2023 CHCAGE001 Assessment Task 2-1

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CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2: Case Study Criteria Participants provide evidence of the knowledge required for this unit of competency

Assignment Name: Assessment Task 2: Case Study Course Name: CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT Unit Code and Title: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Student Name: Cam Ha Hoang Student ID: Am000213 Assessor Name: Tina Fish Date Submitted: 13/02/2024 Student Declaration I agree to undertake assessment in the knowledge that information gathered will only be used for assessment purpose and can only be accessed by the AIBT I declare that:  The material I have submitted is my own work.  I have kept a copy of all relevant notes and reference material that I used in the production of my work.  I have given references for all sources of information that are not my own, including the words, ideas, and images of others. Student Signature: Date: 13/02/2024 Submission Information ☒ First Submission Submission Date 13/02/2024 ☐ Second Submission Submission Date ☐ Third Submission Submission Date Extension/Deferral approved (If applicable) ☐ Yes ☐ No Approved Due Date for extension/deferral Student Declaration: I declare that this assessment is my original work, and that no other person's work or ideas have been used without acknowledgement. I have read the instructions and understand the rules related to assessment and the consequences of plagiarism, and have kept a copy of my assessment. Signature Date 13/02/2024 PRIVACY DISCLAIMER : The RTO is collecting your personal information for assessment purposes only. The information will only be accessed by authorized employees of the RTO. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor, for audit and or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 1

image1.png ... Instruction to students Assessment Task and Assessment Checklist  You must complete and submit all the assessment tasks for this unit by the due date set by unit Trainer/ Assessor.  You must submit assessments via the AIBT Canvas and keep a copy of your assessment.  AIBT is not responsible for any loss of a submitted assessment, so please, make sure you have a backup copy or hard copy before submitting this assessment.  The overall results of all assessments will be available one week after the end of term  If you believe you require support or flexible adjustment to successfully complete this assessment, you should speak with your Trainer / Assessor before you start the assessment.  In limited circumstances (compassionate and compelling such as a medical condition verified by a doctor) you can request an extension. You should talk to your Trainer / Assessor as soon as possible to discuss options.  You will be given a result of Not Satisfactory (Ns) for the Unit if you do not submit all the assessments or do not pass any of them.  LATE SUBMISSION without an extension, or NOT SUBMITTING any of the assessment tasks as required will mean that you will be given a result of Not Satisfactory. Academic Integrity As a student, you are required to:  Undertake studies and research responsibly and with honesty and integrity  Ensure that academic work is in no way falsified  Seek permission to use the work of others, where required  Acknowledge the work of others appropriately  Take reasonable steps to ensure other students cannot copy or misuse your work Plagiarism  Plagiarism is defined as the copying of sections of any published work without acknowledgement of the source.  Cheating is defined as handing in someone else's work as your own or allowing someone else to hand up your work, several people writing one computer copy and handling up multiple copies, all represented as individual work and using any part of someone else's work without proper acknowledgement.  AIBT maintains Zero Tolerance in relation to plagiarism and/or cheating. Any student found to have plagiarized work or cheated or assisted another person to plagiarize, or cheat will automatically be disqualified from the assessment, receive a NOT SATISFACTORY result and may be subject to expulsion from the course/program Collusion It occurs when you work without the authorization of the trainer/assessor to: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 2

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image1.png ...  Work with one or more people to prepare and produce work  Allow others to copy your work or share your answer to an assessment task  Allow someone else to else to write or edit your work Plagiarism and collusion constitute cheating; disciplinary action will be taken against students who engage in plagiarism and collusion. Proven involvement in plagiarism or collusion may be recorded on your student academic file and could lead to disciplinary action. Understandin g the competency based assessment system The features of a competency based assessment system are:  It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.  Assessment should mirror the environment the learner will encounter in the workplace.  Assessment criteria should be clearly stated to the learner at the beginning of the learning process.  Assessment should be holistic, ie it aims to assess as many elements and/or units of competency as are feasible at one time.  In competency assessment a learner receives one of only two outcomes – competent or not yet competent.  The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.  The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Assessments for VET qualifications are competency based, which means students are assessed against the unit of competency (unit) requirements. Assessment results are recorded as follows:  Satisfactory (S) result for each assessment task: the student’s submitted work satisfies the learning requirements and competency standards for the task (in accordance with the National Register www.training.gov.au).  Not Yet Satisfactory (NYS) result for each assessment task: the student’s submitted work does not demonstrate their understanding of competency standards in the assessment task. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re- submit their assessment for marking. CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 3

image1.png ... Once a student receives a satisfactory result for all required assessment tasks, a competent (C) outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards in each unit before receiving a competent outcome. Principles of Assessments and Rules of Evidence Assessment (including RPL) is conducted in accordance with the Principles of Assessment and Rules of Evidence. Principles of Assessment Fairness The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility Assessment is flexible to the individual learner by:  reflecting the learner’s needs;  assessing competencies held by the learner no matter how or where they have been acquired; and drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual. Validity Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:  assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;  assessment of knowledge and skills is integrated with their practical application;  assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Reliability Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment. CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 4

image1.png ... Rules of Evidence Validity The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements. Sufficiency The assessor is assured that the quality, quantity and relevance of the assessment evidence enable a judgement to be made of a learner’s competency. Authenticity The assessor is assured that the evidence presented for assessment is the learner’s own work. Currency The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past. Assessment Submission Requirements Each student has three (3) attempts to achieve a competent outcome. If the student is deemed Not Yet Competent (NYC) on the third attempt, the student must undertake further learning and possibly re-enrol, therefore paying a further course fee. If the candidate does not submit the assessment tool before/on the due date , the candidate has only two attempts left to achieve a competent outcome. Assessment Due Date  1 st submission Due date: No later than 14 days after the last day of face-to-face/on-line training of the unit.  2 nd submission Due date: 7 days after receiving trainer/assessor feedback.  3 rd submission Due date: 7 days and undertake further learning Assessment Format Practical Assessment Tasks Student assignment must be in word format marked assignments will be sent in PDF format to students. Practical Assessment tasks-observation in simulated environment will be conducted on campus, , unless informed by your trainer otherwise. You have three (3) attempts to achieve a competent outcome for the practical assessment tasks. If the student is deemed Not Satisfactory (NS) on the third attempt, the student must undertake further learning and possibly re-enrol, therefore paying a further course/unit fee. You can make a request to defer the assessment due to some extenuating circumstances. Please refer to the section of “Extension and Deferred Assessment” for more details. Note : If the student/candidate miss the practical assessment tasks scheduled , the candidate has only two attempts left to achieve a satisfactory outcome. Extensions and If you are unable to meet the submission due date or scheduled simulated observation assessment date, you must make a request to extend the due CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 5

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image1.png ... Deferred Assessment date using the Request for Extension of Assessment Form at least two business days (Monday-Friday) prior to the due date. It is important to note that extensions are only granted in exceptional circumstances and must be supported by documentary evidence (e.g. a medical certificate). Assessment Marking and Feedback If you submit your assessments through email, the student assessment tool is assessed with comments ( in red colour ) and this document will be returned to you as a PDF document . For each re-submission, you will need to update your existing student assessment tool by deleting the incorrect answers and replacing them with your new responses. Remember to update the Learner Details and Declarations section with the new submission date each time If you submit a hard copy of your assessment tool, your hard copy of assessment tool is assessed with comments and this document will be returned to you. You then must submit your assessment tool with updated answers. (You have to print out a new copy of your assessment tool and complete all the assessment tasks with the updated answers if you choose to work on a hard copy). To avoid double work or minimise the chance of losing of your assessment tool, you are suggested to work on the soft copy of your assessment tool, and then print out after you complete all the assessment tasks according to the feedback. AIBT students are required to upload assessments into AIBT Canvas System when submitting assignments Assessment Appeals If you are not satisfied with your assessment outcomes, you have the right to appeal assessment outcomes. The appeals process is outlined fully in the Appeals Policy and in your student handbook. Reasonable Adjustment Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have:  the same learning opportunities as learners without a disability  the same opportunity to perform and complete assessments as those without a disability  Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:  customising resources and assessment activities within the training package or accredited course  modifying the presentation medium learner support  use of assistive / adaptive technologies  making information accessible both prior to enrolment and during the course  monitoring the adjustments to ensure learner needs continue to be CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 6

image1.png ... met Assistive / Adaptive Technologies Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. Note: Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. Please contact your assessor for help and consultation if you think reasonable adjustment applies to you. Reasonable Adjustment Methods (examples of how they can be applied) Focus Area Possible Issue Strategy LLN  Speaking  Reading  Writing  Confidence  Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of support documents such as word lists Non-English- Speaking Background  Speaking  Reading  Writing  Cultural background  Confidence  Discuss with the candidate and supervisor whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the candidate  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the candidate  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the candidate’s CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 7

image1.png ... needs Indigenous  Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Age  Educational background  Age of the assessor  Limited study skills  Make sure font size is not too small  Assessor should refer to the candidate’s experience  Ensure that the time available to complete the assessment takes account of the candidate’s needs Educational background  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Discuss with the candidate previous learning experience  Ensure learning and assessment methods meet the learner’s individual need Disability  Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Identify the issues  Create a climate of support  Ensure access  Appropriately structure assessment  Using other expertise RPL Relates to the learning achieved outside the formal education and training system. It is an assessment process that assesses the individual's non-formal and informal learning. This may include any combination of formal or informal training and education, work experience or general life experience to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification. Recognition for Prior Learning is available. Please discuss this with your assessor if you think this applies to you. CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 8

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image1.png ... CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE CHC43015 - Certificate IV in Ageing Support (Release 2) CHC33015 - Certificate III in Individual Support (Release 2) Case Study Declaration Unit Code and Name Qualification/Course Code, Name and Release number Student details: Student Name ________Cam Ha Hoang (Rika)_________ Student ID_______________am000213_________________ Assessment Declaration This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made. No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned. I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assessment is plagiarised. Student Signature Date: 13/02/2024 CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 9

image1.png ... Assessment Instructions Assessment Overview All tasks are based on theoretical components and will not require a simulated environment or workplace. To demonstrate essential knowledge required to respond to the goals and aspirations of older people and provide services in a manner that focusses on improving health outcomes and quality of life using a person centred approach. Instructions for this assessment You must complete the 2 Case Studies, answer all questions related to the case studies Time Allocation It will take approximately two (2) hours to complete this assessment. What do I need in order to complete this assessment? Access to textbooks and other learning materials. Access to a computer and the Internet What do I need to do if I get something wrong? If your assessor marks your case stuy as not satisfactory, they will talk to you about resubmission. You will need to do one of the following: Answer the section of the case study that was not satisfactory in the 2 nd submission space of your assessment that has been sent to you to complete and resubmit. Answer the section of the case study that was not satisfactory verbally. Submission Instruction Refer to submission instruction procedure Policy related to assessment Refer to “Student Guide to Assessment” CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 10

image1.png ... CHCAGE001- Facilitate the empowerment of older people Case study 1 Marta Marta is suffering from dementia that is caused by a lifetime of alcoholism. She lives at home with her husband Bill, who also drinks a lot of alcohol. A HACC worker visits three times a week. Today her HACC worker notices bruises on Marta’s arms. This is the third time this month that she has had bruises. When she asks Marta about them she just looks ahead and says nothing, humming in her normal way. When she asks Bill what happened he says, ‘I dunno – silly old cow keeps falling over. She was probably drunk again and fell out of bed.’ The worker looks at the bruising pattern. She thinks that it looks more like someone has grabbed Marta very hard. Question: 1 How can the worker tell from the bruising pattern how the injury is likely to have occurred? How would this be different from bruising that occurred due to falling out of bed? Answer: Feedback: Question:2 What actions must the worker take to report the suspected abuse? Answer: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 11

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image1.png ... Feedback: Question:3 What professional support service could Marta be referred to for assistance? Answer: Feedback: Question:4 The worker no longer feels safe going to Marta’s house. This is very stressful for her as she doesn’t want to admit that she feels unsafe and insecure. She is so worried about it that she can’t sleep at night. What could she do? Answer: Feedback: Question:5 You find out that your work colleague has been discussing Marta’s circumstances and your stress reaction in the lunch room. What legislation and ethical requirements is your colleague breaching? CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 12

image1.png ... Answer: Feedback: Case Study 2 Catholic Service The Catholic service in your aged care facility has been changed from Tuesdays to Thursdays – the priest is not able to attend on Tuesdays anymore. Unfortunately the service now clashes with the time that clients are able to go out for coffee in the local town. The clients are taken to the coffee shop nearby and are also able to walk around the town and do a little shopping if they wish. The Catholic clients are very annoyed that they can no longer go on their coffee excursion. It’s not their fault that the priest has needed to change arrangements! When something is said to a staff member, the person says, ‘Well, you don’t have to go to church! I’m sure God will agree that drinking a delicious cup of coffee is much more important than listening to the priest.’ Question:1 Do you think the Catholic clients are being discriminated against? Explain your answer. Answer: Feedback: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 13

image1.png ... Question:2 What would be a better way of dealing with the concerns of the Catholic clients? Answer: Feedback: Question:3 What action would you take if someone in the client group wanted to put in a formal complaint? Answer: Feedback: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 14

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image1.png ... Assessment Feedback Assessment Outcome ☐ Satisfactory ☐ Not yet satisfactory Assessor Feedback ☐ Was the assessment successfully completed? ☐ If no, was the resubmission/re-assessment successfully completed? ☐ Was reasonable adjustment in place for this assessment? If yes, ensure it is detailed on the assessment document. Comments: Date: 13/02/2024 Student Name Cam Ha Hoang Student Signature: Trainer/ Assessor Tina Fish Trainer/Assessor Signature: CHCAGE001- FACILITATE THE EMPOWERMENT OF OLDER PEOPLE Assessment Task 2 15

2023 CHCAGE001 Assessment Task 2-1

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