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 |
|---|---|---|---|
| Obtain written or verbal delegation for an allied health activity from the Allied Health Professional. | |||
| Obtain information from relevant sources and delegating Allied Health Professional, according to organisational policy and procedures. | |||
| Discuss and confirm with delegating Allied Health Professional minimum health status required by the person for participation in therapy or intervention and work health and safety (WHS) requirements. | |||
| Obtain information regarding the physical health status of the person, through observation, questioning and interpretation of documentation. | |||
| Use and interpret health terminology that describes the normal structure, function and location of the major body systems. | |||
| Use and interpret information that relates to the interrelationships between major components of each body system and other structures. | |||
| Recognise factors or issues that may impact on an identified physical condition and report to the delegating supervisor or Allied Health Professional. | |||
| Confirm the person's health status prior to delivery of health intervention as delegated by the Allied Health Professional by evaluating the relationships between different body systems to support healthy functioning. | |||
| Recognise significance of physical health status with the person in relation to required intervention in line with scope of role and organisational policies and procedures. | |||
| Clarify implications and significance of physical health status with the person in the case of uncertainty or limits on own scope of role. | |||
| Discuss with the person factors that contribute to maintenance of a healthy body. | |||
| Enhance quality of work activities by using and sharing information about healthy functioning of the body. | |||
| Recognise variations from normal health status in consultation with Allied Health Professional. | |||
| Recognise potential risk factors responsible for variation or significant variations from normal health status. | |||
| Report variations to Allied Health Professional in accordance with organisational policies and procedures. |
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: