CHC52015 Diploma of Community Services Specialising in Case Management - Society and Diversity Assessment Workbook

CHC52015
Diploma of
Community Services
Specialising in Case Management
Society and Diversity
Assessment Workbook

Assessment Workbook
2
Page 2
Version control & document history
Summary of modifications made Versio
n
Version 1 final produced for
course launch. 1.0
Removed link for KA Part 2
Question 22 Item B 1.1
 Changed resource survey link
 Revised instructions in
Question 22 and updated
link to CMSA Standards of
Practice for Case
Management
1.2

Assessment Workbook 2
© Compliant Learning
Resources
Version No.1.2 Produced 01 December
2020
Page 3
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
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key while clicking for this to work.
TABLE OF CONTENTS.............................................................................3
INTRODUCTION...............................................................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
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS............................................................10
ASSESSMENT METHODS.......................................................................11
RESOURCES REQUIRED FOR ASSESSMENT ........................................12
ASSESSMENT WORKBOOK COVER SHEET..........................................13
KNOWLEDGE ASSESSMENT.................................................................14
Part 1: Manage and Promote Diversity .................................................14
Part 2: Sociological Factors in Community Work and Services ............27
Part 3: Workplace Communication Strategies.......................................38
PROJECT.................................................................................................45
WORKBOOK CHECKLIST......................................................................53
FEEDBACK.............................................................................................54

Assessment Workbook
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INTRODUCTION
The questions in this workbook are divided into two categories:
Knowledge Assessment and Case Studies.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project assessment. You must answer all
questions using your own words. However, you may reference your
learner guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely 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 2
© Compliant Learning
Resources
Version No.1.2 Produced 01 December
2020
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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.
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
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- 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
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions
in a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on
and off-the- job components of training within a course.
- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
- Assessment must be made accessible to learners
though a variety of delivery modes, so they can proceed
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING

Assessment Workbook
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through modularised training packages to gain
competencies.

Assessment Workbook 2
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Version No.1.2 Produced 01 December
2020
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- Assessment must be mutually developed and agreed
upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result
of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8
– 1.12)
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
- 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
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and
whether the evidence relates to current abilities.
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

Assessment Workbook 2 Version No.1.2 Produced 01 December
2020 Page 6 © Compliant Learning
Resources