student has and
those needed to achieve the goal
☐ ☐
Question 5a:
What is incidental learning?
Answer: Incidental learning, as the name suggests, is a type of indirect or accidental
learning that occurs within a formal or informal learning environment. This type of
learning takes place throughout life and helps learn different skills and abilities.
☐ ☐
Question 5b:
Give 2 examples (Can be hypothetical. Do not use the ones given).
Answer: Example 1- Learning different languages by conversing with people from
different linguistic backgrounds while on a tour to some country or region within the
country.
Example 2- Young children observe their elders and learn how to climb up the stairs
or eat food using a spoon.
☐ ☐
Question 6:
The class is learning how to make ham and cheese sandwiches. You are supporting Liz to make the
sandwich using hand-over-hand approach. What should you do to slowly fade away the prompt so
that Liz can do it independently?
Answer: Hand over hand prompting involves helping a child by using complete
physical prompting so that he or she is able to complete any specific task. While
helping Liz make ham and cheese sandwich, the teacher would first place his or her
hand over Liz’ hand and manipulate the hand. Once Liz becomes successful from the
manipulation, the teacher could then slowly lessen the prompt and move from
guiding her forearm and then to her elbow. Lastly, the teacher could leave Liz
completely on her own after observing that she has succeeded in learning the process.
☐ ☐
 Develop, implement and monitor a skill development plan, using a person-centred
approach, for a student who needs life skill development.
 The student identified has to be different from Question 8 and 9.
Question 7a:
Identify a student in the class (with additional needs) who needs life skill development.
Provide brief information about the student. (Chronological age, developmental age, gender,
☐ ☐
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diagnosis if any, etc)
Answer: The student identified is Sam, who is a Year 3 student having support needs
in reading.
Student information
Chronological age: 8 years
Developmental age: 5 years
Gender: Male
Diagnosis: None
Question 7b:
In discussion with your teacher and the student, identify one life skill that is needed for the student.
Write down a SMART goal for the life skill.
Answer: The life skill that is needed for Sam has been identified as Reading a Recipe.
Name: Sam Date of commencement: 12 July 2018
Learning objective: To be able to read recipes
from recipe books for improving reading
Links to personal goals:
Increased confidence in reading. Life skills.
Action Plan
Specific
Sam should be able to read terms related to cooking
from the recipe book by 13 August 2018
Measurable
He should be able to learn a minimum of 5 words a
day
Achievable
The goal is achievable as Sam will be provided
constant assistance by the teacher
Relevant
Learning 5 words a day from the recipe book
would help Sam gain confidence in reading
Timely
The goal should be achieved in two months prior to
Sam’s admission into mainstream school
☐ ☐
Question 7c:
Describe the action plans/task analysis that you are going to use to help the student to develop the
skill.
Answer: TASK ANALYSIS
Introduction
Sam is a student of Year 3 and lives with his single mother. He needs assistance in
reading every time and his mother has had tough times making him read. However,
she manages to keep her calm and help Sam read. Further, he also had difficulties
reading simple words like dog, cat, apple, etc. Sam’s mother states that he tries hard
to read and cries when he cannot. He feels low in confidence and he is gradually
losing interest in reading or even communicating. Our objective in school is to bring
back the confidence in Sam and help him read confidently.
Problem
☐ ☐
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We help children learn different recipes and prepare those by themselves. However,
it becomes extremely difficult for us to read aloud the recipe book and then explain it
to each student. The process also consumes time and energy. Therefore, it becomes a
lot easier for both students and teachers if the students are able to read and
comprehend the recipe book. The ‘find the next item’ is an interesting and simple
activity to allow students read from the recipe book without adult help.
Goal
The goal I have decided to achieve for Sam is to have him read the recipe book
successfully without any supervision. I am expecting Sam to read at least five items a
day and understand what the words mean. The goal shall be achieved with one
successful completion of the activity. Sam’s achievement can then be measured by
observing the way he gazes at the recipe book and reads the items.
Implementation
I will involve Sam in preparing a dish, something that he loves to eat. Then, I will
ask him to find the next item needed to prepare the dish from the recipe book and
recite it to me.
The ‘Find the next item’ activity
 Find a recipe book with visuals
 Bring it to the class
 Ask the students about their favorite dish
 Assist the teacher in preparing the dish
 Read out the items of the recipe one by one
 Find the next item and read it aloud to the teacher
Outcome
Sam was excited to read the items from the recipe book and help me prepare the dish.
Initially he had problems reading the items. I had to read it aloud for Sam to follow
me. I also had to point out the visuals that referred to the item for Sam to understand.
Once he was able to grasp the meaning of the items, it was easier for him to read.
The next day I observed that Sam was already prepared to indulge in the activity and
excited to read out the items. It was not easy for him as he initially showed me the
pictures of the items from the recipe book. Gradually, he was confident enough to
read.
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Was it effective? Was it ineffective? What I should try differently?
I assisted Sam for the next two weeks to help him go through all the words in the
book. By the end of those two weeks, Sam was able to read and understand most
words in the book and even instruct me while I was cooking a recipe. The next step
for me would be to help him read with confidence in front of the entire class. I would
prepare further action plans and implement those in order to make him confident in
reading. By the end of this month, Sam will be able to help his mother cook his
favorite dishes.
Question 7d:
Describe the strategies that you are going to use to help the student to develop the skill.
Answer: Strategies for life skill development of Sam
Strategies Description
Formal Training Cooking classes
Modeling
Skills Competent Mastery
Contextualization
Demonstrating a task: I would show Sam
how to read by engaging him in cooking
activities like reading the recipe and
finding the next item
Peer Education: Sam will be asked to
observe his peers while they read the recipe
book
First Sam will be asked to describe his idea
of a recipe
He will be asked to attend the cooking
class with his teacher where he will have to
read aloud the recipe book
☐ ☐
Question 7e:
Describe the resources and/or equipment that you are going to use to help the student to develop
the skill. Attach photographs of the resources and/or equipment.
Answer: The resources needed for helping Sam include:
Technology and equipment – None
Books – A recipe book for children
☐ ☐
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Question 7f:
Implement your plan. No input needed for this part of the question
Question 7g:
Evaluate the progress of the student to the SMART goal that you have set in Part B. Attach a pre and
post evidence.
Answer: I am using the anecdotal record to evaluate Sam’s progress with reference to
the SMART goal that I had prepared.
Date 26/07/2018
Within two weeks of working on the goal, Sam has demonstrated remarkable
improvement. He was asked to read aloud his book of poem at first, which he did
with much difficulty. In addition, he even tried to avoid reading by giving the excuse
of not feeling well. I asked Sam to go home and ask his mother to read aloud the
recipe book while he rests and recite me one recipe the next day. He failed to recite
the recipe but I did not discourage him. Instead, I indulged him in practical activities
like the ‘find the next item’. He seemed very much interested in the activity.
I utilized his excitement and arranged increased cooking classes so that Sam could
take part. In two weeks, I could see Sam confidently read out the recipes. His mother
also said that Sam very actively helps her cook.
☐ ☐
Question 7h:
Inform the progress to your teacher. What did your teacher say?.
Answer: When I informed the teacher about Sam’s progress, she was very impressed
with my planning and strategies. However she said that I must develop a more solid
action plan involving more activities.
☐ ☐
Question 7i: ☐ ☐
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Reflection: What have you done well?
Answer: I have been able to incorporate an action plan that goes well with the
student’s specific requirement. Further, I have succeeded in ddeveloping a good bond
with Sam as he feels happy to indulge in activities with me.
Question 7j:
Reflection: What will you do differently next time?
