Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
• Information related to the unit of competency
• Guidelines and instructions to complete each task and activity
• A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents
• The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
• The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
• The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
1. Student and trainer details
Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2. Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: CHCMGT001
Name: Develop, implement and review quality framework
Releases: 2.0
Release date: 08/Dec/2015
3. Assessment Submission Method
☐ Online submission via Learning Management System (LMS)
4. Student declaration
• I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;
• For the purposes of assessment, I give the trainer/assessor permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
5. Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number Assessment method/ Type of evidence/ Task name Sufficient evidence recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Project S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 3 Role Play S / NS (First Attempt)
S / NS (Second Attempt)
Outcome S ☐ NYS ☐
Date assessed:
Trainer signature:
6. Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
• You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
• Your work has been reviewed and assessed by your trainer/assessor.
• You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
• You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
• Result of Assessment (satisfactory or unsatisfactory)
• Student name, signature and date
• Assessor name, signature and date
• Relevant and detailed feedback
7. Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
Pre-Assessment Checklist: Task 1 – Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
• Written Questions
Instructions provided to the student:
Assessment task description:
• This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of eighteen (18) written questions.
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
• You will receive your feedback and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
• All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use a computer to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed as per policy.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
• Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to answer all the questions correctly.
• Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
• Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
• Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
• You must write your responses in your own words.
• Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate your following skills and abilities:
• Knowledge of legal and ethical considerations applicable to a community service organisation.
• Knowledge of the charter of rights under the Child Protection Act 1999, section 74 and Schedule 1 in terms of client needs and their rights and responsibilities.
• Knowledge of service and industry guidelines and standards.
• Knowledge of the principles of holistic and person-centred support, and where to access good practice information relevant to the industry sector.
• Knowledge of importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability.
• Knowledge to develop a framework for quality service delivery.
• Knowledge to monitor and review service delivery against quality framework.
• Knowledge to plan and implement revised strategies to improve outcomes.
• Knowledge to make sure the continuous improvement of service standards.
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: Explain how each of the following legal and ethical considerations apply to a community service organisation:
1.1. discrimination
1.2. work health and safety
1.3. privacy, confidentiality and disclosure
1.4. access and equity
1.5. rights and responsibilities and needs of clients
1.6. complaints
Answer each of the above in 150-200 words.
Satisfactory response
Yes ☐
No ☐
Q2: List five (5) groups that may experience inequity in Australia.
Satisfactory response
Yes ☐
No ☐
Q3: List four (4) possible examples how unfairness may happen at a community service organisation.
Satisfactory response
Yes ☐
No ☐
Q4: Explain the charter of rights under the Child Protection Act 1999, section 74 and Schedule 1 in terms of client needs and their rights and responsibilities. (200-250 words)
Satisfactory response
Yes ☐
No ☐
Q5: List three (3) issues that you may experience in regards to legal and ethical considerations in the community services context.
Satisfactory response
Yes ☐
No ☐
Q6: As a community support worker, explain what community service and industry guidelines and standards you should be aware of and follow. (100-150 words)
Satisfactory response
Yes ☐
No ☐
Q7: Using the Eden Alternative philosophy for life explain how you could align a community service’s principles of holistic and person-centered support? (50-100 words)
Satisfactory response
Yes ☐
No ☐
Q8: Explain “benchmarking” to establish quality service standards against industry standards or existing quality frameworks in the community services context. (50-100 words)
Satisfactory response
Yes ☐
No ☐
Q9: Explain how the role of a community support worker influences and changes the best practices and good practices of a community service organisation.
Satisfactory response
Yes ☐
No ☐
Q10: List three (3) best practices of a community support service in terms of quality assurance processes relevant to “inclusion”.
Satisfactory response
Yes ☐
No ☐
Q11: List the four (4) foundations of a quality management system?
Satisfactory response
Yes ☐
No ☐
Q12: Explain how the Australian Community Workers Ethics and Good Practice Guide governs the quality assurance processes of a community service organisation. (50-100 words)
Satisfactory response
Yes ☐
No ☐
Q13: What are the eight community work practice guidelines designed by ACWA to create a uniform national approach between state and other quality frameworks and guidelines relevant to the community support services. (50-100 words)
Satisfactory response
Yes ☐
No ☐
Q14: Explain how the principles and practices are important to enhance sustainability in the workplace for the following aspects:
• Caring for the environment
• Ethical ways of removing pests
• Looking after the natural resources
• Climate awareness
• Connection between nature and children
• Sustainability role modelling and benchmarking
Answer each of the above aspects in one (1) to two (2) sentences.
