For this assessment task, you will be required to analyse and interpret the communication characteristics and needs demonstrated by four different individuals. Each individual is presented in a short video segment and displays characteristics associated with neurogenic speech and/or language conditions. You must watch each video segment and respond to questions about each individual’s presentation. Questions will require you to consider the International Classification of Functioning, Disability, and Health (ICF) and draw on your knowledge of underlying aetiologies/diagnoses and their associated visual and perceptual characteristics, options for additional assessment, and/or areas to consider for goals.

As preparation for the assessment, you are permitted to create and bring in one printed double-sided page of A4 paper with notes to refer to throughout the assessment. Your notes must be typed in 11-point Calibri or Arial font, with 2.54cm margins. Notes may be single-spaced. The notes page must be handed in at the end of the assessment time, but it will not be graded. 

At 1:00pm on 23rd April 2025, the four (4) videos and a Word response document will be released in Moodle. The videos will be available to you on Moodle for the duration of the assessment so that you may watch them as many times as you wish. You must bring your own fully charged laptop and functioning headphones/ear buds. You may refer to your printed double-sided page of notes at any point during the assessment. You may not alter the formatting of the Word response document. On your laptop, only the Moodle videos and response document may be open for the duration of the assessment. The instructor will monitor your laptops throughout the assessment. Accessing any additional materials during the assessment is a breach of academic integrity and a referral will be made to the Academic Integrity office. 

You should aim to arrive at least 10 minutes prior to your assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry of up to 15 minutes after the assessment commencement time. The period of lateness will be deducted from your 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. If your application for deferred assessment is denied, you will receive a fail grade; however, you may be eligible for a supplementary assessment per CQU policy.

Marks are assigned to each question on the Word response document. The approximate distribution of marks across all questions in the assessment is as follows:

• 30% for accuracy of visual and perceptual descriptions
• 30% for accuracy and justification of diagnoses
• 20% for appropriateness and justification of options for further assessment
• 10% for appropriateness and justification of potential goal areas
• 10% for vocabulary/spelling and sentence formulation

Please see the CB87 Academic Integrity handout for information on paraphrasing, source quality, and artificial intelligence use across units in the speech pathology course. Artificial intelligence may not be used for this assessment. The Word document you submit for this assessment must include a declaration on use of artificial intelligence at the end. As this is a timed in-class task, references do not need to be included in your response.

Please note that per section 5.54 in the Higher Education Assessment Policy, late penalties do not apply to this assessment task. If you do not attend or complete this assessment task at the specified date/time, you will receive a mark of zero. In the event that you are unable to attend or complete the assessment task for reasons outlined in the Higher Education Assessment Policy, you must submit an extension request through Moodle. 

For this assessment task, you will be required to answer case-based multiple-choice and short-answer questions in relation to acquired language and cognitive-communication conditions and associated areas that may require intervention. You will be required to apply the International Classification of Functioning, Disability, and Health (ICF) as you draw on your knowledge of underlying aetiologies/diagnoses and their associated characteristics, options for additional assessment, and areas to consider for goals. 

As preparation for the assessment, you are permitted to create and bring in one printed double-sided page of A4 paper with notes to refer to throughout the assessment. Your notes must be typed in 11-point Calibri or Arial font, with 2.54cm margins. Notes may be single-spaced. The notes page must be handed in at the end of the assessment time, but it will not be graded. 

At 1:00pm on 21st May 2025, this test will be released in Moodle using the Quiz function. You must bring your own fully charged laptop. You may refer to your printed double-sided page of notes at any point during the assessment. On your laptop, only the Moodle quiz may be open for the duration of the assessment. The instructor will monitor your laptops throughout the assessment. Accessing any additional materials during the assessment is a breach of academic integrity and a referral will be made to the Academic Integrity office.

You should aim to arrive at least 10 minutes prior to your assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry of up to 15 minutes after the assessment commencement time. The period of lateness will be deducted from your 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. If your application for deferred assessment is denied, you will receive a fail grade; however, you may be eligible for a supplementary assessment per CQU policy.

Marks are assigned to each question on the test. The approximate distribution of marks across all questions in the assessment is as follows:

• 50% for accuracy and justification of diagnoses
• 25% for appropriateness and justification of options for further assessment
• 25% for appropriateness and justification of potential goal areas

Please see the CB87 Academic Integrity handout for information on paraphrasing, source quality, and artificial intelligence use across units in the speech pathology course. Artificial intelligence may not be used for this assessment. The test contains a declaration on academic integrity at the outset. As this is a timed in-class task, references do not need to be included in your response. However, you must ensure responses reflect your own words and are not plagiarised from other sources.

Please note that per section 5.54 in the Higher Education Assessment Policy, late penalties do not apply to this assessment task. If you do not attend or complete this assessment task at the specified date/time, you will receive a mark of zero. In the event that you are unable to attend or complete the assessment task for reasons outlined in the Higher Education Assessment Policy, you must submit an extension request through Moodle. 

For this assessment, you are required to analyse and interpret clinical information relating to acquired speech, language, and/or cognitive conditions and answer questions about your conclusions and your justification. There are two stations for this assessment. For Station 1, you must analyse and interpret a collection of formal and informal assessment results to select and justify a diagnosis. For Station 2, you must analyse case information to propose and justify your selection of standardised assessments. The specific timing and requirements of both stations of the Viva are as follows:

Station 1

A.      Preparation (not assessed): Three (3) hours prior to your scheduled assessment time, the results of speech, language, and/or cognitive assessments for your case will be released on Moodle. You must analyse and interpret the results prior to arriving for your Viva. You are permitted to create and bring in one printed single-sided page of A4 paper with notes, typed in 11-point Calibri or Arial font, with 2.54cm margins. Notes may be single-spaced. The notes page must be handed in at the end of Station 1B, but it will not be graded. 

B.      Evaluation (10 minutes; assessed): At the designated start time for Station 1B, the examiner will ask you to a) summarise the individual’s communication characteristics, b) identify any discrepancies in assessment results and what could account for them, c) identify any gaps in assessment information and how you would go about obtaining this information, and d) propose and justify the likely diagnosis/es. You may refer to your notes page during the Viva, however, be aware that excessive reliance on notes will impact your professional communication and therefore impact marks, per the rubric.

Station 2 takes place in a separate room with a separate examiner. You will have one (1) minute to move between rooms.  

Station 2

A.      Preparation (14 minutes; not assessed): At the designated start time for Station 2A, you will be provided with case information from a different individual, including an estimate of how much time is available to administer standardised assessments at the clinic the individual attends. You will review the case information to select and justify the standardised assessments you would like to administer. The Assessment Cupboard will be open during the 14-minute preparation time, if you wish to briefly consult any assessments stored there. One (1) piece of A4 paper will be provided to you for rough notes. Any rough notes must be handed in at the end of Station 2B, but they will not be graded.

B.      Evaluation (8 minutes; assessed): At the designated start time for Station 2B, the examiner will ask you to explain and justify your choice of standardised assessments. The examiner will then ask you two (2) follow-up questions. These questions may relate to how you considered the International Classification of Functioning, Disability, and Health (ICF) in your selection of assessments, how you will prioritise assessments if there are additional time constraints, what alternatives to standardised tests you might consider, and how each standardised assessment will contribute to developing a functional intervention plan for this individual. You may refer to your rough notes the Viva, however, be aware that excessive reliance on notes will impact your professional communication and therefore impact marks, per the rubric.

You should aim to arrive at least 10 minutes prior to the designated start time for Station 1B. In the extraordinary circumstance that you are late, you will be permitted late entry of up to 5 minutes after the assessment commencement time. The period of lateness will be deducted from your 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. If your application for deferred assessment is denied, you will receive a fail grade; however, you may be eligible for a supplementary assessment per CQU policy.

There are 3 marking criteria that will be used to assess Assessment 3 for SPCH13003:

1. The first criterion focuses on your analysis of assessment results, including the integration of all provided assessment information, the identification of any gaps or discrepancies, and the selection and justification of the likely diagnosis/es. This criterion is worth 45% of this assessment grade.
2. The second criterion focuses on your selection and justification of standardised assessments, including how the chosen assessments will efficiently allow you to create an intervention plan that meets the individual’s functional needs. This criterion is worth 35% of this assessment grade.
3. The third criterion focuses on your professionalism and spoken communication skills in Station 1B and Station 2B. This criterion is worth 20% of this assessment grade.

Please see the CB87 Academic Integrity handout for information on paraphrasing, source quality, and artificial intelligence use across units in the speech pathology course. You may use any resources you wish to assist during Station 1A of this Viva, including artificial intelligence tools. However, students should carefully review the risks and limitations of artificial intelligence described in the Academic Integrity Expectations document linked above. Students are cautioned against relying on the accuracy of information generated by artificial intelligence and students are advised to complete their own analyses, based on information provided via readings, lectures, and tutorials throughout SPCH13003. Artificial intelligence may not be accessed once Station 1B has begun and may not be accessed at any time during Station 2. As this is a live, in-person Viva, there are no submission or referencing requirements. 

Please note that per section 5.54 in the Higher Education Assessment Policy, late penalties do not apply to this assessment task. If you do not attend or complete this assessment task at the specified date/time, you will receive a mark of zero. In the event that you are unable to attend or complete the assessment task for reasons outlined in the Higher Education Assessment Policy, you must submit an extension request through Moodle.