CHC33015 Certificate III in Individual Support Workbook 6: Disability

This document is a completed assessment workbook for the CHC33015 Certificate III in Individual Support, specifically focusing on the unit of competency CHCDIS007, which centers on facilitating the empowerment of people with disabilities. The workbook covers essential aspects of competency-based assessment, including the principles of assessment, the dimensions of competency, and the concept of reasonable adjustment. It delves into the differences between the social and medical models of service in disability care, examining their historical context and recent developments. The assessment incorporates various methods such as written questions, case studies, and projects to evaluate the student's understanding of the subject matter. The workbook includes detailed instructions, assessment requirements, and resources needed for completion, ensuring a comprehensive evaluation of the student's knowledge and skills in disability support and empowerment. Furthermore, the workbook emphasizes key aspects such as the four dimensions of competency, the importance of fair and equitable assessment, and the rules of evidence to ensure the validity, reliability, and flexibility of the assessment process. It also provides a workbook checklist and feedback section.

CHC33015 Certificate III in
Individual Support
Specialising in Ageing
Empowering People with
Disability

Version control & document history
Date Summary of modifications made Version
05 May
2016
Version 1 final produced following
assessment validation. 1.0
25 August
2017 Added url to hyperlink 1.1
Assessment Workbook 6 Version No.1.1 Produced 25 August 2017
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1. TABLE OF CONTENTS
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1.TABLE OF CONTENTS........................................................................3
2.INSTRUCTIONS.................................................................................4
3.WHAT IS COMPETENCY BASED ASSESSMENT........................................4
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING .......................................................................................... 5
5.THE DIMENSIONS OF COMPETENCY.....................................................7
6.REASONABLE ADJUSTMENT................................................................8
7.THE UNIT OF COMPETENCY.............................................................10
8.ASSESSMENT REQUIREMENTS..........................................................11
9.ASSESSMENT METHODS..................................................................12
10.RESOURCES REQUIRED FOR ASSESSMENT........................................12
11.ASSESSMENT WORKBOOK COVER SHEET.........................................13
12.IMPORTANT REMINDER.................................................................14
13.KNOWLEDGE ASSESSMENT............................................................14
14.PRACTICAL ASSESSMENT...............................................................23
Instructions to Student..........................................................................23
15.PART 1: PROJECT ASSESSMENT.....................................................24
16.PART 2: CASE STUDY ASSESSMENT................................................26
Case Study 1: Lisa Luther......................................................................27
Scenario 1..........................................................................................................................28
Scenario 2..........................................................................................................................28
WORKBOOK CHECKLIST.....................................................................30
17.FEEDBACK...................................................................................31
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2. 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 case studies
assessment. You must answer all questions using your own words.
However you may reference your learner guide to complete this
assessment.
3. 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.
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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.
4. 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
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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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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.
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5. 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
6. 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
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 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.
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7. 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:
CHCDIS007 Facilitate the empowerment of people with disability
1. Demonstrate commitment to empowerment for people with
disability
2. Foster human rights
3. Facilitate choice and self-determination
For complete copies of the above units of competency:
Download them from the TGA website:
http://training.gov.au/training/details/CHCDIS007
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8. 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
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9. ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to
the units of competency included in this subject
2. Case Studies
- Detailed scenarios and simulated environments providing all
necessary information required to complete relevant tasks and
activities
3. Projects
- A task or activity completed according to set instructions and
guidelines to meet the requirements of the relevant units
10. RESOURCES REQUIRED FOR ASSESSMENT
- Workbook 6
- Internet access
- Access to intranet resources (provided within this workbook)
- Templates/Forms (provided within this workbook)
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