Attached is the assignment workbook and the learners guide.
Assessment Workbook 3 CHC52015 Diploma of Community Services Specialising in Case Management Personal and Professional Development Version 1.0 Produced 16 January 2017 Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Version control & document history Date Summary of modifications made Version 16 January 2017 Version 1 final produced following assessment validation. 1.0 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Introduction4 What is competency based assessment4 The basic principles of assessing nationally recognised training5 The Dimensions of Competency6 Reasonable Adjustment7 The Units of Competency9 Context for Assessment10 Assessment Requirements10 Assessment Methods11 Resources Required for Assessment12 Assessment Workbook Cover sheet13 Knowledge Assessment14 Project30 Instructions to Student30 Task 1 – Nominating a community services organisation31 Task 2 – Researching about case management role requirements and responsibilities33 Task 3 – Researching about current and emerging industry trends36 Task 4 – Creating a personal development plan40 Task 5 – Implementing your personal development plan45 Task 6 – Undertaking a structured reflection process following implementation of your plan48 Workbook Checklist51 Feedback53 Introduction The questions in this workbook are divided into two categories: Knowledge Assessment and Project. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely 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. 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 · Assessment must include the full range of skills and knowledge needed to demonstrate competency. · Assessment must include the combination of knowledge and skills with their practical application. · 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 · Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. · Assessors must be trained in national competency standards for assessors to ensure reliability. · Assessment must be flexible · Assessment, where possible, must cover both the on and off-the-job components of training within a course. · Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. · 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 mutually developed and agreed upon between assessor and the assessed. · Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. (Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12) 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 · 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 · 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 · When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. · Current · 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 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 Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency from CHC52015 Diploma of Community Services specialising in Case Management: CHCPRP003 – Reflect on and improve own professional practice 1. Reflect on own practice 2. Enhance own practice 3. Facilitate ongoing professional development BSBWOR501 – Manage personal work priorities and professional development 1. Establish personal work goals 2. Set and meet own work priorities 3. Develop and maintain professional competence. For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au Context for Assessment To complete the assessments in this workbook, students need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the student’s home or chosen place of study. 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: Units of Competency Assessment Activities CHCPRP303 BSBWOR501 Knowledge assessment Practical activities Assessment Methods There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory Workbooks and one (1) is the Skills Workbook. This is Workbook 3. Theory Workbooks The Theory Workbooks use the following assessment methods: 1. Knowledge assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit. 2. Case studies – Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities 3. Project – Set of interrelated tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities do not require you to have access to a workplace. The theory workbooks in this course are as follow: Workbook 1 – Legal and Ethical Compliance Workbook 2 – Society and Diversity Workbook 3 – Personal and Professional Development Workbook 4 – Case Management Part I: Working with Clients Workbook 5 – Case Management Part II: Working with Peer Case Workers Workbook 6 – Program Development Skills Workbook The Skills Workbook contains the practical assessment which covers all units of competency of CHC52015 Diploma of Community Services Specialising in Case Management. These practical assessment activities will be completed during the course of your Vocational Placement