Assessment Workbook for CHC33015 Certificate III in Individual Support

This document is an assessment workbook for the CHC33015 Certificate III in Individual Support, specifically focusing on palliative care services for the ageing population. The workbook includes instructions on competency-based assessment, the basic principles of assessing nationally recognized training, and the dimensions of competency. It outlines assessment requirements, methods, and resources, including a knowledge assessment and a case study. The document covers the unit of competency CHCPAL001, detailing performance and knowledge evidence, and assessment conditions. It also addresses reasonable adjustments for learners with disabilities, emphasizing that adjustments must not compromise workplace standards. The workbook provides details on palliative care principles, advance care directives, pain management, and ethical considerations. It references relevant policies and practices, communication strategies, and signs of imminent death. The document includes a workbook checklist and feedback section.

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
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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
....................................................................................................................................................................................
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
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18
WORKBOOK CHECKLIST.................................................................................................................28

FEEDBACK......................................................................................................................................................29
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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

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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.

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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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
 Contingency management skills Assessment Workbook 5

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.

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