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HLT CHC Assessment Strategies Guide Version 3.1 May 2020
HLT CHC Assessment Strategies Guide Version 3.1 May 2020
HLT CHC Assessment Strategies Guide Version 3.1 May 2020
CHC COMMUNITY
SERVICES
TRAINING PACKAGE
ASSESSMENT STRATEGIES GUIDE
VERSION 3.1 May 2020
Contents
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HLT and CHC Assessment Strategies Guide | Version 3.1 May 2020
Adjustments in assessment ____________________________________________________ 40
Supports for Aboriginal and/or Torres Strait Islander candidates for assessment _ 40
Modification history
On 1 January 2016, SkillsIQ was appointed as the Skills Service Organisation (SSO) with
responsibility for supporting the Industry Reference Committees responsible for the CHC
Community Services Training Package.
Much of original content of this document was developed by the former Community
Services and Health Industry Skills Council, with minor amendments outlined in the Version
Control and Modification History table. Minor updated to terminology and links have also
been made where required.
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Purpose of this guide
This Assessment strategies guide is one of several guides produced to help with the
implementation of the HLT Health and CHC Community Services Training Packages.
CHC units of competency, assessment requirements, qualifications and skill sets can be
found on the national register www.training.gov.au.
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These are
optional
Companion
Volumes
developed by
the CS&HISC to
support
implementation
In time, these companion volumes will provide an opportunity to showcase best practice
from RTOs and provide a forum for sharing information and resources. If you have any
ideas, resources, case studies or feedback to contribute to the companion volumes, please
provide your feedback via the SkillsIQ Continuous Improvement Feedback Register.
https://www.skillsiq.com.au/ContactUs1
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Increased focus on assessment and implications
One of the most significant changes in the Community Services Training Package (CHC) is
the increased focus on assessment and the specification of assessment requirements. At a
national level across all industries, improving the quality of assessment is a priority.
CS&HISC acknowledges that there are some excellent training organisations offering quality
approaches in community services. However, concerns have also been raised in relation to
the consistency and quality of training and assessment outcomes across the sector. In
particular, concerns have been repeatedly raised in relation to perceived unreasonably short
delivery times and lack of practicum experiences. While in the past there has been some
requirement for workplace assessment in aged care and disability programs, specified work
hours have not formed part of endorsed Training Package components. An Australian Skills
Quality Agency (ASQA) report (2013) on an audit of training in aged and community care
services indicated variation in the quality of training provided in the sector. Assessment was
highlighted as a particular problem area including insufficient assessment of skills in a
workplace context (ASQA 2013). The report also highlighted wide variations in the provision
of work placements and recommended more explicit requirements on work placement
provision and improvements to the existing training for trainers and assessors (i.e. Certificate
IV in Training and Assessment).
In this context, industry has taken up the opportunity provided by the introduction of the
Standards for Training Packages
(https://docs.education.gov.au/system/files/doc/other/standardsfortrainingpackages.pdf) to
place a greater focus on the specification of assessment requirements. This is particularly in
relation to specification of frequency and volume of evidence required to demonstrate
competency and the introduction of workplace hours in some units of competency. Industry
feedback is that this will support recognition of prior learning claims from the existing
workforce and provide the sector with better-qualified graduates of vocational education and
training (VET) programs.
Assessment requirements for units of competency are now presented differently – they
contain rigorous performance evidence and knowledge evidence to guide the assessment
process. Additionally, many skills must now be demonstrated in a workplace environment.
Work placement has, in some cases, been part of student development in the sector but not
always mandated within the training package itself.
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The CHC Training Package is now more specific about:
• frequency of evidence – such as, how often skill or task must be demonstrated in the
workplace
• range of evidence – such as, across what range of individuals, equipment or services
skills must be demonstrated
• volume of evidence – such as, how much evidence or the number of hours spent in
demonstrating skills and knowledge to meet the requirements of the performance
criteria.
Assessors will need to be familiar with these changes. The most significant change for RTOs
and their assessors is that demonstration of skill in the workplace is mandatory in some units
of competency.
Quality in assessment
Industry and the wider community expect that people with qualifications from the VET sector
will have the skills and knowledge to perform competently in their job role. Good assessment
practice underpins the VET system. The Standards for Registered Training Organisations
(RTOs) 2015 http://www.comlaw.gov.au/Details/F2014L01377 reflects this by requiring that:
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• meet the requirements of training packages and VET accredited courses;
• be responsive to industry and learner needs; and
• be delivered by appropriately qualified trainers and assessors with the right support
services, facilities and equipment.
Depending on your state or territory, and your regulatory authority, please refer to Standard
1 from Standards for Registered Training Organisations (RTOs) 2015
http://www.comlaw.gov.au/Details/F2014L01377 or AQTF Essential Conditions and
Standards for Continuing Registration Standard 1
https://www.stjohnambulance.com.au/docs/attachments/aqtf for further information.
Anyone familiar with previous versions of the qualifications in this Training Package will
notice that the units look different. That is because assessment has been highlighted by the
creation of Assessment Requirements for each unit of competency in line with the Standards
for Training Packages.
Unit of competency
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Elements ELEMENT PERFORMANCE CRITERIA Specifies the
define the level of
essential 1. Reflect on 1.1 Identify and reflect on own social and performance
own cultural perspectives and biases
outcomes needed to
perspectives
1.2 Work with awareness of own limitations in demonstrate
self and social awareness
achievement
1.3 Use reflection to support own ability to work
inclusively and with understanding of others of the element
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FOUNDATION SKILLS
Assessment Requirements
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• own culture and the community attitudes,
language, policies and structures of that culture
and how they impact on different people and
groups
- political
- social
- economic
- cultural
- discrimination:
o age
o disability
o racial
o sex
- human rights:
- disability
- intersex
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- generational
o protective factors
o consideration of impacts of
discrimination, trauma, exclusion and
negative attitudes
o imagery
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Assessment Skills must have been demonstrated in the workplace
Sets out or in a simulated environment that reflects workplace
conditions:
mandatory conditions. Where simulation is used, it must reflect
conditions for real working conditions by modelling industry operating
conditions and contingencies, as well as, using
assessment,
suitable facilities, equipment and resources.
including
equipment Assessors must satisfy the Standards for Registered
and assessor
Training Organisations (RTOs) 2015/AQTF mandatory
competency requirements for assessors.
requirements.
Performance evidence
The Standards for Training Packages require that ‘product’ evidence (what outcome has
been observed) or ‘process’ evidence (what procedure has been followed) is listed here as
well as the frequency (how often) and/or the volume (how much) of that evidence is required.
Industry stakeholders have provided much feedback on this section during the development
of the training package.
In the example given above, the ‘volume’ requirement is met by indicating that the candidate
must have evidence to show that they have ‘recognised and respected the needs of people
from diverse social and cultural backgrounds in at least 3 different situations’.
Here are some examples of the ‘volume’ requirement in the performance evidence of some
other units in this training package.
Unit code and title Example of ‘volume’ requirement in the performance evidence
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organisation
CHCCSL001 Establish and • conducted an initial session with at least 3 different clients
confirm the counselling presenting with different issues, to establish, confirm and
document the nature of the helping relationship, including:
relationship • followed the structure and process of a counselling
interview
• developed counselling plans, that include required:
o safety or reporting issues
o recording of clients own identified priorities
o observations of client requirements
o involvement of other agencies/referral
information
o special needs information
o goals
o evaluation strategies
CHCDIS001 Contribute to • Contributed to ongoing skills development, using a
ongoing skills development strengths-based approach, for at least 3 people with
using a strengths based disability
approach
CHCECE003 Provide care • provided care and responded appropriately to at least
for children three children of varying ages, including:
- promoting physical activity and encouraging
participation
- engaging children in discussions around physical
health and wellbeing
- adapting the physical environment to ensure challenge
and appropriate risk-taking
- ensuring the smooth transition of new arrivals
- supporting children through transition and change
• performed the activities outlined in the performance
criteria of this unit during a period of at least 120 hours of
work in at least one regulated education and care
service.
CHCFAM001 Operate in a • correctly applied family law to at least 5 different client
situations, that individually or cumulatively include needs
family law environment
relating to:
• domestic and family violence/safety
• finance
• property
• children
• relationship conflict
CHCFIN001 Facilitate the • performed the activities outlined in the performance criteria
financial counselling of this unit during a period of 220 hours of work in a
financial counselling agency that has met the
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process requirements for the Australian Securities and Investments
Commission (ASIC) exemption from a financial services or
credit licence
• used critical thinking and problem solving skills to engage
with the client and develop, implement and review options
and action plans for at least 5 different clients presenting
with multiple and complex needs.
CHCGRP002 Plan and • facilitated at least 3 different group sessions, each with a
minimum group size of 5 people, using the following
conduct group activities
communication and interpersonal skills:
• listening
• questioning
• effective non-verbal communication
• empathetic responding
• paraphrasing
• summarising
• negotiation
• techniques for maintaining group cohesion
• conflict resolution
CHCLAH002 Contribute to • contributed to the planning, delivery and evaluation of 3
leisure and health leisure and health activities for a client or group of
programming clients
• documented 4 activity modifications/adaptations that
have been investigated
• visited a suitable outing venue for a chosen client or
group of clients
In some units the performance evidence contains the additional requirement that the
candidate has undertaken workplace hours, for example:
• performed the activities outlined in the performance criteria of this unit during a
period of at least 120 hours of direct support work in at least one aged care,
home and community, disability or community service organisation
(CHCCCS023 Support independence and wellbeing)
• performed the activities outlined in the performance criteria of this unit during a
period of at least 120 hours of work in at least one regulated education and care
service (CHCECE003 Provide care for children)
• performed the activities outlined in the performance criteria of this unit during a
period of 220 hours of work in a financial counselling agency that has met the
requirements for the Australian Securities and Investments Commission (ASIC)
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exemption from a financial services or credit licence (CHCFIN001 Facilitate the
financial counselling process)
The requirement for a specified number of hours of work within a specified type of workplace
appears in some, but not all, of the units of competency in this package. The requirement is
usually within at least one core unit of a qualification but there are some qualifications in the
package that do not have this requirement. There are also qualifications where the
requirement may appear in multiple core units. This does not mean that the candidate has to
complete the nominated hours for each unit – note the wording ‘during a period’. The same
work hours may provide evidence for a number of units of competency. A full list of
qualifications and the associated required hours of work can be found in the companion
volume Implementation Guide and also in the Work Placement Guide.
Knowledge evidence
Knowledge evidence must specify what the individual must know in order to safely and
effectively perform the work task described in the unit of competency.
The knowledge evidence is set out in all the units in this training package using a common
approach and units have been updated to provide much clearer guidance about the breadth
or depth of knowledge required.
EXAMPLES
In the unit of competency CHCAOD004 Assess needs of clients with alcohol and other
drugs issues there is a requirement to know about assessment tools. Rather than simply
having the statement ‘assessment tools’ in the knowledge evidence, the following is included
to provide guidance:
• types of tools
• purpose of tools
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• how to select tools for different situations and client presentations
structure of key stages of a counselling session, and techniques for managing each stage,
including:
• session closure
Of course complete specification is not always possible. Users should also review the
application statement in each unit to fully establish the context of work, which in turn,
provides guidance on the scope of knowledge required.
EXAMPLES
In the unit of competency CHCCS023 Support independence and wellbeing see how the
following can provide guidance on the depth of knowledge required:
This unit describes the skills and knowledge required to provide individualised
services in ways that support independence, as well as, physical and emotional
wellbeing.
This unit applies to workers in a range of community services contexts who provide
frontline support services within the context of an established individualised plan.
This unit describes the skills and knowledge required to build relationships with help-
seekers, use crisis support micro skills and address the personal issues that affect working
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with people in crisis. The support is immediate and short term, and not ongoing.
This unit applies to individuals in crisis support roles who work according to established
procedures and models. They work under supervision.
The latest review of the Training Package has focused on removing duplication and
repetition to develop a Training Package that is less ambiguous and easier to navigate for
employers, RTOs and learners. However, because the knowledge required performing one
area of work often overlaps with that required to perform another aspect, assessors will
notice that knowledge may reappear in multiple units, such as legal and ethical
requirements. This is only the case when the knowledge is critical to the performance
criteria of the unit and overall assessors will note reduced repetition and duplication across
the knowledge requirements in units. It is also essential to collect evidence that the
candidate can tailor knowledge to the particular task described in the unit of competency.
Assessment conditions
The assessment conditions specify any mandatory conditions for assessment, including the
conditions under which evidence must be gathered. It is very important to read assessment
conditions for each individual unit of competency because the conditions vary from unit to
unit in this training package.
There are several different types of statements used to reflect varying requirements.
Requirements generally relate to:
• whether skills must be demonstrated in the workplace – this is not always the case
• whether simulation is a requirement prior to demonstration in the workplace
• whether there must be interaction with real people/particular types of people
• types of resources (e.g. equipment, documentation) required for assessment
• any additional assessor requirements.
There are many units of competency which do allow for simulation or scenarios and do not
mandate a workplace. For example, units of competency that apply to workers in a broad
range of contexts may give the option of simulated or workplace assessment. Similarly,
when a competency is difficult to demonstrate in a workplace because the range of
conditions may not be present during the time a candidate is there will be better assessed in
simulation. The table below shows examples of the various wordings used under
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assessment conditions in order to highlight some of the variations found across the training
package.
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Assessment Conditions Wording Intent
workplace interactions with older people, assessed in simulation. For example, if the
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Assessment Conditions Wording Intent
the workplace. The following conditions
must be met for this unit:
RTOs will see this example in units where it
• use of suitable facilities, equipment and is unsafe or inappropriate to assess in the
resources, including: workplace without first ensuring that the
learner is competent in the task. Industry
- relevant organisation policies and
would still like learners assessed in the
procedures
workplace, but they need the assurance
- relevant aids to assist with
that the learner is ready first.
independent living
Skills must be demonstrated working It should be noted that this does not apply
individually in an environment that provides for assessment of prior learning. If a
realistic in-depth, industry-validated learner can provide evidence that they have
scenarios and simulations to assess real work experience in the tasks specified
candidates’ skills and knowledge. in the particular unit, they should not be
Assessment resources must include: required to undertake assessment again in
simulation.
• adult and infant resuscitation manikins
in line with ARC Guidelines for the
purpose of assessment of CPR
procedures
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Assessment Conditions Wording Intent
Unit requiring demonstration of skills in the Note the highlighted words, ‘with the
workplace: addition of’. In these units it is clear that
assessment must take place in a relevant
CHCMHS003 Provide recovery oriented workplace but where some aspects of the
mental health services assessment cannot be done then simulations
Skills must have been demonstrated in the can be used. In this instance, industry has
workplace with the addition of simulations chosen not to specify the types of situations
and scenarios where the full range of or contexts that may not be possible in the
contexts and situations have not been workplace and there are no specific
provided in the workplace. Where simulation boundaries placed around the simulation.
is used, it must reflect real working
conditions by modeling industry operating
conditions and contingencies, as well as,
using suitable facilities, equipment and
resources.
Unit requiring demonstration of skills in the Note the highlighted words, ‘with the
workplace: addition of’. In these units it is clear that
assessment must take place in a relevant
CHCCCS023 Support independence and workplace but where some aspects of the
well being assessment cannot be done then simulations
Skills must have been demonstrated in an can be used. For example, in Performance
ageing support workplace with the addition criteria 4.8 ‘Recognise and report possible
of simulations and scenarios where the full indicators of abuse or neglect and report
range of contexts and situations have not according to organisation procedures.’ The
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been provided in the workplace. These are assessor could use a simulation or scenario
situations relating to emergency or in the case where no report would be written
unplanned procedures where assessment in as no indicators of abuse were observed. As
these circumstances would be unsafe, the assessment is in a workplace it would be
impractical or threatens the dignity of the possible to use the organisation procedures
older person. for the scenario.
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education and care service. can be used. As the assessment is in a
In addition, simulations and scenarios must workplace it would be possible to use the
be used where the full range of contexts and organisation procedures to develop a
situations cannot be provided in the simulated case study or scenario for a
workplace or may occur only rarely. These situation that did not occur during
are situations relating to emergency or assessment, for example, performance
unplanned procedures where assessment in criteria 5.4 ‘Respond to child’s distress at
these circumstances would be unsafe or is separation from the family in a calm
impractical. reassuring manner’. If no children have
Simulated assessment environments must been distressed during drop off this may be
simulate the real-life working environment assessed in simulation.
where these skills and knowledge would be
performed, with all the relevant equipment In this context, a regulated education and
and resources of that working environment. care service is defined as any service
Assessment must ensure use of: providing education and care to children less
• National Quality Framework for Early than 13 years of age that is licensed or
Childhood Education and Care approved under state or territory legislation.
• the relevant approved learning This would include long day care, family day
framework under the National Quality care, preschools/kindergartens and outside
Framework for Early Childhood school hours care (which are typically
Education and Care. regulated under National regulations) as well
Assessors must satisfy the NVR/AQTF as occasional care and mobile services
mandatory competency requirements for (which are typically regulated under state or
assessors. territory specific legislation).
Unit requiring demonstration of skills in the Note the highlighted words, ‘with the addition
workplace: of’. In these units it is clear that assessment
must take place in a relevant workplace but
CHCDSP001 Facilitate dispute resolution where some aspects of the assessment
in the family law context cannot be done then simulations can be
used. In this instance, industry has chosen
Skills must have been demonstrated in the
not to specify the types of situations or
workplace with the addition of simulations
contexts that may not be possible in the
and scenarios where the full range of
workplace and there are no specific
contexts and situations have not been
boundaries placed around the simulation.
provided in the workplace. The following
Note also the requirement for supervision of
conditions must be met for this unit:
the work by an accredited Family Dispute
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• use of suitable facilities, equipment and Resolution Practitioner (FDRP).
resources, including:
- client and dispute information
- screening tools
- current family dispute resolution
regulations
- organisation policies and procedures
• modelling of industry operating
conditions, including:
- scenarios that involve complex
interactions with families
• supervision of client work by an
accredited Family Dispute Resolution
Practitioner (FDRP).
Simulated assessments
In some cases, it is not practical or safe to conduct assessment in the workplace and it will
be necessary to provide a simulated environment. For example, some occupations in the
community sector require specialised skills in responding to abuse and/or neglect or in
dealing with critical incidents. It could be inappropriate or not possible to observe these
skills being demonstrated in the workplace. In other cases, the nature of the unit of
competency means that demonstration of skills in the workplace is simply not required nor
appropriate. An example of this might be a research unit where it really does not matter
where the person does the research because the focus is on cognitive skills rather than
where a person is when they use the skills. Having said that, good practice would require
that the research activities relate to a real workplace situation, outcome, issue or need.
Typically, community services assessors will need to use case studies, role plays, scenarios
or simulations in the context of work where workplace assessment is not feasible or relevant.
Given the nature of the many community service roles the need for interaction with real
people (whether they be real clients or not) is often a requirement. Having the learner
reading case studies and writing down how they might interact with a person in distress or
an aged person could contribute to the assessment of their knowledge. However, it is not
always enough to show that that the learner has acquired the skill. Actually demonstrating
that the learner can interact appropriately with real people is sometimes a condition of
assessment in this training package. This requirement for real people would mean that if
skills were not being demonstrated in the workplace with real clients, colleagues or families
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then they would need to be simulated (e.g. role played) with fellow learners. Isolated online
demonstration of skill would not be acceptable when ‘real people’ are a condition of
assessment. The assessment would need to involve interaction with real people to
demonstrate competency in the relevant components of the unit.
• provide access to all the equipment and resources that would normally be used in the
workplace for the task being assessed
• reflect the type of conditions usually found in the workplace, including interactions with
others and interruptions that would typically occur
• present realistic scenarios and problems, such as dealing with difficult or distressed
clients or family members or people with complaints
• require the candidate to demonstrate their skills under the time constraints that would
normally apply in the workplace.
In reality candidates have to perform the required skills as a component of multiple tasks,
within a multi-disciplinary team, with interruptions, difficult clients and unexpected glitches.
These conditions must also be replicated in the simulated assessment environment.
The assessment of candidates in rural and remote areas present particular challenges and
often RTOs see it as more costly. Candidates in these locations should receive the same
support and rigour in the assessment process.
Technology can provide a helpful means for assessors to stay in touch with the candidate.
Skype and emails provide a useful method of communication between visits. Recorded
evidence is also a helpful means to observe the candidate’s work practices.
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Recognition of Prior Learning (RPL)
RPL can be an effective assessment approach where the candidate has already learned the
required skills and knowledge. The candidate may have learned on-the-job, through life
experience or through community activities such as volunteering. Good practice in RPL will
save the candidate time but still be a rigorous process that reflects the Rules of Evidence
and Principles of Assessment.
It is important that assessors do not equate years of experience in the workplace with
competence. Good RPL assessment practice will commence with a clear plan so that
candidates understand what is involved and what they will be required to do. They should
know that they will be supported at each step in the process.
As with all forms of assessment, RPL relies on sound professional judgment so assessors
should review evidence in different forms until satisfied that the requirements of unit have
been met.
An RPL process
In 2009, the Coalition of Australian Governments published the final report of its RPL
Program. This set out a number of benefits and challenges in delivering RPL programsi.
Many states and territories have developed their own guidelines on RPL, all which generally
involve:
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• initial discussions with the candidate wishing to undertake RPL
• review of candidate’s relevant documents relating to work and previous study
• development of a partnership with the workplace to support third party evidence and
workplace assessment
• competency conversation
• a practical assessment and/or observation in the workplace to see work performed
• discussion with workplace and/or third party reports from workplace about the
candidate’s work
• review of evidence collected
• decision as to competency and/or gap training required.
• the need for partnership (between the candidate, assessor and workplace)
• opportunities to provide many different types of evidence (direct observation, indirect
evidence, third party) and
• support for the candidate throughout the whole process.
The resources list at the end of this Guide provides links to some RPL Resources.
Clustering involves the grouping of competencies into combinations for training and/or
assessment purposes for efficiency, to reflect a role or to meet the needs of the enterprise.
Clustering for assessment purposes involves identifying evidence that can be used across a
number of units to assist in determining the competency of the learner. It also involves
identifying units of competency that form work tasks. This means one work task or process
can actually reflect a number of competencies or aspects of competencies.
Interrelationships across units should be examined so that evidence gathered can be used
across a number of units. For instance, there is no need to keep assessing a learner’s
knowledge of the legal and ethical considerations that overlap across 2 or more units
provided that the assessment covers the contexts of all those units. The learner need only
be assessed as competent once.
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Units CHCCCS016 Respond to client CHCCOM005 Communicate and
needs work in health or community
services
Knowledge legal and ethical considerations legal and ethical considerations
requirement for working with clients and how in relation to communication:
(extract) these are applied in an • privacy, confidentiality
organisation and individual and disclosure
practice, including: • discrimination
• duty of care • duty of care
• dignity of risk • mandatory reporting
• human rights • translation
• discrimination • informed consent
• mandatory reporting • work role boundaries –
• privacy, confidentiality responsibilities and
and disclosure limitations
• work role boundaries – • child protection across all
responsibilities and health and community
limitations services contexts,
• work health and safety including duty of care
when child is not the
client, indicators of risk
and adult disclosure
Sample work tasks • Communicating and • Communicating and
relevant to both interacting with client interacting with client
units • Following mandatory • Following mandatory
reporting procedures reporting procedures
• Dealing with a problem or • Dealing with a problem or
issue outside role issue outside role
boundary boundary
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Clustering units of competency that form a holistic task :
An enterprise might require that specific competencies are undertaken prior to a work
placement in order to ensure the safety of the learner and others in the workplace.
EXAMPLE
For example, a workplace accepting a learner undertaking the CHC34015 Certificate III in
Active Volunteering might require that the learner completes the following units prior to
undertaking their 20 hours of volunteer work placement:
Assessors should consider the following when planning clusters for assessment:
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• Links or overlap in the performance evidence requirements
Note that there are many different ways of clustering. Below are some examples.
Cluster Unit
Cluster 1 CHCLEG003 Manage legal and ethical compliance
Legislation and HLTWHS004 Manage work health and safety
organisation
CHCCOM003 Develop workplace communication strategies
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Sample of clustering for CHC52015 Diploma of Community Services (with a
focus on family work)
The qualification requires a total of 16 units (8 core and 8 electives). The approach below
provides 5 clusters that group related units.
Cluster Unit
Cluster 1 CHCFAM001 Operate in a family law environment
Legal and ethical CHCLEG003 Manage legal and ethical compliance
Framework
HLTWHS004 Manage work health and safety
This qualification reflects the role of workers in the community and or residential setting who
follow an individualised plan to provide person-centred support to people who may require
support due to ageing, disability or some other reason. The packaging rules allow for the
award of a Cert III in Individual Support, or specialist qualifications in Ageing, Disability,
Home and Community or a combination of these. The example of clustering below, is based
on the following packaging of 7 core units with 6 electives and would lead to the award of the
Certificate III in Individual Support (Ageing, Home and Community).
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The qualification requires a total of 13 units (7 core and 6 electives). The approach below
provides 4 clusters that group related units. Note: This cluster is just one way of showing
how units may be brought together.
Cluster Unit
Cluster Unit
Cluster 1 CHCCS400C Work within a relevant legal and ethical framework
Legislation and CHCPRT001 Identify and respond to children and young people at risk
policy
CHCECE009 Use an approved learning framework to guide practice
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Supporting CHCECE005 Provide care for babies and toddlers
children’s
CHCECE010 Support the holistic development of children in early
development
childhood
CHCECE017 Foster the holistic development and wellbeing of the child
in early childhood
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Assessment fundamentals
Many issues with quality of assessment stem from confusion or lack of knowledge about the
fundamental rules of evidence and principles of assessment. These underpin sound
assessment practice.
Rules of Evidence
Despite a lot of change in this industry sector, the fundamentals of assessment still apply.
Valid - 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.
Sufficient - The assessor is assured that the quality, quantity and relevance of the assessment
evidence enables a judgement to be made of a learner’s competency.
Authentic - The assessor is assured that the evidence presented for assessment is the learner’s
own work.
Current - 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.
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Principles of Assessment
Valid: the methods of assessment relate to the elements, performance criteria and
assessment requirements of the unit
Reliable: the assessment approaches would consistently provide similar outcomes for
candidates at different times and in different places
Flexible: the assessor ensures that the candidate understands the assessment process and
can negotiate the timing of the assessment, the context of the assessment
Fair: candidates are not disadvantaged and are given opportunities to ensure that they can
perform to the standards outlined in the workplace and the units of competency being
assessed (see also ‘reasonable adjustments’ below).
In summary, the Rules of Evidence relate to ‘what’ is being assessed, while the Principles
of Assessment relate to ‘how’ assessment is being done.
Types of evidence
• direct
• indirect
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• supplementary
Direct evidence
Indirect evidence
Supplementary evidence
Also referred to as third party evidence, supplementary evidence provides another important
means for assessors to make a judgment about the candidate’s competence. The ‘third
party’ is someone who is not an assessor but can comment on, or observe, the candidate’s
performance. Most commonly it is someone within the workplace where the candidate is
working or undertaking a work placement.
ASQA has produced a Fact Sheet about third party evidence available at
https://www.asqa.gov.au/sites/g/files/net3521/f/FACT_SHEET_Using_other_parties_to_colle
ct_assessment_evidence.pdf?v=1508135481
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Each RTO will have standard procedures and documentation about how and when the
workplace will be informed about their role in the assessment process.
Assessors should make their professional judgment after reviewing a range of evidence
remembering that it is the quality, rather than the quantity, of evidence presented that is
important. Third party evidence is particularly helpful where there are issues of confidentiality
and privacy and also for validating RPL evidence.
Supervisors, team members, clients and consumers can all provide third party evidence.
Their reports can save assessors time and ‘authenticate’ the candidate’s evidence. In
addition to structured assessment tasks, third party reports can comment on the candidate’s
performance in ongoing work tasks. For example, a learner might be asked to write a report.
The third-party evidence can provide verification from the learner’s supervisor that the
learner did actually write that report.
• provide clear information about the role of third party evidence and what is required
• provide suitable checklists and tools that clearly link to the units
• select people who are in a position to make informed comment on the performance
of the candidate
Evidence gathering
Assessors should employ a range of assessment techniques and be wary of over reliance
on documentation. Different forms of evidence will enable assessors to build a more
complete picture of the candidate’s skills and knowledge. Forms of evidence that will
typically be most suitable for assessment in community services settings include:
Direct Observation: for example, watching how the candidate communicates with clients,
attends to their needs and deals with problems
Competency Conversation: for example, asking the candidate to explain their
understanding of person-centered service delivery model and how this is evidenced in their
work
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Research Projects: for example, asking candidates to review and report on websites with
information about quality standards or asking a candidate to develop a resource of local
service providers relevant to clients
Workplace Projects: for example, reviewing examples of products that the candidate has
generated to assist with the implementation of a policy or procedure
Third Party Reports: for example, reports from supervisors about how the candidate has
worked as part of a team, undertaken a particular task or project or handled a particular
problem
Workplace Documents: for example, rosters and timesheets, minutes of staff meetings,
position descriptions
Video and Photos: for example, a video of a candidate undertaking volunteer
environmental work or facilitating a community meeting.
What is a disability?
A disability may affect an individual’s mobility, stamina, lifting ability, memory, vision,
hearing, speech, comprehension and mood. This may have been caused by an accident,
trauma, genetics, birth or disease.
An individual’s disability is always specific to that individual. There is no ‘one method fits all’
approach that can be used to train and assess any learner with a disability. Strategies to
accommodate candidates with disabilities undertaking an assessment will need to be
customised to meet the needs of that particular learner.
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Adjustments in assessment
While adjustments can be made to assessment procedures, the integrity of the unit of
competency and/or qualification must be upheld. Learners still need to achieve the
standards outlined in the unit of competency. A learner with a disability can have training and
assessment that is fair depending on the RTO’s attitude, preparation and application of
adjustments. This may include varying assessment tasks to produce the same outcomes via
different methods, for example:
• allowing additional time or the use of a computer in a written test for a candidate who has
a disability that impacts on his/her ability to write
• asking a candidate to record responses on a video or audio tape where they have
difficult writing
• allowing candidate to provide oral responses rather than written responses or vice versa
• using an Auslan interpreter during assessment tasks.
Although it is important to consider the individual candidate’s needs, the rigour of the
assessment process must not be compromised. For example, if it is a requirement of the unit
of competency that the individual produce written documentation, an oral report cannot be
substituted.
The special needs of Aboriginal and Torres Strait Islander people and communities are
recognised as a key focus for this Training Package. Consideration should be given to:
• impact of rural and isolated communities and experiences on the training, learning and
assessment needs
• need for trainers and assessors to be aware of the impact of European colonialism on
the experiences of Aboriginal and Torres Strait Islander peoples
• potential for particular consultative requirements by Aboriginal and Torres Strait Islander
communities which may impact the training and assessment experience
• the inclusion (by assessors) of methods which refer to community activities and reflect
community culture and standards
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• need for trainers and assessors to be conscious of community protocols, codes of ethics
and guides to consultation with Aboriginal and Torres Strait Islander peoples and
communities
• potential language and literacy needs that impact both clients and workers in the
community sector
• the impact of cultural safety issues on Aboriginal and Torres Strait Islander workers in
the community sector, both in their work in Aboriginal and/or Torres Strait Islander
communities and in mainstream community sector work.
All these considerations should be made when working to assess Aboriginal and/or Torres
Strait Islander candidates.
Just as candidates with a disability will need specific adjustments to suit their individual
needs, learners with specific language, literacy and numeracy (LLN) needs will need specific
assessments and supports. You may need to use a range of tools, each adjusted, to
determine the specific needs of the individual candidate. If the assessor has been involved in
the training process, he or she will have developed such an understanding of the individual’s
needs. However, where an assessor is only engaged for the assessment process, they will
need to consult the trainer and also have their own processes developed to identify LLN
needs.
• look at non-formal tests and options to gauge LLN levels – a written test or on the spot
quiz could be very challenging and intimidating and may undermine the candidate’s
confidence and impact on performance
• interviews can be very useful – create a safe place for the candidate to talk openly (but
confidentially) about their needs
• if possible, observe the candidate with others and during training to see where their
strengths and challenges lie
• use a range of assessment activities to achieve the same end. For example, can a
candidate produce something or answer questions rather than write a report
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• order questions logically – make the flow of questions clear to the candidate
• be specific and precise with questions – don’t ask for broad descriptions or ask for
‘everything you know’ about a topic
• use open ended questions – questions like ‘why’ or ‘tell me how’ allows the candidate to
talk at length and be descriptive
• adjust your language to the candidate’s level – don’t use words that are unfamiliar or that
the candidate would not have heard during training
• listen to the responses and use the responses to lead to more questions – this can build
confidence in the candidate e.g. ‘What you did with Luke was great. Thanks for telling
me how you handled that situation. Tell me, why did you choose those specific things?’
• use constructive feedback in questions
See the companion volume Foundation skills guide for more ideas.
All of the projects and products listed below can be found by following the link then choosing
community services and health from the industry listing.
https://www.training.nsw.gov.au/training_providers/resources/skillsonline/coagrpl_catalogue.
html
Sector Notes
Aged care The project sought to increase the capability and expertise of the aged
services sector, and to raise and diversify the skills of the existing aged
services workforce
https://online.det.nsw.edu.au/clearhse/Preview.do?no=228&type=O
Volunteering Over 150 rural fire service volunteers undertook a training and recognition
process towards the 'contribute to assessment' unit within the certificate III
qualification in the training and assessment training package.
https://online.det.nsw.edu.au/clearhse/Preview.do?no=231&type=O
This project developed and trialled new models of recognition of prior
learning involving 50 candidates across the not-for-profit sector in NSW.
https://online.det.nsw.edu.au/clearhse/Preview.do?no=259&type=O
Community The project facilitated quality improvement and better community mental
mental health health provisions
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https://online.det.nsw.edu.au/clearhse/Preview.do?no=239&type=O
Employment The aim of this project was to deliver the Certificate IV in Employment
services Services to existing works using flexible and online delivery.
https://online.det.nsw.edu.au/clearhse/Preview.do?no=242&type=O
Early
For further information on RPL for early childhood educators visit
childhood
http://education.gov.au/recognition-prior-learning-early-childhood-
education
educators-0
For some interesting case studies about how RPL has been incorporated
into assessment processes in children’s services, visit Northern Territory
Children’s Services Assessment Guide at
http://www.hstac.com.au/old2011/csassessment/casestudies/martha.html
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languages and specific needs.
Other Additional resources for the community, services and health industry are
resources available.
https://online.det.nsw.edu.au/clearhse/Preview.do?no=251&type=O
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