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 and review current strategies and information about Aboriginal and/or Torres Strait Islander primary health care. | |||
| Identify the key principles and concepts that underpin current practice and how these are integrated into the planning and implementation of day-to-day work. | |||
| Determine the legal and ethical requirements and boundaries that govern Aboriginal and/or Torres Strait Islander primary health care work. | |||
| Evaluate how the roles of Aboriginal and/or Torres Strait Islander health care workers and practitioners intersect and diverge from the roles of other health care professionals and how this impacts work practice. | |||
| Identify contemporary issues in primary health care that directly impact own workplace and clients. | |||
| Identify the role of reflective practice in own work and how it can be used to improve client outcomes. | |||
| Identify information needed to respond effectively to challenges and issues in Aboriginal and/or Torres Strait Islander health care. | |||
| Find credible information and evidence to inform professional decision-making. | |||
| Analyse information using critical thinking processes and techniques. | |||
| Review information against existing protocols and methods to identify the potential for improvement. | |||
| Incorporate a holistic, strengths-based and client-centred approach. | |||
| Support collaboration and continuous improvement by sharing information, knowledge and experiences with others. | |||
| Use reflection to identify personal strengths, areas for improvement and opportunities for further learning. | |||
| Seek and use informal and formal input from others to identify own learning needs. | |||
| Identify information from professional bodies that supports continuing professional development for health workers. | |||
| Plan and implement steps to address continuing professional development needs based on reflection and information sourced. | |||
| Model the processes and behaviours that support reflective practice. | |||
| Identify and share information about benefits that come from reflective practice with colleagues. | |||
| Seek assistance from mentors or other professionals to enhance the quality of reflective practice. | |||
| Identify and use opportunities to provide support to colleagues. |
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: