Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:
· Complete each question, including any sub-questions;
· Provide in-depth research on the topic, using appropriate primary and secondary sources;
· Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
· Observation of real, indisputable actions as they occur;
· Written or oral task such as reports, role play, work samples etc;
· Portfolios;
· Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ .
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.
During the simulation session, the student is required to meet the following requirements:
· Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
· Be aware of relevant procedures in case of accident, emergencies, evacuation
· Follow the start and finish times, breaks, work routines, etc.
· Follow the policies on personal phone calls and personal emails.
· The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’
· Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.
· Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ .
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:
· Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and
· Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:
· Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;
· Impersonating another student or arranging for someone to impersonate a student in any assessment task;
· Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;
· Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;
· Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.
Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that
· The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.
· The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.
· I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.
· I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:
· I will perform my work to the best of my ability.
· I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
· I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.
· I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
· I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures
· I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ .
· I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.
The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Learner Activities
For this assessment, you need to write the answers to each of the following questions. You must give detailed answers for all questions. Answers should be between 50 to 100 words for each question.
Activity 1: Briefly outline the principles and practices of positive behaviour support.
Activity 2: What is the social model of disability?
Activity 3: What is social devaluation and how can it impact on an individual’s quality of life?
Activity 4: List and briefly discuss seven (7) positive lifestyle enhancement strategies.
Activity 5: Briefly outline organisation policies and procedures relating to the following:
a. Critical incidents
b. Accident and incident reporting
c. Restrictions on the use of aversive procedures
Activity 6: Outline the principles of effective communication.
Activity 7: How can you implement communication principles to minimise behaviours of concern?
Activity 8: What indicators might you notice that people have unmet needs?
Activity 9: Briefly discuss the following factors that may contribute to behaviours of concern:
a. Physical
b. Emotional
c. Environmental
d. Medications
Activity 10: What specialist services and referral options might you need to seek out?
Activity 11: Briefly discuss what the following legal and ethical considerations for working with people with disability are:
a. Codes of conduct
b. Dignity of risk
c. Duty of care
d. Human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD)
e. Constraint/imprisonment
f. Abuse
g. Practice standards
h. Work safety and health
Learner Activity 1 to 11 Feedback– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Learner’s name |
|
| Assessor’s name |
|
| Unit of Competence
(Code and Title) |
CHCDIS002 – Follow established person-centred behaviour supports |
| Date(s) of assessment |
|
| Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No
(Please circle) |
| Has sufficient evidence and information been provided by the learner for the activity? |
Yes No
(Please circle) |
| The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
| If not yet satisfactory, date for reassessment: |
|
| Feedback to learner:
|
| Learner’s signature |
|
| Assessor’s signature |
|
Knowledge Activity
Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency
Answer each question in as much detail as possible, considering relevant aspects for each one.
1. How should you support the person to maintain their activities of daily living?
2. Why should you consider the person’s individual needs, strengths, capabilities and preferences?
3. What are five (5) issues with engaging or motivating the person?
4. Who might you seek assistance from?
5. How can you ensure you provide a safe environment for the person conducive to positive and adaptive responses?
6. What behaviours of concern might you recognise?
7. How should you record all observations?
8. How should you ensure safety of the person, self and other people?
9. How should you respond to critical incidents?
10. How can you monitor strategies to determine their effectiveness?
11. How can you identify and report changes in person’s needs and behaviours?
12. How should you comply with the organisation’s reporting requirements?
13. How should you maintain documentation?
Knowledge Activity– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Learner’s name |
|
| Assessor’s name |
|
| Unit of Competence
(Code and Title) |
CHCDIS002 – Follow established person-centred behaviour supports |
| Date(s) of assessment |
|
| Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No
(Please circle) |
| Has sufficient evidence and information been provided by the learner for the activity? |
Yes No
(Please circle) |
| The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
| If not yet satisfactory, date for reassessment: |
|
| Feedback to learner:
|
| Learner’s signature |
|
| Assessor’s signature |
|
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
| Learner’s name |
|
| Assessor’s name |
|
| Unit of Competence
(Code and Title) |
|
| Date of assessment |
|
| Question:
|
| Learner answer:
|
| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
|
| Learner answer:
|
| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
|
| Learner answer:
|
| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
|
| Learner answer:
|
| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
|
| Learner answer:
|
| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Feedback for the learner
|
| I have read, understood, and am satisfied with the feedback provided by the assessor. |
| Learner’s name |
|
| Learner’s signature |
|
| Assessor’s name |
|
| Assessor’s signature |
|
CHCDIS002 Learner workbook V2.0 Page 2 of 2
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