STUDENT ASSESSMENT
CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
BEFORE YOU BEGIN
Please refer to the following assessment details.
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ASSESSMENTS |
DOCUMENT USED BY ASSESSOR TO ASSESS YOU |
WHERE (Location of Assessment) |
WHEN (Assessment Duration/ Due Date) |
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Assessment Summary/ Cover Sheet to record results of all assessment tasks and determine competency |
Classroom/ Real workplace/ simulated environment |
N/A |
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Assessment Task 1 – Observation & Logbook |
Assessment Task 1 – Observation & Logbook Assessor Checklist in the Work Placement Record Book |
Real workplace/ simulated environment |
Refer to timetable |
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Assessment Task 2 – Case study |
Assessment Task 2 – Case Study Result Page |
Classroom |
Refer to timetable |
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Assessment Task 3 – Written Test |
Assessment Task 3 – Written Test Result Page |
Classroom |
Refer to timetable |
This page is intentionally made blank.
ASSESSMENT SUMMARY / COVER SHEET
(This sheet is in the Student Assessment pack)
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This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Management System unless all relevant paperwork is completed and attached to this form. |
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Student Name: |
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Student ID No: |
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Final Completion Date: |
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Assessor Name: |
Karen Buot |
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Unit Code/ Title |
CHCDIS009 Facilitate ongoing skills development using a person-centred approach |
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Please attach the following documentation to this form |
Result |
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Assessment Task 1-Observation & Logbook |
Observation Checklist in the Work Placement Record Book (1 assessor observation) Work Placement Record Book attached (2 workplace supervisor observations) |
S / NYS |
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Assessment Task 2- Case Study |
Case Study attached |
S / NYS |
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Assessment Task 3-Written Test |
Written Test attached |
S / NYS |
S = Satisfactory; NYS = Not Yet Satisfactory
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Final Assessment Result for this unit |
C / NYC |
C = Competent; NYC = Not Yet Competent
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Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Signature: ____________________________ Date: ____/_____/_____ |
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Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
Signature: ____________________________ Date: ____/_____/_____ |
Administrative use only
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Entered onto Student Management System |
________________ Date |
Initials |
ASSESSMENT TASK 1 – OBSERVATION & LOGBOOK
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
This assessment is to be undertaken in a fully equipped a fully equipped disability support care facility.
For this assessment, you are to be observed on 3 separate occasions (2 observations by your workplace supervisor and 1 observation by your assessor).
Part A
For this task you are required to identify skill development needs for the client based on the information collected in your workplace and develop an individualised skill development plan for three clients with disability. You also need to implement and monitor the individualised skill development plans for all three clients. You are to perform the following tasks:
develop an individualised skill development plan for three clients with disability using the given template.
implement and monitor the individualised skill development plans for all three clients and record how you have implemented and monitored the individualised skill development plans for all the three clients using the given template.
Important Instructions to complete the Individualised Skills Development Plan:
Prioritise
Implement Something Every Day
Seek Feedback and Support: Learn from others. Ensure that feedback is relevant to your development priorities.
Face your Barriers
Involve Others
When setting development activities, keep in mind the SMART model:
S – Specific
M – Measurable
A – Action Oriented
R – Realistic
T – Timebound
Part B
For this task you must demonstrate your ability to:
Identify the person with disability’s skill development needs using a person-centred approach
Document development needs in line with organisation program guideline
Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or another relevant person for inclusion in the individualized plan
Always be respectful, motivating and empowering the client with a disability during implementing skills development plan.
Coordinate and support the other team members while implementing person-centred ongoing skills development in line with the person’s individualised plan
Develop formal ongoing skills development opportunities
Document ongoing skills development opportunities in individual care plans
Work with the person to implement ongoing skill development activities
Utilise equipment and resources as required to facilitate the learning process
Access and use resources and equipment as required
Document outcomes in individualised care plans
Monitor development and provide feedback
Evaluate the effectiveness of activities and make changes as needed
Identify opportunities for ongoing development and encourage learning
Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in the appropriate format
Encourage when the person takes the initiative in learning situations
Your 3 observations will be observed as follows:
2 observations by your host employer / workplace supervisor that will be verified by your assessor from your College
1 observation by an Assessor from your College
(These are to be recorded in your Work Placement Record Book that will be given to you by your assessor)
To be assessed on: _______________________
ASSESSMENT TASK 2 – CASE STUDY
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
You are to read each of the following case studies and answer the questions that follow.
