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 |
|---|---|---|---|
| Complete health assessments according to scope of practice and organisational standard treatment protocols. | |||
| Consult relevant health professionals and available documentation about child’s health. | |||
| Establish trust and rapport with child and their family or carer using culturally safe and age appropriate communications in all interactions. | |||
| Consult with child, family or carer to obtain child and family medical and social history and identify specific presenting problems. | |||
| Obtain information about effectiveness of any current medications, treatments and wellbeing strategies. | |||
| Explain organisational requirements for maintaining confidentiality of information and permissions for disclosure. | |||
| Accurately document child’s history according to organisational policies and procedures. | |||
| Determine specific examination and test requirements from information gathered. | |||
| Explain the reason and procedures for each examination to the child, as appropriate, and their family or carer, confirm understanding and obtain informed consent. | |||
| Use age appropriate strategies that ensure child’s comfort during all examinations and tests. | |||
| Implement required infection control precautions according to examination requirements. | |||
| Use correct protocols to measure vital signs and identify any significant variation from normal reference range. | |||
| Conduct physical examination and clinical tests based on observations and child’s presentation, and with respect for community values, beliefs and gender roles. | |||
| Accurately record details of all measurements, examinations and tests according to organisational policies and procedures. | |||
| Select and utilise validated screening tools fit for the purpose of the assessment. | |||
| Measure height and weight and take other physical measurements indicated in screening tools. | |||
| Assess socioemotional, cognitive and language development using appropriate screening tools, observations and discussions. | |||
| Accurately record all growth and development data according to screening tool instructions and organisational procedures. | |||
| Evaluate examination and test results to identify signs and symptoms of common health conditions for children. | |||
| Recognise, from examinations and tests, signs and symptoms of potentially serious childhood health problems and trigger referral for further investigation. | |||
| Recognise significant variations from normal range of childhood growth and development parameters. | |||
| Determine own interpretation of child’s current health and developmental status based on history, presenting problems, examination and test results. | |||
| Provide clear and accurate reports and consult with other health care team members to verify results and confirm child’s health and developmental status. | |||
| Recognise signs of children at risk and initiate referrals and any mandatory reports according to procedural and legal requirements and within scope of own responsibility. | |||
| Update client records with health assessment details according to organisational policies and procedures. | |||
| Provide information about verified assessment results in plain language using culturally safe and age appropriate communication. | |||
| Discuss options for treatments and other interventions. | |||
| Encourage child, as appropriate, and their family or carer to question and clarify outcomes, and purpose of potential treatments and interventions. | |||
| Confirm understanding and document information provided in client records. |
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: