Bachelor of Child and Youth Care

Associated Assessment Criteria for Exit Level Outcome 1:

• 1.1 Knowledge is integrated in ways that reveal a clear understanding of the context for child and youth care work, and the particular role of social conditions in contributing to risk for children and youth.
• 1.2 Knowledge of human development assists in explaining development and factors which interrupt or distort normal development in children and youth at risk.

Associated Assessment Criteria for Exit Level Outcome 2:

• 2.1 Knowledge of individuals, and of families/groups as systems contributes to understanding and effective work with both, and assists in the selection of appropriate responses, strategies and approaches.
• 2.2 Family preservation as an approach pervades all work with young person at risk and their families.
• 2.3 A comprehensive range of child and youth care work skills and knowledge is integrated and utilised effectively to produce responses likely to preserve and promote functional families.

Associated Assessment Criteria for Exit Level Outcome 3:

• 3.1 Knowledge of assessment frameworks promotes reasoned discussion of relative usefulness of different approaches and the selection of those most consistent with developmental and therapeutic responses.
• 3.2 Assessments demonstrate knowledge of human development and the significance of context, are consistent with child rights and promote the best interests of the child within a strengths-based approach.

Associated Assessment Criteria for Exit Level Outcome 4:

• 4.1 Knowledge of the philosophies, policies and principles underpinning the legal framework for child and youth care work promotes constructive evaluation of and engagement with policy, and input which is consistent with child rights and the developmental approach.
• 4.2 Procedures developed at global and programme level are coherent, and support one another in the achievement of overall goals and objectives within a child rights framework.

Associated Assessment Criteria for Exit Level Outcome 5:

• 5.1 Interpretation of human behaviour is consistent with mainstream psychological and sociological theories, and incorporates elements of traditional understanding developed during practice.
• 5.2 Responses to, and management of, troubled and troublesome behaviour is therapeutic and consistent with strengths-based and developmental approaches.
• 5.3 Support is in the life-space, and in the moment, as required.
• 5.4 Counselling and/or plans developed, and support offered, promote the best interests of the child, within the child rights framework, and actively advocates on behalf of children at risk and their families.
• 5.5 Activity and programme design are consistent with design principles and promote the broad aims and objectives of care and development plans.
• 5.6 Advanced developmental and therapeutic approaches, strategies and programmes implemented with children and families facilitate holistic development.
• 5.7 Evaluation incorporates all programme aspects, and leads to continuous improvement.

Associated Assessment Criteria for Exit Level Outcome 6:

• 6.1 Workspace and consultative supervision and support provided for child and youth care workers supports them in practice, and contributes to their ongoing professional development.
• 6.2 Own personal development strategies and skills contribute to own professional development and consistent performance in practice.
• 6.3 Management of multi-disciplinary processes contributes to integration of diverse inputs in the best interests of the child.

Integrated Assessment:

The assessment practices will be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged in any way. Learning, teaching and assessment are inextricably interwoven therefore the assessment of knowledge, skills and aspects of self (such as attitudes and values) will be integrated into the qualification. Assessment of fundamental elements will be integrated as far as possible with other aspects and will use practical contexts wherever possible. A variety of methods will be used in assessment, and tools and activities will be appropriate to the context in which the student is working or will work. Wherever it is not possible to assess the student in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment. The term "integrated assessment" implies that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods, and assess combinations of practical, applied, foundational and reflective competencies. Some examples of continuous assessment will be provided through:

• Portfolios
• Simulations
• Workplace assessments and practical workbooks
• Written assignments
• Written tests
• Reflections
• Case studies and presentations
• Peer group evaluation
• Competency evaluations of practical skills
• Face-to-face contact with students Assessors will assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment will ensure that all the outcomes are evaluated in an integrated manner.