You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify key people within the group or community to consult about issues of group or community concern. | |||
| Facilitate discussion among key people to identify and clarify any group or community concerns. | |||
| Summarise key information and document priority concerns according to organisational policies and procedures. | |||
| Develop options for responding to identified group or community views, concerns and priorities using knowledge of existing and potential local service frameworks. | |||
| Explain options to key group or community representatives and identify their preferred option. | |||
| Develop and document an advocacy action plan in consultation with group or community representatives. | |||
| Identify and collate evidence-based information into appropriate format to support advocacy actions. | |||
| Obtain group or community approval to advocate on their behalf. | |||
| Identify and establish contact with agencies and specific individuals based on the nature of the concern. | |||
| Select a communication method best suited to the nature of the concern and the requirements and philosophy of the individual agency. | |||
| Present the group or community’s point of view according to the agreed action plan using collated information. | |||
| Maintain individual and group or community confidentiality according to organisational policies and procedures. | |||
| Use communication skills to maintain positive interactions and build mutual understanding of the group or community issues of concern. | |||
| Acknowledge and show respect for different opinions and perspectives. | |||
| Identify and support opportunities for group or community members to participate in the advocacy process. | |||
| Maintain focus on the key issues to be resolved. | |||
| Monitor progress and continue follow-up activities until a resolution or decision is reached. | |||
| Provide regular progress information to the group or community. | |||
| Reflect on and evaluate successes, failures and the advocacy process to improve future advocacy activities. | |||
| Promote group or community rights, needs and interests inside and outside of the organisation within the scope of own authority. | |||
| Identify and use appropriate forums to discuss and promote group or community rights, needs and interests with colleagues and other health service providers. | |||
| Share information with colleagues and other health service providers about changing group or community needs. | |||
| Identify and make suggestions about ways to improve services to groups and the community. | |||
| Follow-up suggestions through internal processes and external forums. | |||
| Reflect group or community values, beliefs and approaches to healing in communications with others. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: