CHC33015 Workbook 3: Health and Community Services Assessment

This workbook is designed for students pursuing the CHC33015 Certificate III in Individual Support, focusing on health and community services. It encompasses various assessment components, including knowledge assessments with short answer questions, case studies, and practical activities. The workbook covers essential topics such as competency-based assessment, communication in healthcare, working with diverse individuals, and reasonable adjustments for learners. It provides detailed scenarios, simulated environments, and resources required for assessment, aligning with the units of competency CHCCOM005 and CHCDIV001. The assessment methods include written questions and case studies, testing the students' understanding of underpinning knowledge and practical application of skills. The workbook also includes a cover sheet, checklist, and feedback sections for comprehensive assessment and self-evaluation.

CHC33015 Certificate III in
Individual Support
Work in Health and
Community Services
V1.1 Produced 30
May 2016 This workbook belongs to

Version control & document history

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................................................................10
ASSESSMENT METHODS..........................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.........................................11
ASSESSMENT WORKBOOK COVER SHEET .........................................12
IMPORTANT REMINDER............................................................................13
KNOWLEDGE ASSESSMENT......................................................................13
CASE STUDIES...........................................................................................19
Case Study 1: Eddie .................................................................................. 19
Case Study 2: Javier .................................................................................. 24
Case Study 3: Janis ....................................................................................27
WORKBOOK CHECKLIST..........................................................................33
FEEDBACK..................................................................................................34

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 research part of the
written questions assessment and 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.
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.

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
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 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.
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
 Job role and environment skills

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.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed
by the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.

THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from
CHC33015 Certificate III in Individual Support:
CHCCOM005 - Communicate and work in health or community services
1. Communicate effectively with people
2. Collaborate with colleagues
3. Address constraints to communication
4. Report problems to supervisor
5. Complete workplace correspondence and documentation
6. Contribute to continuous improvement
CHCDIV001 - Work with diverse people
1. Reflect on own perspectives
2. Appreciate diversity and inclusiveness, and their benefits
3. Communicate with people from diverse backgrounds and situations
4. Promote understanding across diverse groups
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au

ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must
be conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix to follow:
U
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C
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p
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Assessment
Activities
C
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V0
01
CH
CC
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M0
05
Multiple Choice Questions  
Research – Short Answer Questions 
Case Studies  