Answer: When I get the opportunity to involve in similar task, I will make sure that I
implement a better SMART goal that could include more activities. In addition, I
would also use better strategies to achieve the goals.
☐ ☐
 Develop, implement and monitor a skill development plan, using a person-centred
approach, for a student who needs social and/or emotional skill.
 The student identified has to be different from Questions 7 and 9.
Question 8a:
Identify a student in the class (with additional needs) who needs social and/or emotional skill..
Provide brief information about the student. (Chronological age, developmental age, gender,
diagnosis if any, etc)
Answer: The student who has been identified having special needs in terms of social
skills is Samantha McBride.
Student Information
Chronological age: 11 years
Developmental age: 6 years
Gender: Female
Diagnosis: Yes. Samantha was diagnosed with PDD-NOS i.e., Pervasive
Developmental Disorder-Not Otherwise Specified.
☐ ☐
Question 8b:
In discussion with your teacher and the student, identify one social and/or emotional skill that is
needed for the student. Write down a SMART goal for the social and/or emotional skill.
Answer: The social skill of Samantha that will be developed using the SMART Goal is
active listening.
Name: Samantha McBride Date of commencement: 13 July 2018
Learning objective: To be able to communicate
effectively within the classroom
Links to personal goals:
Better listening ability. Social skills.
Action Plan
Specific
By 30th July 2018, Samantha should be able to
explain what is being taught in the class through
active listening
☐ ☐
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Measurable
Her development could be measured from her
response in the class. She should be able to
communicate well with her peers
Achievable
The goal is achievable because Samantha will be
able to respond and show signs of leaning forward,
nodding, making eye contact
Relevant
Communicating in the classroom, questioning the
teacher are signs of active listening and developing
upon these signs would surely improve listening
skills
Timely
The goal is likely to be achieved by the end of this
month
Question 8c:
Describe the action plans/task analysis that you are going to use to help the student to develop the
skill.
Answer: TASK ANALYSIS
Introduction
Samantha is an 11-year old student from Australia’s Northern Territory and attends
vocational and social skills school. She is diagnosed with PDD-NOS and lives with
her parents. Samantha has severe issues communicating with others outside her
family. At school as well, she rarely speaks with anyone and her response in the
classroom is close to nothing. Her parents say that she has exceptional talent in
singing but she is too shy to sing in front of others. We at school are hoping to
increase her listening skills by building an environment of trust.
Problem
In our school, we allow each student to express and share their thoughts and
experiences in with everyone. With Samantha, it is difficult to teach collaboratively
as she hardly ever responds. She just sits by herself at a corner. If she listens
carefully in the class and raises her hand if she knows the answer to something or
wants to ask questions, it becomes easier for us to proceed smoothly. However, with
the ‘what happened in the way to school’ activity, we hope to raise Samantha’s
interest and improve her listening skill.
Goal
I have made the decision to start with short-term goals that would help Samantha
achieve her long-term goal. At first, I would try to create an environment where she
☐ ☐
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could trust people and feel comfortable. This would ensure that she is able to
communicate effectively in the classroom and share her thoughts. The activity ‘what
happened in the way to school’ would make it interesting thus motivating her to
participate.
Implementation
I will role-play as a student, sit beside Samantha and allow other students to share
their stories to the class. I will then make gestures like leaning forward, changing
facial expressions and so on demonstrating an interest in the stories.
The ‘What happened in the way to school’ activity
 Observe as each student shares his or her story
 Express which story was the most interesting
 Name the characters by self
 Find out if there were any flaws in the story
 Share your experience of what happened while coming to school
 Respond to questions from other listeners
Outcome
Samantha felt uneasy at first when I sat beside her to listen to the stories. However,
when the activity began, I noticed her observing me and then listen to the narrators
more interestedly. When her turn to share her experience came, she was reluctant at
first. I did not force her and let other students complete their stories. Lastly, she
agreed to tell her story. She successfully narrated her story and I even noticed that
many elements of her story were inspired by the stories told previously by other
students. This showed that she did listen actively.