Your assessment task will be due on: ____________________________
ASSESSMENT TASK 2 – CASE STUDY
Please complete below
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Student Name: |
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Student ID No: |
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I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
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Student Signature: |
Date: |
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STUDENT INSTRUCTIONS
Please refer to the instructions below regarding completing this assessment
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You are to read each of the following case studies and answer the questions that follow. Print Clearly Answer all questions Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you QUESTIONS |
Select from the following answers, how does social devaluation impact Marlo’s life:
1.a. Marlo was very isolated and depressed
1.b. Marlo always felt joyful
1.c. Marlo was feeling helpless
1.d. Marlo started ignoring the sport/game she liked the most
As a “Disability support worker” for Marlo, list any three (3) effective competency and image enhancement strategies that you can implement to address social devaluation?
When providing active support care for people with high support needs, what you should consider. Select the correct answer:
Answer:
Maintain privacy, confidentiality and dignity of the client.
Always seek advice from all the stakeholders involved in the planning, implementing and evaluating person centred care.
Encourage participation of client.
Follow organisational policies and procedures.
Always follow the applicable standards and regulations.
All of the above
What points you should consider while using person-centred approach to identify the needs of a client with disability? Mention any five (5) points?
Provide any two (2) examples of community services and resources available for Marlo?
What are the core-strengths Marlo developed that helped her getting a job as Vice-captain of Surrey Hills cricket team and Captain of the International Ladies cricket team? Mention any two (2) core-strengths.
What are the main strategies you may use to interact with people with a vision impairment?
Depending upon the case study, identify individual skill development needs for Marlo and develop an Individual skill development plan in the given template for monitoring ongoing skill development.
Important Instructions to complete the Individual Skills Development Plan:
• Prioritize. Identify development areas that will add the greatest value and make a difference.
• Implement Something Every Day. Chip away in small bite-sized pieces. Spending even five (5) minutes a day will make development a part of your daily discipline.
• Seek Feedback and Support. Learn from others. Ensure that feedback is relevant to your development priorities.
• Face your Barriers. Development isn’t easy. Address any barriers that may keep you from your development priorities.
• Involve Others. Find people who can help you in your development by soliciting ideas and reactions from them and who will provide specific, candid feedback on both your strengths and weaknesses.
• When setting development activities, keep in mind the SMART model:
S Specific
M Measurable
A Action Oriented
R Realistic
T Timebound
• Take Time to Reflect. Ask yourself what worked and what didn’t work, and why.
• Transfer Learning into Next Steps. Continue to focus on mastering a specific area, and then share this knowledge by teaching it to others. Regroup and focus on new goals and development activities as appropriate (time period may vary based on specific goals and activities).
Individual Skill Development Plan |
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8.1 IntroductionName:Case manager:Date: |
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8.2 Career Plan |
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Short-Term Career Goals (1-2 years) |
Areas of Interest |
Skills/ Knowledge required |
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Long-Term Career Goals (2-5 years) |
Areas of Interest |
Skills/ Knowledge required |
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8.3 Areas of focus |
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8.4 Areas to develop |
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8.5 Responsible Team Members |
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8.6 Resources |
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8.7 Managers Comment/Feedback |
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Case Study 2 Anthony Casmentto
What are the two (2) key skill development needs of Anthony?
Is it necessary to follow the organisation policies and procedures while planning, assessing and implementing skill development plan for Anthony? True/False
List any two (2) person centred approaches can be used to help Anthony?
Name any three (3) people who you can refer Anthony for training during his skill development plan?
Depending upon the needs identified, develop skill development plan for Anthony in the given template?
Important Instructions to complete the Individual Skills Development Plan:
• Prioritize: Identify development areas that will add the greatest value and make a difference.
• Implement Something Every Day: Chip away in small bite-sized pieces. Spending even five (5) minutes a day will make development a part of your daily discipline.
• Seek Feedback and Support: Learn from others. Ensure that feedback is relevant to your development priorities.
• Face your Barriers: Development isn’t easy. Address any barriers that may keep you from your development priorities.
• Involve Others: Find people who can help you in your development by soliciting ideas and reactions from them and who will provide specific, candid feedback on both your strengths and weaknesses.
• When setting development activities, keep in mind the SMART model:
S Specific
M Measurable
A Action Oriented
R Realistic
T Timebound
• Take Time to Reflect: Ask yourself what worked and what didn’t work, and why.
• Transfer Learning into Next Steps: Continue to focus on mastering a specific area, and then share this knowledge by teaching it to others. Regroup and focus on new goals and development activities as appropriate (time may vary based on specific goals and activities).
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Skills Development Plan |
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5.1 Introduction Name: Case manager: Date: |
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5.2Goals: |
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Short term Goal:
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Long term Goal:
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5.3 Teaching Strategy/ method |
5.4 Learning Stages |
5.5 Support Strategies |
5.6 Resources |
5.7 Evaluation |
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5.8 Location: |
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5.9 Timings: |
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5.10 Comments/ Feedback |
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5.11 Issue/ Concerns |
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What are the three (3) strategies to encourage positive behaviour of Anthony during his skill development program?
List any two (2) strategies that can be implemented to promote independent learning for Mr. Anthony?
Before you hand in your assessment, make sure that you:
Re-check your answers and make sure you are happy with your responses
Have written your Name, Student ID and Date and signed it.
Assessor’s Judgement:
Result: Satisfactory / Not Yet Satisfactory
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Comments: |
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Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Name: _______________________________ Signature: ____________________________ Date: ____/_____/_____ |
ASSESSMENT TASK 3 – WRITTEN TEST
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements.
Student Instructions
This is an open book written test. Therefore, you are allowed to bring books/ resources that can help you to answer the test.
Your assessor will set a date and time for this open book written test.
On the test date:
Your assessor will set ground rules including no phones, talking, etc.
Your assessor will pass a copy of the assessment to you.
Your assessor will allow time for reading and questions before commencing assessment.
You will have 1.5 hours for this assessment. You are not to leave the classroom within 15 minutes of commencement of the assessment.
Once assessment has commenced, no communication between students is allowed.
If you repeatedly talk, or are caught cheating, you will be removed from the classroom, and reported to student administration. Your assessment will be marked as “incomplete”
Remember – assessments are a participatory process, so your assessor can help re-word questions, but cannot lead to answers.
Once completed, your assessment will be marked accordingly.
In the event that a question is not answered correctly, your assessor will discuss the response with you to determine if you did not know the answer or did not understand the question.
In order to achieve competency, all questions MUST be answered correctly.
This assessment will be done on: _____________________
ASSESSMENT TASK 3 – WRITTEN TEST
Please complete below
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Student Name: |
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Student ID No: |
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I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
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Student Signature: |
Date: |
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STUDENT INSTRUCTIONS
Please refer to the instructions below regarding completing this assessment
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This is an open book written test. In the time allocated, you are to answer all of the following questions. Make sure you: Print or write or type clearly Answer all questions Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you Do not talk to your classmates. If you are caught talking, you will be asked to leave and your assessment will not be marked. Do not cheat or plagiarise the work of others. Anyone caught cheating will automatically be marked Not Yet Competent for this unit. There are NO EXCEPTIONS to this rule. |
QUESTIONS
Define each of the following current practices, philosophies and theories in terms of supporting people with disability in 50-100 words.
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Social model of disability:
Person-centred practice:
Social devaluation:
Strengths-based practice:
Community education:
Active support:
Capacity building:
Self-determination: |
List any two (2) main aims of the social model of disability?
Explain briefly all the six (6) National Standards for disability services providers in 100-200 words.
List any five (5) sources of information about training opportunities available to persons with disability?
Match the following learning opportunities to their correct types:
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Method |
Definition |
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1. Formal |
a. This type of learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience. |
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2. Informal |
b. It is some form of accidental / indirect / additional / unplanned learning within an informal or formal learning situation. |
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3. Incidental |
c. It is delivered by trained teachers in a systematic intentional way within a school, academy/college/institute or university |
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Explain any eight (8) general communication strategies or techniques you may use to communicate with people with disability?
Mention any three (3) learning strategies and opportunities that you may use to help the client work towards their personal goals.
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Define the concept of “active support” in terms of dealing with people with disabilities in 100 words.
What you must consider, while communicating client information with your colleagues? Mention any two (2) considerations.
Write any four (4) strategies to motivate and empower the clients with disabilities.
What is “constructive feedback” and mention two (2) benefits of constructive feedback and encouragement?
Mention any ten (10) person centred practice tools and resources.
What are the key components or elements to identify skills development in collaboration with the person and/or family? Mention any five (5) key components or elements.
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Mention any two (2) specialist services who you can refer people with disabilities.
List the five (5) main principles of the community education?
Before you hand in your written assessment, make sure that you:
Re-check your answers and make sure you are happy with your responses
Have written your Name, Student ID and Date and signed it.
Assessor’s Judgement:
Result: Satisfactory / Not Yet Satisfactory
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Comments: |
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Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Name: _______________________________ Signature: ____________________________ Date: ____/_____/_____ |