Specialising in Ageing: Support and Empowerment of Older People

CHC33015 Certificate
IIIin Individual Support
Specialising in Ageing
Support and Empowermentof
Older People
Version 1.10 Produced 11 September 2018
Copyright © 2016Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or
retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth),
without the prior written permission of
Compliant Learning Resources
Assessment Workbook 4

Version control & document history
Date Summary of modifications made Versio
n
02 June 2016 Version 1 final produced following assessment
validation. 1.0
29 June 2016 Updated benchmark answer of Part 2 written
question 3. 1.1
16 September
2016
Updated instructions and benchmark in Case
Study 2 Task 4. 1.2
2 November
2016
Amended ‘Korsakov syndrome’ to ‘Korsakoff
syndrome’. 1.3
17 April 2017
Made the following rectifications:
Removed all quiz items in the 3 parts of the
Knowledge Assessment
Updated link of Universal Declaration of
Human Rights
1.4
3 May 2017
Updated link on Charter of Care Recipient’s
Rights and Responsibilities – Case Study 3
Question 2
1.5
25 July 2017 Replaced instructions in Case Study – Katie
Question 4, and added video as reference 1.6
17 August 2017 Corrected link for Universal Declaration of
Human Rights 1.7
25 August 2017 Added url to hyperlink 1.8
24 January 2018 Fixed hyperlink for Case Study 2: Q4,
Scenario 1 1.9
11 September
2018
fixed typo for case study 2 question 3 on page
39 1.10
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TABLE OF CONTENTS
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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
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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.
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.
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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.
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.

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
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 Contingency management skills
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