Task effectiveness, ineffectiveness and future considerations
The activity continued for one week and by the end of the week, I observed
Samantha actively participating in discussions with some of the students. Although
she was yet to feel completely free, the progress was commendable. In future I would
make sure that I do not abruptly ask her to involve in any activity rather wait for her
to gel nicely with everyone.
Question 8d:
Describe the strategies that you are going to use to help the student to develop the skill.
☐ ☐
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Answer:
Strategies Description
Formal Training Social skills classes
Modeling
Skills Competent Mastery
Contextualization
Demonstrating a task: Samantha will be
asked to listen to the stories narrated
by her peers
Peer Education: She will then observe
how her peers listen and respond to
the queries of the class
She will be given the opportunity to
practice speaking in front of the class
Make eye contact with the teacher and
other students while narrating the story
Question 8e:
Describe the resources and/or equipment that you are going to use to help the student to develop
the skill. Attach photographs of the resources and/or equipment.
Answer: The activity required no resources or equipments for being implemented.
☐ ☐
Question 8f:
Implement your plan. No input needed for this part of the question
Question 8g:
Evaluate the progress of the student to the SMART goal that you have set in Part B. Attach a pre and
post evidence.
Answer: Jottings as the method for evaluation were used to assess Samantha’s
progress.
Date 13/07/2018
Today, Samantha came to the class and sat alone at a corner seat in the classroom.
She looked fearful and shy. When prompted to come to the front, she obliged
although looked irritated.
Date 20/07/2018
Samantha has been exchanging one or two words with one of her classmates. When I
☐ ☐
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announced about the activity, she had little or no response to it although other
children demonstrated keen interest.
Date 21/07/2018
When the activity commenced, I sat beside Samantha and that made her a bit hesitant
and uncomfortable. However, by the end of the first day’s activity, she seemed to
show interest.
30/07/2018
Samantha has shown remarkable improvement from the first day of the task. She
narrated two stories in all and even responded to the stories shared by her peers.
Question 8h:
Inform the progress to your teacher. What did your teacher say?.
Answer: I described the progress of Samantha to my teacher and her response was very
good. She appreciated my effort and said that the activity I had planned is perfect for
students like her.
☐ ☐
Question 8i:
Reflection: What have you done well?
Answer: I have done well to make friends with Samantha and gain her trust. In
addition, I have also made it possible for her to interact freely with the class by
motivating other students to treat her nicely and showing their trust on her.
☐ ☐
Question 8j:
Reflection: What will you do differently next time?
Answer: Next time when I am given the chance to involve in such tasks again, I will
try to think of other activities that go beyond the classroom.
☐ ☐
 Develop, implement and monitor a skill development plan, using a person-centred
approach, for a student who needs academic or vocational skill.
 The student identified has to be different from Questions 8 and 9.
Question 9a:
Identify a student in the class (with additional needs) who needs academic or vocational skill.
Provide brief information about the student. (Chronological age, developmental age, gender,
diagnosis if any, etc)
Answer: The student is Linda McGrath, a special needs child requiring assistance in
developing one of her vocational skill, which is playing a musical instrument –
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
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Questions
Correct
Y N
violin.
Student Information
Chronological age: 8 years
Developmental age: 8 years
Gender: Female
Diagnosis: None
Question 9b:
In discussion with your teacher and the student, identify one academic or vocational skill that is
needed for the student. Write down a SMART goal for the academic or vocational skill.
Answer: The skill in which Linda is good at but needs further assistance is reading
skill
Name: Linda McGrath Date of commencement: 20 July 2018
Learning objective: To be able to read fluently
with mumbling
Links to personal goals:
Become confident and independent. Vocational
skills.
Action Plan
Specific
Special session will be held for Linda to develop
her confidence in reading
Measurable
The progress will be measured by observing
Linda’s response to the sessions and her level of
confidence
Achievable
It is an achievable goal as Linda will be able to
attend her regular classes and the special sessions
as well leading to increased improvement
Relevant
The goal is relevant as it would help her become a
confident reader and apply her learned skills in the
class also
Timely
The goal should be achieved within 3 months
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Question 9c:
Describe the action plans/task analysis that you are going to use to help the student to develop the
skill.
Answer: TASK ANALYSIS
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
Page No
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Questions
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Introduction
Linda McGrath is a student having interest in creating stories at the young age of 8
years. She resides with her grandparents. She is a differently able child who had lost
her legs due to some illness. Linda has inferiority complex and feels that she is of no
use to her grandparents and that she is a burden to them. However, her grandparents
love her deeply and want her to explore her talent more. As a school, we have
decided to help Linda by providing reading training in order to improve her skill of
reading for the class.
Problem
Our school has great facilities for all students in terms of academic as well as
vocational training. With Linda being unable to walk, we have arranged special
transportation for her with the help of the government. However, the main problem
with Linda is her reluctance to attend the training sessions with her peers as she feels
inferior and incapable. Our school has decided to organize an event where other
children like Linda will participate.
Goal
The goal is to improve Linda’s reading skills and sharpen it even more to let her
participate with confidence in the event. As a first step, sessions will be organized
with Linda where she will be given motivational speeches in order to make her feel
confident and proud about herself. Then, her training on reading shall begin.
Question 9d:
Describe the strategies that you are going to use to help the student to develop the skill.
Answer:
Strategies Description
Formal Training Attend reading training sessions and
motivational classes
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
Page No
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Questions
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Modeling
Skills Competent Mastery
Contextualization
Demonstrating a task: Reading a story
with exoression
Peer Education: Observing peers on how
they read a story with confidence
Learn how to introduce oneself in the class
before reading
Meet children with special needs who also
have talent like her
Question 9e:
Describe the resources and/or equipment that you are going to use to help the student to develop
the skill. Attach photographs of the resources and/or equipment.
Answer: Equipments required: None
Government resources required: Transportation
Other resources: A venue to organize the event
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Question 9f:
Implement your plan. No input needed for this part of the question ☐ ☐
Question 9g:
Evaluate the progress of the student to the SMART goal that you have set in Part B. Attach a pre and
post evidence.
Answer: In order to assess Linda’s progress, I used running records to analyze the
SMART goals achievement.
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
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Questions
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Date 20/07/2018
10.15 am – Linda arrives at the training session and sits on the last bench.
10.20 am – The group takes out the notes and start practicing on their own while
Linda sits quietly
10.30 am – The instructor asks Linda to introduce herself to the class. She hesitates
at first but manages to tell her name
10.35 am – The instructor then takes out one of the stories written by Linda and
narrates it to the class without disclosing the name of the writer. Linda nervously
observes other members of the group and then lowers head.
10.45 am – When the instructor finishes narrating Linda’s story, he asks everyone to
give their feedback. Each student had positive feedbacks for the story. Then the
instructor and reveals the writer’s name and applauds, which is followed by the
applause of the entire group. This makes Linda feel a little better as she extends her
gratitude to everyone.
10.55 am – The instructor then asks each student to read Linda’s story one by one.
Linda too was asked to do the same and she did but she felt hesitant to read as she
was finding it difficult to read the words.
Analysis and future planning
The response Linda gave to the first session clearly shows that she has the desire to
learn and be appreciated.
Further, it is also evident that Linda has reading skills but she is low in confidence.
In the future, added sessions will be held for Linda where she could gain confidence
in reading.
Question 9h:
Inform the progress to your teacher. What did your teacher say?.
Answer: The teacher appreciated my effort but adviced that I include activities that
concerned the student in particular and limit the activity within the classroom.
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Question 9i:
Reflection: What have you done well?
