Compliant Aged Care Practice

CHC33015 Certificate III in
Individual Support
Compliant Aged Care
Practice
V1.6 Produced 11 September 2018
Version control & document history
Date Summary of modifications made Version
02 June 2016 Version 1 final produced following assessment
validation. 1.0
23 August 2016 Added ‘ethical’ in Knowledge Assessment, Part 1,
question 3. 1.1

16 September
2016
Modifications on the following:
- Reworded Knowledge Assessment Part 1:
Question 3
- Added response field for Project 2: Self-
Reflection Task 2 ‘Sources of information’
1.2
3 October 2016 Modifications on the following:
Contextualised content to individual support. 1.3
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
2018
added parameter to question in case study 2 role
play task 1.6
Assessment Workbook 2 Version No.1.6 Produced 11 September 2018
Page 2 © Compliant Learning Resources

1. TABLE OF CONTENTS
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1.TABLE OF CONTENTS........................................................................3
2.INSTRUCTIONS.................................................................................5
3.WHAT IS COMPETENCY BASED ASSESSMENT........................................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING .......................................................................................... 6
5.THE DIMENSIONS OF COMPETENCY.....................................................9
6.REASONABLE ADJUSTMENT................................................................9
7.THE UNIT OF COMPETENCY.............................................................11
8.ASSESSMENT REQUIREMENTS..........................................................12
9.ASSESSMENT METHODS..................................................................13
10.RESOURCES REQUIRED FOR ASSESSMENT........................................13
11.ASSESSMENT WORKBOOK COVER SHEET.........................................14
12.IMPORTANT REMINDER.................................................................15
13.KNOWLEDGE ASSESSMENT............................................................15
Part 1: Ethical and legal requirements for direct client care................15
Part 2: Safe work practices for direct client care.................................34
14.PRACTICAL ASSESSMENT...............................................................47
Instructions to Student..........................................................................47
15.CASE STUDIES.............................................................................48
Case 1: The Case of Anna Bentley.........................................................48
Scenario 1:.........................................................................................................................48
Scenario 2:.........................................................................................................................50
Scenario 3:.........................................................................................................................51
Role Play Task..................................................................................................................52
Scenario 4:.........................................................................................................................54
Follow-up Questions.........................................................................................................55
Case 2: The Case of Dennis Kyle...........................................................57
Scenario 1:.........................................................................................................................57
16.WORKPLACE DETAILS....................................................................58
17.INCIDENT DETAILS .......................................................................58
18.TYPE OF INCIDENT (INDICATE WHICH IS APPLICABLE)......................58
19.RESPONSE TO INCIDENT (INDICATE WHICH IS APPLICABLE)...............59
20.OTHER INFORMATION...................................................................59
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21.OTHER INFORMATION...................................................................60
Scenario 2:.........................................................................................................................64
Role Play Task..................................................................................................................66
22.PROJECT 1: IDENTIFYING LEGAL REQUIREMENTS AND ETHICAL
RESPONSIBILITIES.............................................................................67
23.PROJECT 2: SELF-REFLECTION.......................................................72
WORKBOOK CHECKLIST.....................................................................75
24.FEEDBACK...................................................................................76
Assessment Workbook 2 Version No.1.6 Produced 11 September 2018
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2. 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.
3. 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.
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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.
4. 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
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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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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.
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