Information about Chcccs 006 PDF

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information may be helpful to assessments that you may have regarding CHCCCS006...

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HLT HEALTH &

TR

Contents Modification history ________________________________________________ 3 Purpose of this guide_______________________________________________ 4 Increased focus on assessment and implications _______________________ 6 Quality in assessment ______________________________________________ 7 Supporting stronger assessment _____________________________________ 8 Unit of competency _____________________________________________________ 8 Assessment Requirements ______________________________________________ 10 Performance evidence ________________________________________________________ 13 Knowledge evidence __________________________________________________________ 16 Knowledge that applies across units ______________________________________________ 18 Assessment conditions ________________________________________________________ 18

Simulated assessments_________________________________________________ 25 Rural and remote candidates ____________________________________________ 26 Recognition of Prior Learning (RPL) ______________________________________ 27 An RPL process _____________________________________________________________ 27

Clustering units of competency for assessment ____________________________ 28 Clustering units of competency that form a holistic task _______________________________ 30 Clustering units of competency to meet an enterprise requirement ______________________ 30 Clustering units within a qualification for efficiency ___________________________________ 30

Assessment fundamentals _________________________________________ 35 Rules of Evidence _____________________________________________________ 35 Principles of Assessment _______________________________________________ 36 Types of evidence _____________________________________________________ 36 Direct evidence ______________________________________________________________ 37 Indirect evidence _____________________________________________________________ 37 Supplementary evidence _______________________________________________________ 37

Evidence gathering ____________________________________________________ 38

Access and equity ________________________________________________ 39 Assessing candidates with a disability ____________________________________ 39 What is a disability? __________________________________________________________ 39 Page | 2 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 Assessing people with low level foundation skills ___________________________ 41

Resources and additional information ________________________________ 42 RPL Toolkit for Children’s Services ______________________________________________ 43

Modification history Release number

Release date

Comments

3.1

May 2020

Update to table to reflect new release of CHC training package

3.0

December 2015

Revised to provide information for newly endorsed components in December 2015

2.0

October 2015

Revised to provide information for newly endorsed components in July 2015

1.3

January 2015

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. In addition, the following non-endorsed Training Package components (companion volumes) have been developed: •

The Implementation guide is a mandatory requirement for Skills Service Organisations to develop. It is available at VETNet and contains overview information about the entire Training Package, including a list of all units, skills sets and qualifications. It also contains key implementation advice for use by registered training organisations (RTOs).

•

Other guides and resources to assist implementation include: -

A Learning strategies guide describes potential strategies for working with a diversity of learners and possible learning strategies.

-

A Knowledge strategies guide identifies knowledge requirements of the units of competency, a glossary of terms and provides information about potential resources as well as links to useful information.

-

This Assessment strategies guide provides guidance on interpretation of the Assessment Requirements as well as general advice about assessment.

-

A Foundation skills guide provides guidance about identifying foundation skills and developing them in students in the context of the sector in which they work.

-

A Work placement guide provides guidance on how to set up work placements, the roles and responsibilities of RTOs and industry partners, how to ensure that the placements are good learning experiences for students and are run effectively in organisations.

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These are optional Companion Volumes developed by the CS&HISC to support implementation

Feedback and contributions 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: RTO’s training and assessment is delivered only by persons who have: •

vocational competencies at least to the level being delivered and assessed;

•

current industry skills directly relevant to the training and assessment being provided; and

•

current knowledge and skills in vocational training and learning that informs their training and assessment.

•

In addition: −

prior to 1 January 2016, TAE40110 Certificate IV in Training and Assessment or its successor, a diploma or higher-level qualification in adult education; or demonstrated equivalence of competencies

−

from 1 January 2016, the training and assessment qualification TAE40110 Certificate IV in Training and Assessment or its successor, a diploma or higher-level qualification in adult education

Assessment practice, including Recognition of Prior Learning (RPL) must:

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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.

Supporting stronger assessment 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. Below is a snapshot of a Unit of Competency with the new Assessment Requirements to show how they will appear in the Training Package. Note that the level of specification varies considerably between different units of competency. Units describing sector-specific skills tend to have a higher level of specification than the more generic units.

Unit of competency

Identifies the work context and who the unit to

applies

CHCDIV001

Work with diverse people

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. This unit applies to all workers. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

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Elements

ELEMENT

PERFORMANCE CRITERIA

define the essential outcomes

Specifies the level of

1. Reflect on own perspectives

1.1 Identify and reflect on own social and cultural perspectives and biases

performance

needed to 1.2 Work with awareness of own limitations in demonstrate self and social awareness achievement 1.3 Use reflection to support own ability to wo of the element inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness

2. Appreciate diversity and inclusiveness, and their benefits

2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all

3. Communicate with people from diverse backgrounds and situations

3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs

4. Promote understandin g across diverse groups

4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

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FOUNDATION SKILLS The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Assessment Requirements Assessment Requirements for CHCDIV001 Work with diverse people Sets out the product and/or process

Performance

evidence

evidence:

required, in addition to the candidate performing the

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: •

undertaken a structured process to reflect on own perspectives on diversity

•

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

•

selected and used appropriate verbal and nonverbal communication

•

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

performance criteria and includes frequency, range and volume.

Knowledge

Specifies

evidence:

what the candidate must know in order to effectively

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: •

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

•

concepts and definitions of diversity

carry out the performance criteria

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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

•

features of diversity in Australia and how this impacts different areas of work and life:

•

-

political

-

social

-

economic

-

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches: -

-

•

discrimination: o

age

o

disability

o

racial

o

sex

human rights: o

Universal declaration of human rights

o

relationship between human needs and human rights

-

frameworks, approaches and instruments used in the workplace

-

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including: -

culture, race, ethnicity

-

disability

-

religious or spiritual beliefs

-

gender, including transgender

-

intersex Page | 11

HLT and CHC Assessment Strategies Guide | Version 3.1 May 2020

•

•

-

generational

-

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including: -

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

-

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

-

potential needs of marginalised groups, including: o

protective factors

o

physical, mental and emotional health issues/care needs

o

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

o

resources that support individuals and organisations to embrac...