Answer: I have helped her gain confidence in herself and not feel inferior to others.
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
Page No
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Questions
Correct
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Question 9j:
Reflection: What will you do differently next time?
Answer: The next time I will try to use minimum resources for maximum result. I
would make sure that I am able to effect an overall development of the child in terms
of academic skills.
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Assessor Feedback: Attempt number 1 ☐ 2 ☐ 3 ☐ Successful ☐
Not Successful ☐
Assessor Signature: Date:
I have received feedback on my performance:
Student Signature: Date:
Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
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Third Party Report
Supplementary Evidence
Purpose:
This report form is used to collect third party evidence of a student’s skills and applied knowledge in
the workplace.
Instructions to Third Party:
As a provider of a third party report you are required to observe, reflect and record the student’s
performance against the requirements listed below. You may be contacted by a CDU lecturer to
provide further verification
Student Name: Student Number:
Unit Code: CHCDIS009 Unit Title: Facilitate ongoing skills development using a person-centred
approach
Name of person providing the report:
Workplace (name and location):
Relationship to student: (e.g. employer, team leader, supervisor)
Length of supervision of student:
Have you had an explanation, and do you understand what is required of
you, in providing verification of the student’s skills? Yes ☐ No ☐
Do you understand your responsibilities in verifying a student’s workplace
skills and knowledge as accurately as possible? Yes ☐ No ☐
Complete the checklist below to confirm the student has been observed by you completing the
tasks described.
Evidence Quality of Evidence
Items to submit Requirements Y N
1. Identify individual skill development
needs
CDU Student is able to:
 Identify specific needs for
students with additional needs
 Identify students’ strengths and
challenges
 Report information to teachers
 Communicate in a respectful
manner
 Make referrals to other staff or
specialist services according to the
needs of the students
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2. Plan person-centred, ongoing skill
development
CDU Student is able to:
 Be familiar of available resources
such as social stories, board
marker and other resources
 Povide fair treatment to all
students
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
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Evidence Quality of Evidence
 Use quality non-verbal
communication (Tone of voice,
eye contact, active listening, pace
of speech, facial expression is
congruent)
 Use verbal communication (using
appropriate language, simple and
clear language
 Demonstrate a range of strategies
such as modify resources,
scaffolding strategies, providing
constructive feedback etc.
 Familiar and document using
different record data procedures
such as using checklist, anecdotal
notes, running notes
3. Implement person-centred, ongoing
skills development strategies
CDU student is able to:
 Work with students in a
respectful, motivating and
empowering manner
 Inform and support teachers and
staff in line with the students’
individualised plan
 Demonstrate a range of strategies
such as modify resources,
scaffolding strategies, providing
constructive feedback etc.
 Document outcomes in the
student’s individualised plan
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4. Evaluate skills development and review
plan
CDU student is able to:
 Provide constructive feedback to
students so that they know what
to do, what’s wrong etc.
 Evaluate and review effectiveness
of strategies in line with the
student’s individualised plan
 Identify opportunities for ongoing
skill development
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5. Identify and implement incidental
learning opportunities to enhance skills
development
CDU student is able to:
 Use incidental learning
opportunities during recess,
outside play, excursion and class
activities.
 Provide constructive feedback to
students so that they know what
to do, what’s wrong etc.
 Provide encouragement when
student takes initiative in learning
situations
 Implementing different fading
strategies by differing force
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Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
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April 2018 23

Evidence Quality of Evidence
(physical prompt to verbal to
visual to independently); Time
(Immediate prompt-delay prompt)
and space (close proximity-
distance).
Provide any additional information about the student to support your report:
This could include general additional comments, workplace documents completed by the student,
customer satisfaction surveys, client feedback, photographs, videos or references.
Third party signature: Date:
Student Assessment Guide: CHCDIS009 Facilitate ongoing
skills development using a person-centred approach
Current issue date Version
No
Page No
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