• Intake statement of learning: Intake is the pathway of referral for clients at the CDTRC. Students are responsible for primary contact and the provision of information to members of the community. At the completion of the required monitoring period, students complete the intake statement of learning listing the types of client referrals taken. Students will identify skills or experiences gained or improved during intake. All students are required to document their experiences to ensure they achieve an understanding of this aspect of speech pathology practice.
• First year screening statement of learning: Students administer a set number of general communication screeners to an adult population (I.e. first year BAppSc Speech Pathology students). Students  then reflect on and document their experiences
• Attendance at orientation and all appointments: Attendance is required at orientation activities at the commencement of clinical placement.  This ensures students understand the requirements before placement starts, and maximises learning provided during placement. Attendance and participation at all service appointments is also required for patient care and  practice education development.
• Attendance at all practice supervision sessions: Attendance at meetings with practice educator and/or peers during placement is required to consolidate clinical skills and support ongoing case-management.
• COMPASS®: COMPASS® is the national assessment tool approved for use by Speech Pathology Australia. Each student’s practice is assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result).  Nearing entry level is required for students in their penultimate placement and entry level is required for students in their final clinical placement on COMPASS®. Students who do not pass this assessment will receive a fail grade for the unit, regardless of their completion of other assessment items.  
• Professional paperwork: At the conclusion of placement, students must complete and submit professional paperwork.  
  • Practice documentation includes the number of hours spent providing individual and service level assessment and intervention to individuals with communication and swallowing needs. This allows for tracking of practice experiences, in terms of hours, skills, scope of practice, and service type.
  • Students provide their practice educator and/or unit coordinator with feedback via an evaluation survey regarding their experiences and learning on placement.
• * If this is not the student's final placement: Reflection Assignment 
  • Students must engage in written and/or verbal reflection with their Practice Educator,  as well as submit a written reflection (500 words) at the end of placement on Canvas. Please see Canvas for further information
• ** If this is the student's final placement: Portfolio, CaPE attendance and Final Capstone Task
  • The Portfolio provides evidence of a student's entry level competence and readiness to enter the profession as described by Speech Pathology Australia. Students submit an ePortfolio within one week of completion of their final placement
  • Each year, Completion and Professional Entry (CaPE) activities and resources are provided to help students make the transition to graduate speech pathologist. Attendance and participation is required for students undertaking their final placements.
  • Students in their final placement unit are required to complete a Final Capstone Task. In this task, students are individually assessed on their readiness to enter the profession, through the examination of capabilities including their evidence-based practice skills, ability to transfer knowledge between practice areas, professionalism, critical thinking, and collaboration with individuals, families, and professionals. The task will be completed after completion of final placements. 

Detailed information for each assessment can be found on Canvas.