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Support and Empowerment of People with Disability
Version 2.2 Produced 25 January 2018
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Assessment Workbook
Assessment Workbook 4 Version No. 2.2 Produced 27 April 2018
Page 2 Ambition Training Institute
Version control & document history Date Summary of modifications made Version
5 July 2016
Version 1 final produced following assessment validation.
1.0
30 March 2017
Rectified minor punctuation and spelling errors in sections: ‘The basic principles of assessing nationally recognised training’ and ‘The rules of evidence’
Added citation in ‘The basic principles of assessing nationally recognised training’
Updated Dimensions of Competency Section
Amended Assessment Methods Requirements Section
Updated Intranet logins
Removed Feedback Section
2.0
25 January 2018
Added Learner Guide Mapping
Minor changes in formatting
2.1
27 Apr 2018
Modifications include the following:
– Updated resource to current style guide.
– Minor changes in wording and formatting.
2.2
Assessment Workbook 4 Version No. 2.2 Produced 27 April 2018
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS ………………………………………………………………………………. 4
WHAT IS COMPETENCY-BASED ASSESSMENT ………………………………………….. 5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING ……. 6
THE DIMENSIONS OF COMPETENCY ……………………………………………………… 7
REASONABLE ADJUSTMENT ……………………………………………………………… 8
THE UNITS OF COMPETENCY ……………………………………………………………. 10
CONTEXT FOR ASSESSMENT ……………………………………………………………… 11
ASSESSMENT REQUIREMENTS …………………………………………………………… 11
ASSESSMENT METHODS …………………………………………………………………. 12
RESOURCES REQUIRED FOR ASSESSMENT ……………………………………………. 13
ASSESSMENT WORKBOOK COVER SHEET ……………………………………………… 14
KNOWLEDGE ASSESSMENT ……………………………………………………………… 15
Part 1: Skills development using a strengths-based approach …………………………………….. 15
Part 2: Person-centred behaviour supports ………………………………………………………………. 32
Part 3: Community participation and social inclusion ……………………………………………….. 44
Part 4: Empowering people with disability ………………………………………………………………. 50
Project Assessment ……………………………………………………………………………………………………………………………………………… 64
PRACTICAL ASSESSMENT ………………………………………………………………… 67
Instructions to Assessor …………………………………………………………………………………………. 67
Instructions to Student ………………………………………………………………………………………….. 67
Introduction to Case Study ……………………………………………………………………………………..68
CASE STUDIES …………………………………………………………………………….. 69
Case Study 1: Mason Gellatly ………………………………………………………………………………………………………………………………… 69
Role Play Activity …………………………………………………………………………………………………………………………………………………. 77
Case Study 2: Lily …………………………………………………………………………………………………………………………………………………. 81
Role Play Activity ………………………………………………………………………………………………………………………………………………… 82
Case Study 3: Nancy Belcher ………………………………………………………………………………………………………………………………… 89
WORKBOOK CHECKLIST …………………………………………………………………. 96
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INSTRUCTIONS
The questions in this workbook are divided into two (2) categories: Knowledge Assessment, and Case Studies.
The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Studies. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue UnderlinedText. To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links.
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WHAT IS COMPETENCY–BASED ASSESSMENT
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 theindustry 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. That is it aims to assess as many elements and/or units of competency as is 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.
Definition of Competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of evidence to support thejudgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
Assessment must include the full range of skills and knowledge needed to demonstrate competency.
Assessment must include the combination of knowledge and skills with their practical application.
Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
 Assessment must be reliable
Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
Assessors must be trained in national competency standards for assessors to ensure reliability.
 Assessment must be flexible
Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
Assessment must be made accessible to learners through a variety of delivery modes so they can proceed through modularised training packages to gain competencies.
Assessment must be mutually developed and agreed upon between assessor and the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current:
 Valid
Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre
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 beforeenrollment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.
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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.
IMPORTANT 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 were 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.