‘Not Yet Competent’ for one or more assessment tasks?
‘Not Yet Competent’ for one or more assessment tasks?
ASSESSMENT INFORMATION for students
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
Type of Answer
Answer Guidelines
Short Answer
4 typed lines = 50 words, or
5 lines of handwritten text
Long Answer
8 typed lines = 100 words, or
10 lines of handwritten text = of a foolscap page
Brief Report
500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages
Mid Report
1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
Long Report
2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.
Assessment Method
Satisfactory Result
Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions
All questions answered correctly
Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report
Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator
Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity
The assessor will mark the activity against the detailed guidelines/instructions
Does not follow guidelines/instructions
Attachments if requested are attached
Requested supplementary items are not attached
All requirements of the written activity are addressed/covered.
Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace
One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information
Observation
All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level
Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study
All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.
Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full; do not refer to appropriate sources.
Assessment cover sheet
Assessment Cover Sheet
Student’s name:
Assessors Name:
Date:
Is the Student ready for assessment?
Yes
No
Has the assessment process been explained?
Yes
No
Does the Student understand which evidence is to be collected and how?
Yes
No
Have the Student’s rights and the appeal system been fully explained?
Yes
No
Have you discussed any special needs to be considered during assessment?
Yes
No
The following documents must be completed and attached
Written Activity Checklist
The student will complete the written activity provided to them by the assessor.
The Written Activity Checklist will be completed by the assessor.
S
NYS
Observation / Demonstration
The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.
The Observation Checklist will be completed by the assessor.
S
NYS
Questioning Checklist
The student will answer a range of questions either verbally or written.
The Questioning Checklist will be completed by the assessor.
S
NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature:
Date:
Assessor Signature:
Date:
written activity
For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.
1. List the major body systems and then, using the correct terminology; describe the normal structure, function and location and interrelationships of each of the major body systems. Also evaluate how the relationships between different body systems affect and support healthy functioning. This should include:
a. Body regulation including:
i. Maintenance of body temperature
ii. Fluid and electrolyte (including PH) balance
iii. Elimination of wastes from the body
iv. Maintenance of blood pressure
i. Maintenance of body temperature
Skin protects the body, helps to hold it together and helps regulate temperature – so too does the skeleton which contributes, along with muscles and ligaments, to movement and to the manufacture of the blood cells essential for life. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system also maintains body temperature. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.
b. Protection from infection
The immune system is a network of cells, tissues and organs that work together to attack any pathogens that try to enter your body. The human body is a perfect host for bacteria, parasites and fungi, which cause infection. If any of these organisms gain entry to the body, the immune system works to destroy them and rid your body of illness. Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health.
These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.
This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection.
Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash hands:
After using the toilet
Before making or eating food
After handling dogs or other animals
If you have been around someone who is coughing or has a cold.
c. Physical activity – active and passive
Developed by Enhance Your Future Pty Ltd 56
HLTAAP001 Recognise healthy body systems Version 1.1
