Empowering Older People
- Subject Code :
CHCAGE001
- University :
others Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
STAR INTERNATIONAL COLLEGE PTY LTD T/A STAR COMMUNITY COLLEGE RTO CODE: 45190
CHCAGE001
Facilitate the empowerment of older people
STUDENT ASSESSMENT WORKBOOK
Table of Contents
Unit Assessment Plan
Assessment Instructions for the Student Assessment Methods
Demonstrating Competency Assessment Performance Resubmits
Workplace Assessment Observation Plagiarism
Pre-Assessment Checklist
ASSESSMENT METHOD 1: Short Answer Questions ASSESSMENT METHOD 2: Projects
ASSESSMENT METHOD 3: Simulation Observations ASSESSMENT METHOD 4: Workplace Observations Assessment Record
Student Feedback Form
Instructions to Learner
Assessment instructions
Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one's own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.
If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.
Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.
Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be: ? Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios annotated and validated
- Questioning
- Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be: ? Supervisors
- Trainers
- Team members
- Clients
- Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Final Assessment-1 SHORT ANSWER QUESTIONS (SAQ)
Student & Assessor Cover Sheet
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Student Name |
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Student Declaration |
I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must answer all the questions in exam conditions I understand I must demonstrate the skills or knowledge myself to prove this is my own work. I will do it in the time allowed under supervision by the Assessor. I have ticked the boxes on page 2 and I am ready for assessment and sign here. |
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Student Signature |
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Short Answer Questions - WRITTTEN Results |
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Result (1st attempt) |
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Satisfactory ( S) |
Not Yet Satisfactory (NYS) |
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If NYS Will 2nd attempt be written or oral ? |
Note gap questions /topics to be reassessed |
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Result (2nd attempt) Written /Oral |
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Satisfactory ( S) |
Not Yet Satisfactory (NYS) |
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Assessors Name |
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Assessor's Signature |
Date |
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Assessor comment /feedback |
Note feedback provided if NYS: |
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Candidate Declaration |
I have received the results and feedback for this written assessment |
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Student Signature |
Date |
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Instructions to Students
You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.
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- This is the Short Answer Questions assessment (1- SAQ )
- There is 45 minutes allocated to complete the Questions
- If you have difficulty reading or understanding questions, you can ask the assessor for clarification.
- Mark answers in black ink ONLY.
- You must answer all the questions correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
- Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.
Candidate to answer the following questions (Yes or No)
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Do you understand how this assessment ties into the training? |
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When/where the assessment going to take place and the conditions of the assessment? |
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Do you feel ready to do the assessment activity? |
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Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses. We expect candidates to be successful at the second attempt. |
Y |
N |
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Do you know you can appeal the assessment decision if you think it is not fair? |
Y |
N |
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Do you have any special needs that we need to adjust for during this assessment? |
Y |
N |
If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor and do not go ahead.
When you are ready, please sign the cover page.
The timing for the QUESTIONS starts when the class is ready.
ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)
- The questions are completed in class time.
- Briefly answer the questions below in the spaces provided. Use the space provided as a guide to the length of your answer.
- This must be your own work
- You cannot use any resources for this assessment
- You must get a satisfactory response for each question
Q1: The Equal Opportunity Act acknowledges older peoples social, cultural and spiritual differences.
What does it state? What can happen if a complaint is sent to the Equal Opportunity Commission?
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The Act states that |
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If a complaint is made to the Equal Opportunity Commission, |
Q2: Define enablers and disablers. Give two examples of each.
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Enablers are |
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Disablers are |
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Q3: Identify services that can empower older people.
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Q4: Outline duty of care and the criteria the court may use to determine any breaches in duty of care.
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Duty of care is |
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Courts determine breaches of duty of care based on the following criteria: |
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Q5: In a care scenario, what are the five main rights of older people? Outline what this entails, using examples where appropriate.
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Q6: State any possible outcomes of complaints made by a client.
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Q7: Identify and outline two physical changes, two neurological disorders and a psychological disorder associated with ageing
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Physical changes include: |
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Two neurological conditions include: |
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A psychological disorder is: |
Q8: It is important to promote individual strengths and capacities in order to facilitate independent living. What are four modifications and four aids that may help with this?
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Home modifications |
Aids |
Q9: a. How can active listening encourage empowerment, trust and goodwill?
b. What can be labelled as disempowering behaviour or act?
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a. Active listening can encourage empowerment, trust and goodwill by |
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b. Any of the following can be labelled disempowering acts: |
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Q10: How can privacy be maintained according to your organisation policy and protocols
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Q11: Client care is often a shared responsibility. Who else might a carer possibly have to discuss the clients
care with?
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Q12: How can you ensure that the clients own identity and preferences are met when providing services?
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Client preferences should be |
Q13: Name four rights that you may need to help an older person to understand.
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Q14: What is the appropriate way to respond if you have identified breach of human rights, signs of abuse or discrimination etc. regarding the older person under your care?
Q15: Identify two possible signs of physical, sexual, psychological, financial and emotional abuse (2 per category).
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Physical abuse signs may include: |
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Sexual abuse signs may include: |
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Psychological abuse signs may include: |
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Financial abuse signs may include: |
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Emotional abuse signs may include: |
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Q16: a. Give two examples of living activities.
b. Reablement is important in encouraging the older person to engage actively in activities. What does it involve?
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a. Two examples include: |
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Reablement involves |
Q17: What strategies can the older person incorporate in order to promote healthy lifestyle practices?
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Q18: Recount an experience of your own where you worked with older with people. How did your attitude regarding the work impact your output?
Q19: List the risks/potential risks associated with ageing. How can you respond effectively to these risks in terms of helping the older person identify the risks?
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Risks/potential risks may include: |
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You can communicate the risk situation to the older person through |
Q20: a. Identify some key problems older people face.
b. How does social devaluation affect an individuals quality of life?
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a. Some key problems older people face are: |
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b. Social devaluation is |
END OF QUESTIONS
THANK YOU - HAND IN YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED
Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)
Student & Assessor Cover Sheet
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Student Name |
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Student Number ID: |
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Date |
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Student Declaration |
I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must complete the project and submit it in class or upload I understand I must complete the case study and report and submit it in class or upload I understand I must demonstrate the applied skills and knowledge myself, in my own words to prove this is my own work. I will do it in the time allocated and submit by the due date. I have ticked the boxes on page 2 and sign here. |
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Student Signature |
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PROJECT AND CASE STUDY Results |
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Result (1st attempt) |
Satisfactory ( S) |
Not Yet Satisfactory (NYS) |
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Note gaps to be reassessed |
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Result (2nd attempt) |
Satisfactory ( S) |
Not Yet Satisfactory (NYS) |
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Assessor comment /feedback |
Note feedback provided if NYS : |
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Assessors Name |
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Assessor's Signature |
Date |
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Instructions to Students
You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.
- This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )
- If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.
- You must type up your answers where possible or write by hand in black ink ONLY in this workbook
- You must answer all the sections correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
- Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.
Candidate to answer the following questions (Yes or No)
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1 |
Do you understand how this assessment ties into the training? |
Y |
N |
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2 |
When/where the assessment going to take place and the conditions of the assessment? |
Y |
N |
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3 |
Do you feel ready to do the assessment activity? |
Y |
N |
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4 |
Do you know that the assessment is not pass/fail? Do you know that you can do a re-submit once you get the feedback within agreed time? |
Y |
N |
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5 |
Do you know you can appeal the assessment decision if you think it is not fair? |
Y |
N |
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Do you have any special needs that we need to adjust for during this assessment? |
Y |
N |
If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor.
Please sign the cover page.
ASSESSMENT 2: Part A - RESEARCH PROJECT
Read the instructions below before commencing this project:
- This is a take away assessment that can be prepared in your own time out of class.
- You are required to research the following topics and answer the questions within each topic
- Make sure you write clearly and legibly
- The length of the answer is indicated by the instructions for each task
- Your assessor will provide you with timeframes to complete this assessment
- It must be your own work
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Q1: Research the structure and profile of the aged care sector including: (approximately 100 words per aspect)
NOTE: Please provide the reference from which the information has been collected, students have to paraphrase the information in their own words. Students can use quotes and references to websites |
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Q2: Research the following and implications for in the sector: (approximately 100 words per aspect)
NOTE: Please provide the reference from which the information has been collected, students have to paraphrase the information in their own words. Students can use quotes and references to websites |
END OF PROJECT
THANK YOU - HAND IN OR SUBMIT YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED AND SUBMITTED
ASSESSMENT 2: Part B -CASE STUDIES
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Q1: CASE STUDY - Jenny Mrs Jenny Jay is a client who has requested at home help for preparing meals. She wants a care worker for assistance in the task as she has mild sight problems, osteoporosis and arthritis. She currently uses a walking aid. The care worker conducted an assessment to identify what support Mrs Jay would require. It was found through this that she would need ongoing support for washing, dressing but encouragement from carers could allow Mrs Jay to become more independent in performing these tasks. The food delivery service she currently uses sends her frozen meals but she finds it hard to read the instructions for heating the food due to the slight visual impairment. This has led to many burnt meals, frustrating Mrs Jay. |
- Why are strong oral communication skills important in the care worker in this scenario?
- How can the carers help without completely removing Mrs Jays sense of independence? Make
some suggestions of modifications.
What are the ideal outcomes of the assistance provided?
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Q2: CASE STUDY: Mr D Mr D is 80 years old and lives alone. He was actively involved in the local community until he experienced a stroke earlier in the year. As a consequence of the stroke, Mr D started becoming more fearful of simple activities due to his poor balance. He refuses to go out on his own ad has reduced the amount of house chores such as vacuuming, laundry and gardening he does. An assessor came to evaluate Mr Ds needs. |
- How should the assessor approach this situation?
- If Mr D requires a care worker, suggest an ideal solution in which he still retains his sense of control over his own life
END OF CASE STUDY
THANK YOU - HAND IN OR SUBMIT YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED AND SUBMITTED
Final Assessments-3 SIMULATION OBSERVATION (OBS)
Student & Assessor Cover Sheet
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Student Name |
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Student ID |
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Date |
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Student Declaration |
I have had time to practice before this assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must demonstrate the skills myself and answer questions. I will do the practical as a simulation under supervision of the Assessor. I am ready for assessment and sign here. |
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Student Signature |
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PRACTICAL Assessment Results |
Assessor initials |
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Result |
Detail here main heading/part in checklist |
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(NYS) |
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Result (1st attempt) |
YES NO Did student complete the tasks to satisfactory standard at 1st attempt? |
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Result (2nd attempt) |
YES NO Did student complete the gap tasks to satisfactory standard at 2nd attempt? Please note items that were assessed at 2nd attempt |
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Result NYS |
Note feedback provided if NYS: |
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Assessors Name |
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Assessor's Signature |
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Assessor Comment: |
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Student Declaration |
I have received the results and feedback for this practical assessment |
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Student Signature |
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Key: |
Satisfactory (S) |
Not Yet Satisfactory (NYS) |
Instructions to Student
- All Students will participate in a series of practical exercises set up and observed by the Assessor.
- These exercises will be conducted by observation and questioning.
- To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.
Student to answer the following questions (Yes or No)
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Do you understand how this assessment ties into the training? |
Y |
N |
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When/where the assessment going to take place and the conditions of the assessment? |
Y |
N |
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3 |
Are the WHS checks satisfactory and equipment ready for the assessment? |
Y |
N |
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Do you feel ready to do the assessment activity? |
Y |
N |
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Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses or demonstration of skills and knowledge in this practical. We expect candidates to be successful at the second attempt. |
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Do you know you can appeal the assessment decision if you think it is not fair? |
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Do you have any special needs that we need to adjust for during this assessment? |
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If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor and do not go ahead.
When you are ready, please sign the cover page.
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Q1. All Students: Role Play Scenario: Below is a scenario where you either develop a map by working in groups or role play accordingly as asked in the scenario. Role Play Instructions: Form a group of 3-5 people. One of you is Mr Yolker, a 73 year old man who has recently moved into residential aged care. Another one of you is the social worker his friends contact to report concerns that he has been forced into residential care against his will and that his son, Clark, is selling off his house against his wishes. The friends report that the aged care facility is not allowing them to visit Mr Yolker, under instructions from his son, who has told the facility that they are undesirable characters who frequently borrow money from Mr Yolker without paying it back. The social worker visits Mr Yolker at the facility and he asserts that he did not want to leave home, but was convinced by Clark that he was here for 'respite', as a temporary measure. The social worker discovers that Mr Yolker has signed over an enduring power of attorney to his son, as he has told him frequently over the last couple of years that he is 'losing his mind' and is not capable of looking after his finances anymore. Mr Yolker tells the social worker that his friends have borrowed money from him in the past but have always paid it back, and says he would like them to be able to visit him. The social worker and Mr Yolker meet with the facility manager, played by another person in the group, and explain that Mr Jeffries would like his friends to be able to visit. The social worker reminds the manager that it is Mr Yolker's right to decide who visits him, and not his sons. With assistance from the social worker, the facility manager organises an appointment with a psychogeriatrician, played by another team member, who tests Mr Yolker's mental capacity and reports that he shows no signs of mental impairment. The psychogeriatrician says that Mr Yolker has decision-making ability and is perfectly capable of managing his own affairs if he wishes to. Act out this scenario as appropriate, in front of your supervisor, and complete the script in a way your group believes is the most effective solution to the issue. Resources required for Practical Assessment Appropriate workplace or simulated work placement where assessment can take place:
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Practical Assessment Marking Form PC = Performance Criteria S = Satisfactory NYS = Not Yet Satisfactory N/A = Not Assessed |
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Performance Criteria |
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Comments/observations |
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Develop relationships with older people
encourages older person to share responsibility of their own support Provide services to older people
Support rights of older person
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ensuring the rights of the older person are upheld
Promote health and re-ablement of older people
identifies strategies and opportunities that maximise engagement of older person
recognises modifications that will promote individual strengths and capacities |
ASSESSMENT METHOD 4: WORKPLACE OBSERVATIONS
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Your WAP contains two forms that need to be completed:
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Work place Attendance Report
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Observation Checklist used to assess the following areas:
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Assessment Record
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Candidate Name: |
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Assessor Name: |
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Location: |
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CHCAGE001 Facilitate the empowerment of older people |
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Circle answer |
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The candidates written short answer questions were: |
Satisfactory |
Not Yet Satisfactory |
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The candidates project was: |
Satisfactory |
Not Yet Satisfactory |
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The candidates observational Assessment was: |
Satisfactory |
Not Yet Satisfactory |
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The candidates work placement assessments were: |
Satisfactory |
Not Yet Satisfactory |
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The candidates overall result was: |
Competent |
Not Yet Competent |
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Comments: |
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Assessors Signature: |
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