In this this assessment, you will be required to analyse and interpret the communication characteristics and needs demonstrated by four (4) different individuals who present with features associated with motor speech disorders. Each individual’s presentation will be heard and/or shown in an audio and/or video segment.  

For each segment, you will respond to questions requiring you to: 

• Apply the International Classification of Functioning, Disability and Health (ICF) framework
• Identify visual and/or perceptual characteristics of motor speech disorders  
• Draw on your knowledge and understanding of underlying aetiologies/diagnoses
• Consider appropriate additional assessments, and/or  
• Identify potential areas for goals  

Your responses will be graded based on the accuracy of your perceptual analysis, your application of the ICF framework, your use of appropriate clinical terminology, the depth and clarity of your clinical reasoning and/or your ability to integrate relevant knowledge into your responses.  

You may bring one printed double-sided A4 page of notes into the assessment. This notes page must be typed in 11-point Calibri or Arial font, with margins set at 2.54 cm, and may be single spaced. The notes page must be handed in at the end of the assessment but will not be graded. Other than this page, no additional materials are permitted.  

You must bring your own fully charged laptop, your laptop charger, and functioning headphones or ear buds. Only the Moodle audio and/or video files and the Word response document may be open on your laptop during the assessment. The instructor will monitor student laptops for the duration of the assessment. Accessing any additional digital or physical materials is a breach of academic integrity and will result in a referral to the Academic Integrity Office.  

At 1:00pm on 30th March 2026, the four (4) audio and/or videos files and a Word response document will be released in Moodle. These files will remain accessible for the duration of the assessment period, and you may replay them as often as needed. You are expected to access these materials only through Moodle during the assessment time. 

You should aim to arrive at least 10 minutes prior to your scheduled assessment start 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 lost time due to 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 submit 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. 

Level of GenAI use allowed:  

Level 1

The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. 

The 72-hour grace period does not apply to this assessment.  

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
• 25% for appropriateness and justification of options for further assessment
• 15% 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. As this is a timed in-class task, references do not need to be included in your response.

Please note that per section 5.50 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. 

This assessment will be completed in-class from 1:00pm to 2:00pm on 30th March 2026. Students will upload their completed Word response document to Moodle no later than 2:00pm on 30th March 2026.

In this this assessment, you will be required to answer case-based multiple-choice and short-answer questions related to acquired language conditions that may require intervention. You will be required to apply the International Classification of Functioning, Disability, and Health (ICF) framework as you draw on your knowledge of:

• Underlying aetiologies/diagnoses and their associated characteristics,
• Options for additional assessment, and
• Key areas to consider when developing intervention goals

Your responses will be graded based on how effectively you apply clinical reasoning, integrate relevant theoretical knowledge, and interpret case information using the ICF framework.

You may bring one printed double-sided A4 page of notes into the assessment. This notes page must be typed in 11-point Calibri or Arial font, with margins set at 2.54 cm, and may be single spaced. The notes page must be handed in at the end of the assessment but will not be graded. Other than this page, no additional materials are permitted.

At 1:00pm on 11th May 2026, the test will be released in Moodle. You must bring your own fully charged laptop and your laptop charger. Only the Moodle quiz may be open on your laptop during the assessment. The instructor will monitor student laptops for the duration of the assessment. Accessing any additional digital or physical materials is a breach of academic integrity and will result in a referral to the Academic Integrity Office.

You should aim to arrive at least 10 minutes prior to your scheduled assessment start 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 lost time due to 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 submit 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.

Level of GenAI use allowed:

Level 1 

The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72-hour grace period does not apply to this assessment.

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. As this is a timed, in-class task, references are not required in your responses. However, all short answers questions must be written in your own words and must not be plagiarised from any other sources.

Please note that per section 5.50 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.

In this this assessment, you will be 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 (2) stations for this assessment:

• Station 1: You must analyse and interpret a collection of formal and informal assessment results to select and justify a diagnosis.
• 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

Part A: Preparation (not assessed):

• Three (3) hours prior to your scheduled assessment time, the results of speech, language, and/or cognitive assessments for your assigned case will be released on Moodle. You must review, analyse, and interpret the results prior to arriving for your Viva.
• You are permitted to bring in one (1) printed double-sided page of A4 paper of notes. Notes must be typed in 11-point Calibri or Arial font with 2.54cm margins and may be single-spaced. No additional materials are permitted. Your notes page must be handed in at the end of Station 1B, but it will not be graded.
• You will also have access to the assessment cupboard 15 minutes before Station 1B begins. 

Part B: Evaluation (10 minutes; assessed):

• At the designated start time for Station 1B, the examiner will ask you to:
  1. Summarise the individual’s communication characteristics,
  2. Identify any inconsistencies in assessment results and what could account for them
  3. Identify any gaps in assessment information and how you would go about obtaining this information, and
  4. Propose and justify the likely diagnosis/es.
• You may refer to your notes page during the Viva; however, 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

Part A: Preparation (10 minutes; not assessed)

• At the designated start time for Station 2A, you will be provided with case information for 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 10-minute preparation time should you wish to briefly consult any assessments stored there.
• One (1) piece of A4 paper will be provided to you for rough notes, and you may write on both sides of the paper. Any rough notes must be handed in at the end of Station 2B, but they will not be graded.

Part 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 would prioritise assessments if additional time constraints were present
  • What alternatives to standardised tests you might consider, and
  • How each standardised assessment would contribute to developing a functional intervention plan for this individual.
• You may refer to your notes page during the Viva; however, excessive reliance on notes will impact your professional communication and therefore impact marks, per the rubric.

You should aim to arrive at least 15 minutes prior to your scheduled assessment 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 lost time due to 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 submit 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.

The 72-hour grace period does not apply to this assessment.

Level of GenAI use allowed:

Level 2 

• Artificial intelligence (AI) may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. You may use AI for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.

You may use any resources you wish to assist during Station 1A of this Viva, including AI tools. However, you should carefully review the risks and limitations of artificial intelligence described in the Academic Integrity Expectations document linked above. You are cautioned against relying on the accuracy of AI-generated information and are advised to complete your own analyses based on information provided via readings, lectures, and tutorials throughout SPCH13003.

AI tools may not be accessed once Station 1B has begun, and they are not permitted at any time during Station 2.  

As this is a live, in-person Viva, there are no submission or referencing requirements. 

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

1. Criterion one (1) focuses on your analysis of assessment results, including the integration of all provided assessment information, the identification of any gaps or inconsistencies, and the selection and justification of the likely diagnosis/es. This criterion is worth 50% of this assessment grade.
2. Criterion two (2) 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 40% of this assessment grade.
3. Criterion three (3) focuses on your professionalism and spoken communication skills in Station 1B and Station 2B. This criterion is worth 10% of this assessment grade.

Please note that per section 5.50 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.