Satisfactory response
Yes ☐
No ☐
Q15: How can you enhance sustainability in a community support service setting? List five (5) examples.
Satisfactory response
Yes ☐
No ☐
Q16: Explain how attitudes of a community support worker’s impact on service delivery? (50-100 words) Satisfactory response
Yes ☐
No ☐
Q17: List two (2) strategies community support workers can use to ensure they are delivering a high-quality service-delivery to the clients in the service.
Satisfactory response
Yes ☐
No ☐
Q18: List two (2) barriers to delivering high quality service and strategies to address them in a community service organisation.
Satisfactory response
Yes ☐
No ☐
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET, and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Assessment Task 2: Project
This task is divided into two parts:
Part A requires you to develop, monitor and implement a quality framework and part B requires you to develop a continuous improvement plan.
Part A: Development, monitoring and implementation of a quality framework
In this part of assessment task, you are required to develop, monitor and implement a quality framework by establishing quality service standards through consultation with stakeholders and benchmarking against industry standards or existing quality frameworks.
You may refer to following link: Quality and Safety Framework | Tasmanian Department of Health
You must develop strategies to ensure service procedures deliver high quality services that support good practice standards and the rights and interests of the clients.
This assessment task requires you to perform the following skills:
• Review existing quality frameworks
• Review and monitor quality of service outcomes for clients and the community
• Develop quality framework to delivery high quality services that support good practice standards
• Identify barriers to quality
• Find strategies and opportunities for continuous improvement
• Provide recommendations for improvement
• Establish procedures to check that appropriate practice is carried out
• Define and implement continuous improvement processes to monitor and ensure quality client service delivery
• Plan and ensure the involvement of all stakeholders and parties in quality improvement processes such as colleagues, clients, family and management
• Process of ongoing inspection to ensure service follow good and best practices and to respond to changing legislative requirements and client needs
• Identify the professional development processes for the staff to develop the necessary competencies to meet changing service delivery requirements
• Identify and establish differences between stakeholder expectations and service delivery objectives
• Strategies to inform stakeholders the review results
• Plan and implement the revised strategies to improve outcomes based upon review findings
• Respond to and investigate complaints and use as feedback to improve outcomes
• Ensure the continuous improvement of service standards by incorporating stakeholder expectations, feedback, industry and regulatory benchmarking and available resources
You must use the attached template to complete this task.
Word-limit: 550-600.
Background
• Discuss the frameworks you reviewed and analysed
• Discuss the service background
Standards and services
• Standards and service protocols, you have selected for your service
• Rationale for selecting the standards and service protocols
Discuss
• Review quality of service outcomes for clients and the community
• Develop quality framework to delivery high quality services that support good practice standards
• Identify barriers to quality
• Find strategies and opportunities for continuous improvement
• Provide recommendations for improvement
• Establish procedures to check that appropriate practice id carried out
• Define and implement continuous improvement processes to monitor and ensure quality client service delivery
• Plan and ensure the involvement of all stakeholders and parties in quality improvement processes such as colleagues, clients, family and management
• Process of ongoing inspection to ensure service follow good and best practices and to respond to changing legislative requirements and client needs
• Identify the professional development processes for the staff to develop the necessary competencies to meet changing service delivery requirements
• Identify and establish differences between stakeholder expectations and service delivery objectives
• Strategies to inform stakeholders the review results
• Plan and implement the revised strategies to improve outcomes based upon review findings
• Respond to and investigate complaints and use as feedback to improve outcomes
• Ensure the continuous improvement of service standards by incorporating stakeholder expectations, feedback, industry and regulatory benchmarking and available resources
Conclusion
Part B: Development of a continuous improvement plan
In this part of assessment task, you are reviewing the quality frameworks and operational plan of an community support service centre and suggest them strategies and opportunities for continuous improvement in the service delivery.
This assessment task requires you to perform the following skills:
• Review quality frameworks
• Review operational plan
• Review quality of service outcomes for clients and the community
• Identify barriers to quality
• Find strategies and opportunities for continuous improvement
• Provide recommendations for improvement
• Establish a continuous improvement plan for the community support service centre for at least 1 service or program
• Define and implement continuous improvement processes to monitor and ensure quality client service delivery
• Plan and ensure the involvement of all stakeholders and parties in quality improvement processes such as colleagues, children, parents and management
• Process of ongoing inspection to ensure service follow good and best practices and to respond to changing legislative requirements and client needs
• Identify the professional development processes for the staff to develop the necessary competencies to meet changing service delivery requirements
• Identify and establish differences between stakeholder expectations and service delivery objectives
• Strategies to inform stakeholders the review results
• Plan and implement the revised strategies to improve outcomes based upon review findings
• Respond to and investigate complaints and use as feedback to improve outcomes
• Ensure the continuous improvement of service standards by incorporating stakeholder expectations, feedback, industry and regulatory benchmarking and available resources
• Word-limit: 450-500.
• You must use the template from the website link below to develop your continuous improvement plan or quality improvement plan. https://www.health.tas.gov.au/__data/assets/word_doc/0003/161382/Continuous_Improvement_Plan_-_20180108.docx
Supervisor Name:
FEEDBACK SECTION
How well do you think I performed?
Signature:
Date:
Supervisor Name:
FEEDBACK SECTION
How well do you think I performed?
Signature:
Date:
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET, and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only The outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Assessment Task 3: Role Play
This part of the assessment is a roleplaying activity. In this activity, you are required to submit a video recording of a meeting with your co-workers or peers with their consent.
The meeting should specifically show evidence of the ability to complete tasks as per the observation checklist below:
Guidance: the meeting should be conducted with at least 3-4 people.
CHCMGT001 – Develop, implement and review quality framework
Tasks to be performed Observation Checklist
Yes (Y) or No (N)
1. Develop and implement a quality framework for the delivery of at least one service or program:
• consult stakeholders and establish service quality and benchmarking standards
• develop strategies to ensure procedure contributes to delivering high levels of service
• identify barriers to delivering high standard services
2. Conduct at least one service delivery review that identifies barriers to quality and provide recommendations for improvement.
• use a range of processes to monitor and review service quality
• identify differences between client expectations and service delivery objectives
• establish mechanisms to inform stakeholders about review outcomes
3. Establish a continuous improvement plan for at least one service or program:
• monitor and review strategies for addressing barriers and issues relating to quality
• update procedures to reflect good practice, changes to legislation, and changes to client needs
• establish feedback mechanisms for all stakeholders
4. Respond to and investigate complaints about service delivery.
5. Deliver a presentation providing information about a continuous improvement to a stakeholder group.
6. Develop a strategy to ensure current service standards and good practice is communicated to stakeholders.
7. Promote and demonstrate good practice to a group of co-workers.
8. Facilitate discussion about good practice and continuous improvement with a group of workers.
Specific Assessment Conditions for (Trainer and Assessor to confirm conditions are met)
Student facilitated at least 2 group meetings or discussions
Student was able to identify 1 issue causing disruption to work team activities
Student reviewed the performance of and coached at least 1 individual.
Specific Foundation Skills for (Trainer and Assessor to confirm student meets the skills essential to performance)
Oral communication skills to promote effective workplace relations
Writing skills to develop and evaluate plans
Writing skills to document performance management processes
FEEDBACK:
OUTCOME
Not Yet Satisfactory
Satisfactory
Trainer and Assessor Name: Signature:
Date:
OUTCOME (Re-assessment) if required: Not Yet Satisfactory
Satisfactory
Trainer and Assessor Name: Signature:
Date:
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET, and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English Speaking Background • Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in an accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in an accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used
Trainer/Assessor Name
Trainer/Assessor Declaration
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature
Date
Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:
• logistics and support
• facilitation
• training material
• assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
Unit of Competency Name
Trainer/Assessor Name
Student Name (Optional)
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
A Logistics and Support Evaluation
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
1 The communication regarding the required attendance and time to study to pass this unit was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was effective and prepared.
4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)
Additional Comments on Logistics and Support
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and knowledgeable on the subject of the program
2 The trainer/assessor encouraged student participation and input
3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions
4 The trainer/assessor used the material in a structured and effective manner
5 The trainer/assessor was approachable and respectful of the learners
6 The trainer/assessor was punctual and kept to the schedule
7 The trainer/assessor was easy to understand and used the correct language
Additional Comments on Training
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
C Learning Evaluation
1 The learning outcomes of the unit are relevant and suitable.
2 The content of the unit was relevant and suitable for the target group.
3 The length of the training was suitable for the unit.
4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.
5 The learning material was free from spelling and grammar errors
6 Handouts and exercises were clear, concise and relevant to the outcomes and content.
7 Learning material was generally of a high standard, and user-friendly
Additional Comments on Learning Evaluation
