| | | | | | | How will I be Assessed? For more detailed assessment information please see MyLO. |
| | | | | | | | | | | | | | | | | ASSESSMENT TASK # | ASSESSMENT TASK NAME | DATE DUE | WEIGHT | LINKS TO INTENDED LEARNING OUTCOMES | Assessment Task 1: | Language and literacy assignment | Week 5 | 40 % | LO1, LO2, LO3, LO4, LO5 | Assessment Task 2: | Speech assignment | Week 10 | 35 % | LO1, LO2, LO3, LO4, LO5 | Assessment Task 3: | Swallowing and Voice Assignment | Week 14 | 25 % | LO1, LO2, LO3, LO4 |
| | | | | | | | | | | | | | | | | | | | Assessment Task 1: Language and literacy assignment | Task Description: | In this case-based assessment you will apply your theoretical understanding and knowledge of assessment and intervention principles in response to paediatric and adult case information, with a focus on optimising language and/or literacy at an individual and/or community level.
Your assessment submission will comprise a number of components, including written and video tasks. Tasks may include analysis and interpretation of case data within the context of a theoretical model, identifying gaps in case information required to plan intervention, planning further assessment, formulating a differential diagnosis, scripting feedback, role playing a collaborative goal setting interaction with client and/or family member, providing evidence-based rationales for intervention goals and recommended treatment approaches, preparing management or session plans, demonstrating an intervention approach or technique, planning outcome measurement, responding to cultural considerations, identifying roles and responsibilities of team members, and preparing presentations for other team members. Some of the tasks may require you to work in pairs or small groups to film role-play videos and demonstrate clinical and interactional skills. You will have the opportunity to work through case scenarios using the decision making framework in the unit and during the Residential Schools, providing opportunities for formative feedback and peer discussion to prepare you for your assessment.
The tasks align with the Speech Pathology Australia Professional Standards and will contribute to your professional portfolio and evidence of competency development across the course. Templates will be provided to help you structure your responses to each of the component tasks. You must successfully pass this assessment task to be eligible for a pass in the unit. This task assesses competencies that contribute to core claims of competency for speech pathology practice.
| Task Length: | 3000 words and 15 minutes video | Due Date: | Week 5 | Weight: | 40 % | | | CRITERION # | CRITERION | MEASURES INTENDED LEARNING OUTCOME(S) | | | | 1 | Analyse and interpret case information integrating theory and research to hypothesise the impact of language and/or literacy needs on functioning and participation and relevant environmental and personal factors. | LO1, LO3 | 2 | Identify gaps in case information required and plan further evidence-based and culturally responsive assessment to support differential diagnosis and/or intervention planning. | LO1, LO2, LO3 | 3 | Formulate and communicate a differential diagnosis with supporting rationale. | LO1, LO3 | 4 | Identify goals for intervention, detailing how goals would be set in partnership with the client and/or other relevant people. | LO5 | 5 | Design, justify and/or demonstrate holistic, culturally responsive, and evidence-based intervention and/or service response plans to optimise language and literacy. | LO4 | 6 |
Devise a plan for outcome measurement to determine whether intervention goals have been met. | LO5 |
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| | | Assessment Task 2: Speech assignment | Task Description: | In this case-based assessment you will apply your theoretical understanding and knowledge of assessment and intervention principles in response to paediatric and adult case information, with a focus on optimising speech at an individual and/or community level.
Your assessment submission will comprise a number of components, including written and video tasks. Tasks may include analysis and interpretation of case data within the context of a theoretical model, identifying gaps in case information required to plan intervention, planning further assessment, formulating a differential diagnosis, scripting feedback, role playing a collaborative goal setting interaction with client and/or family member, providing evidence-based rationales for intervention goals and recommended treatment approaches, preparing management or session plans, demonstrating an intervention approach or technique, planning outcome measurement, responding to cultural considerations, identifying roles and responsibilities of team members, and preparing presentations for other team members. Some of the tasks may require you to work in pairs or small groups to film role-play videos and demonstrate clinical and interactional skills. You will have the opportunity to work through case scenarios using the decision making framework in the unit and during the Residential Schools, providing opportunities for formative feedback and peer discussion to prepare you for your assessment.
The tasks align with the Speech Pathology Australia Professional Standards and will contribute to your professional portfolio and evidence of competency development across the course. Templates will be provided to help you structure your responses to each of the component tasks. You must successfully pass this assessment task to be eligible for a pass in the unit. This task assesses competencies that contribute to core claims of competency for speech pathology practice.
| Task Length: | 2500 words and 10 minutes video | Due Date: | Week 10 |
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