Assessment Workbook 5 - Palliative Care Services

CHC33015 Certificate
III in Individual Support
Specialising in Ageing
Palliative Care Services
V1.2 Produced 31 May 2019
Assessment Workbook

Version control & document history
Date Summary of modifications made Version
13 June 2016 Version 1 produced for course launch. 1.0
25 August Added url to hyperlink 1.1
2017
Revised questions for Question 2 of 1.2
Knowledge Assessment and Case Study.
Assessment Workbook 5
Page 2

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 UNIT OF COMPETENCY...........................................................................................................9
ASSESSMENT REQUIREMENTS
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10
ASSESSMENT METHODS
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12
RESOURCES REQUIRED FOR ASSESSMENT
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13
ASSESSMENT WORKBOOK COVERSHEET
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14
IMPORTANT REMINDER
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15
KNOWLEDGE ASSESSMENT
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15
CASE STUDY
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17
Instructions to Student
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17
Introduction to Case Study
................................................................................................................................................................................
18
WORKBOOK CHECKLIST.................................................................................................................28

FEEDBACK......................................................................................................................................................29
Assessment Workbook 5 Version No. 1.2 Produced 31 May
2019
© Compliant Learning Resources Page
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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 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 not exist, the
outcomes are based upon those identified in a training needs
analysis.
Assessment Workbook 5

Version No. 1.2 Produced 31 May
2019
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.
Assessment Workbook 5 Version No. 1.2 Produced 31 May
2019
© Compliant Learning Resources Page
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