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 |
|---|---|---|---|
| Communicate consistently in culturally appropriate and safe ways with clients, using plain language. | |||
| Provide information about the incidence of diabetes in Aboriginal and/or Torres Strait Islander communities. | |||
| Explain the differences between preventable and non-preventable diabetes and the nature of type 1 diabetes as an autoimmune condition. | |||
| Discuss impacts, potential complications and diabetes as a condition that can be managed. | |||
| Use visual aids and provide culturally appropriate consumer-based education resources about diabetes to support client understanding. | |||
| Encourage client questions and check understanding of information through appropriate questioning | |||
| Explain risk factors for type 1, 2 and gestational diabetes in the context of local community, cultural and family issues. | |||
| Provide information on ways to reduce the risk of type 2 and gestational diabetes. | |||
| Provide information about nutrition and lifestyle choices, and impact of unhealthy choices, including alcohol and smoking. | |||
| Provide consumer-based education resources and information on nutrition, healthy eating and exercise. | |||
| Discuss common early warning signs and other symptoms of diabetes, the potential for diabetes to remain undiagnosed and progress, and the importance of early detection. | |||
| Explain to clients the importance of regular check-ups and, screening tests in the early detection of diabetes. | |||
| Promote availability of diabetes screening programs and advise how clients can access services. | |||
| Describe diabetes screening procedures in ways that reduce client resistance and fear of participating. | |||
| Provide opportunities for clients to share information about their health. | |||
| Establish trust with client by demonstrating and respecting confidentiality. | |||
| Support clients to identify and discuss any health concerns that could indicate diabetes. | |||
| Recognise situations requiring further investigation and take appropriate action, according to organisational procedures. | |||
| Seek and evaluate feedback from clients about value of information and education resources provided. | |||
| Evaluate effectiveness of information provided from own perspective and identify areas for improvement. | |||
| Provide ongoing feedback to relevant people based on clients’ views and own input. |
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: