For this assessment task, which will be conducted via Zoom, you will be required to complete a viva (an oral assessment in the form of a dynamic interview) based on a paediatric clinical scenario.

You will be assessed using criteria informed by Speech Pathology Australia's Professional Standards. This includes your reasoning, professional conduct and reflective practice skills. To pass this task, you need to demonstrate "Approaching Proficiency" level of competence in paediatric clinical practice. Therefore, you need to achieve the requisite number of “Yes” marks in each section of the rubric. A mark below the requisite number of “Yes” marks indicates that you have not met the required level for that area of competency, which equates to a fail grade on the assessment task.

Each criterion on the rubric is graded as follows:

“Yes” - "Approaching Proficiency"

"No” – Not "Approaching Proficiency"

There are four sections in the rubric, each with a minimum required mark. Full details of the requirements for each section and requisite marks are outlined on Moodle. 

There are four marking criteria that will be used to assess your performance in Assessment 1.

• The first criterion focuses on your ability to identify and justify speech pathology needs and describe and justify an appropriate assessment plan.
• The second criterion focuses on your ability to effectively interpret and integrate assessment results, make an appropriate diagnosis or description of the individual's needs, and describe gaps in the information and means by which to obtain further information to create a comprehensive overview of the individual.
• The third criterion focuses on your ability to describe and justify an appropriate intervention plan.
• The fourth criterion focuses on your ability to identify and justify ethical issues present in the case and your professional conduct throughout the viva

Note:

Since this is a pass/fail assessment task, it does not qualify for a supplementary assessment. However, if you do not meet the pass criteria for the viva task, you will be provided with one opportunity to re-sit the entire oral examination assessment. The re-sit will be of an equivalent format and use the same assessment criteria as the original assessment task but you will be given a different case. If you do not meet the pass criteria for the re-sit, you will receive a fail grade on the assessment task.

Late arrivals:

You should aim to check Zoom settings before the scheduled time, and log in at least 5 minutes prior to your assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment up to 10 minutes after the assessment commencement time. If you are denied access to the assessment due to lateness (i.e., arriving beyond the permitted late entry period), you should make an online application for a deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a fail grade.

For this assessment task, you will be required to complete an objective structured clinical examination (OSCE) based on an adult clinical scenario. The OSCE includes 7 stations in total, 5 of which will be assessed. Of the 5 stations that are assessed, 2 will include working with a simulated individual with speech pathology needs (individual). This assessment task requires you to complete the OSCE in the role of a clinician, and also to act in the role of individual for one of your peers or an actor. You will be assessed on your participation and reflection on your role as a simulated individual. Each station of your OSCE is timed. A brief outline is provided below with additional details provided on Moodle.

Outline of OSCE

Station 1 (Not assessed). Review case history, assessment, and diagnosis results.

Station 2 (Assessed). Report on the assessment results to the individual.

Station 3 (Not assessed). Plan speech pathology intervention.

Station 4 (Assessed). Report on the intervention plan to the assessor

Station 5 (Assessed). Implementation of speech pathology intervention with the individual.

Station 6 (Assessed). Identification of ethical issues in the case.

Station 7 (Assessed). Reflective practice and lifelong learning.

During the OSCE, you must independently demonstrate your skills, knowledge, and competence in the areas of adult clinical practice. This OSCE requires you to independently integrate information, problem-solve in real-time, and make decisions regarding assessment and intervention and the overall management of an individual, with reference to the ICF and within the ethical guidelines of the speech pathology profession.

You must also demonstrate your use of effective thinking, reasoning, and reflective skills and provide clear and appropriate rationales for decisions that carefully consider evidence-based practice.

Parts of your OSCE will be video-recorded for assessment purposes.

You will be assessed using criteria informed by Speech Pathology Australia's Professional Standards. This includes your reasoning, professional conduct, and reflective practice skills.

To pass this task, you need to demonstrate that you are at an "Approaching Proficiency" level of competence in adult clinical practice, details of the behaviours are outlined on the task description on Moodle. You need to achieve the required number of "Yes" marks at each graded station of the rubric. Fewer than the required number of "Yes" marks at any assessed station of the rubric indicates that you have not met "Approaching Proficiency" level for that area of competency, which equates to a fail grade on the assessment task. Each criterion on the rubric is graded as follows:

“Yes”– "Approaching Proficiency"

“No” - Not "Approaching Proficiency"

There are 5 graded stations on the rubric, each with a minimum required mark. A full description of the assessed stations, including the minimum required mark will be outlined on the task description on Moodle. A brief description of each station is outlined below.

Station 2:

You will need to provide the individual with feedback regarding the assessment results including possible outcomes. Students will be graded on their ability to provide accurate, appropriate person-centred information and respond to individual questions.

Station 4:

After independently planning appropriate, evidence-based speech pathology intervention for the adult individual, you will be required to verbally outline your intervention plan to the assessor and explain how this plan will meet the individual’s goals. You will be assessed on your explanation and justification of your approach and, its reference to evidence-based practice.

Station 5:

You will need to implement your intervention plan with the individual. Students will be graded on their ability to select appropriate therapy materials, implement therapy in a person-centred manner and respond to the individual's needs.

Station 6:

You will need to justify the decisions you made within the context of an ethical issue in the case. Students will be graded on their ability to identify ethical issues and professionally conduct themselves during the OSCE.

Station 7:

During the day of scheduled OSCEs you will play the role of the individual for a subsequent student colleague (or actor). Instructions on this role will be provided on Moodle and, on the day. Following completion of the individual role, you will be required to complete and submit the student marking rubric (available on Moodle). You will be graded on your submission of the completed rubric, your reflections on your role as the individual, and your contribution to student learning.

Note:

Since this is a pass/fail assessment task, it does not qualify for a supplementary assessment. However, if you do not meet the pass criteria for the OSCE task, you will be provided with one opportunity to re-sit the entire OSCE task. The re-sit will be of an equivalent format and use the same assessment criteria as the original assessment task but you will be given a different case. If you do not meet the pass criteria for the re-sit, you will receive a fail grade on the assessment task.

Late arrivals:

You should aim to arrive at least 15 minutes prior to the assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up to 10 minutes after the assessment commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e., arriving beyond the permitted late entry period), you should make an online application for a deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a fail grade for your assessment item and you may be eligible for a supplementary assessment in line with CQU policy.