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 |
|---|---|---|---|
| Show respect for Aboriginal and/or Torres Strait Islander community values, beliefs and gender roles in all interactions. | |||
| Provide information on men’s sexual and reproductive health in ways that address connections to emotional wellbeing. | |||
| Canvass social issues and attitudes that impact on the sexual safety and wellbeing of men. | |||
| Provide advice about maintaining sexual and reproductive health. | |||
| Explain methods of contraception including advantages disadvantages and levels of effectiveness. | |||
| Encourage client questions and check understanding of information through appropriate questioning. | |||
| Communicate consistently in culturally appropriate and safe ways with clients, using plain language. | |||
| Provide information about the incidence of STIs in Aboriginal and/or Torres Strait Islander communities. | |||
| Explain to clients the nature of different types of STIs, impacts, potential complications and dangers of leaving infections untreated. | |||
| Explain risk factors for STIs and blood borne viruses and how these are transmitted via sexual contact and other modes. | |||
| Discuss sexual practices and their impact on sexual and reproductive health and emotional wellbeing. | |||
| Promote safe sex practices and other STI risk-reduction strategies. | |||
| Use visual aids and provide culturally appropriate consumer based education resources to support client understanding. | |||
| Discuss common signs and symptoms of STIs and the importance of early detection. | |||
| Explain to clients importance of regular check-ups and screening tests in the early detection of STIs. | |||
| Promote availability of STI screening programs and advise how clients can access services. | |||
| Describe STI examination and test procedures in ways that reduce client resistance and fear of participating. | |||
| Provide opportunities for men to share information about their sexual and reproductive health and personal safety. | |||
| Establish trust with client by demonstrating and respecting confidentiality. | |||
| Support men to identify and discuss any concerns that could indicate health problems, and personal safety issues. | |||
| Recognise situations requiring further investigation or support 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: