You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Provide information about diabetes, treatment and health care options in plain language using culturally appropriate and safe communication. | |||
| Assist client to express their needs and preferences and encourage their own choices for treatments and health care. | |||
| Assist clients with diabetes to actively participate in the ongoing development of multidisciplinary care plans. | |||
| Provide culturally appropriate consumer based education resources about diabetes and its management to clients and their families. | |||
| Inform clients about diabetes support services available in the community, state or territory. | |||
| Facilitate access to diabetes support services according to client needs and preferences. | |||
| Communicate consistently in culturally appropriate and safe ways with client, using plain language. | |||
| Provide information on key psychosocial issues facing Aboriginal and/or Torres Strait islander people with diabetes. | |||
| Identify clients at higher risk of psychosocial distress and determine need for assessment. | |||
| Facilitate referrals for clients with diabetes according to multidisciplinary clinical partnerships. | |||
| Discuss barriers faced by client in accessing diabetes treatments and recommend resolutions. | |||
| Explain to client importance of regular check-ups, monitoring and reassessments in the management of diabetes. | |||
| Explain to client the importance of self-monitoring levels of blood glucose, and ketones as relevant, and providing records to health care professionals. | |||
| Demonstrate use, care and maintenance of home testing equipment and confirm client understanding. | |||
| Show client how to take and record readings of blood glucose and ketones, as relevant, and explain normal and out of range readings. | |||
| Provide accurate information about nutrition and lifestyle choices, and impact of unhealthy choices, including alcohol and smoking. | |||
| Provide education resources and offer advice on nutrition, healthy eating and exercise. | |||
| Offer brief interventions for smoking cessation and reduction or cessation of alcohol consumption. | |||
| Advise on foot and eye care and provide client with resources to assist. | |||
| Encourage active involvement of client and/or significant others in self-care to ensure optimum outcomes | |||
| Update client records to include details of services, information and referrals provided to client, according to organisational procedures. | |||
| Plan and provide continuity of care in consultation with client and multidisciplinary team. | |||
| Organise ongoing care for clients with diabetes in line with the diabetes annual cycle of care and using organisational registers. | |||
| Identify when clients are overdue for health care checks and employ active-recall strategies. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: