For this assessment task, you will be required to prepare and deliver a recorded oral presentation that explains the global perspective of speech pathology in relation to a specific area of practice (e.g., literacy, stuttering). You are required to present on how your assigned country and area of practice compares to the Australian perspective. Your presentation must address the following questions:

1. What is similar and different in the scope for this area of practice in the two countries? Is the Australian scope broader or narrower?
2. What is similar and different in the training of students and/or expectations of graduates for this area of practice in the two countries?
3. What is the public perception (attitudes, beliefs, awareness, support) of speech pathology in general or this area of practice specifically in the two countries? For example:
   • Do consumer-oriented guidelines/resources (e.g., hearing loss support network) direct consumers to speech pathologists?
   • Do cultural or linguistic differences impact service availability or approach to service provision?
4. How are other professions involved in the delivery of services for this area of practice in the two countries? For example:
   • Is there a clearly defined scope of practice for speech pathologists vs other health and education professionals?
   • What areas of overlap exist between professions? Are any areas of overlap positive (i.e., contribute to improved collaboration) or negative (i.e., contribute to tension and disagreement)?

Your presentation slides must also include a reference list at the end.

During the intensive on 11th July 2025, you will receive the list of country/area of practice topics and will have an opportunity to indicate your preferences. There is no guarantee that any student will receive their preferred topic. The assigned country/area of practice topic will be confirmed by the end of the intensive. A maximum of two students will be assigned to any given topic. Any students who do not indicate a preference will be assigned to an available topic. Each country/area of practice topic will have two articles provided (one for Australia and one for the other country) to help you initiate your research and planning for this assessment. 

You presentation must be at least 8 minutes and no longer than 9 minutes in length. Presentations will only be marked until the 9-minute mark. Content after this point will not be viewed. You will use the Video Record function in PowerPoint to create your presentation. You will upload your PowerPoint file to the assessment folder in Moodle but also to the designated Moodle Discussion Forum for all students to watch. Each student will be assigned to post a question about one other presentation, and the lecturer will post a question about each presentation. Questions and answers must be posted by the specified deadlines.

Level of AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any Al-generated content you use. You must include the AI Declaration on the first slide following your title slide in your presentation, explaining if/how you used AI to support your work.

As this assessment involves a presentation and addressing questions from peers, the 72-hour grace period does not apply. All three deadlines must be met, or late penalties will apply.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 1 for SPCH13006:

1. The first criterion focuses on how clearly and comprehensively your presentation addresses the four required components described above. This criterion is worth 70% of this assessment grade.
2. The second criterion focuses on your presentation skills, including content pacing, audience engagement, professionalism, spoken communication, and written communication (slide content and style). This criterion is worth 15% of this assessment grade, however reduced clarity of delivery may additionally impact marks for criterion #1 above.
3. The third criterion focuses on your referencing. This criterion is worth 5% of this assessment grade, however inadequate referencing may additionally impact marks for criterion #1 above.
4. The fourth criterion focuses on how how clearly and specifically you respond to the questions from your peer and lecturer. This criterion is worth 10% of this assessment grade.

Detailed marking rubrics for each criterion will be included in the Task Description in Moodle.

This assessment task is comprised of four individual reflection tasks. Each reflection is associated with academic content covered at specific points in the term, either in the recorded lectures and online activities or during in-person tutorials. Each reflection requires applying your academic knowledge to your current and/or previous placement experiences to make actionable recommendations for your “future clinical self.”  Ensure you select specific experiences that resulted in new learning.

Each of the first three reflections requires use of a specific reflection model, initially learned in SPCH13001 then reviewed during the Intensive for SPCH13006. You may choose whichever model you prefer (D-I-O, Driscoll, or Adapted Gibbs) for the final reflection. For all reflections, you will use the Depth of Analysis handout (Hill, 2018) from SPCH13001 and the Intensive as a guide to ensure you engage in deep reflection that will enable specific growth in your clinical skills.

Reflection Task 1

Topic: Knowledge transfer

Model: D-I-O

Content taught: Intensive (11th July 2025)

Word limit: 500 words

Knowledge transfer is essential for practising effectively and efficiently as a speech pathologist. Speech pathologists must learn which knowledge and skills may transfer to other clinical populations to be prepared to serve clients with characteristics and needs we may have never seen before. We must therefore understand why some knowledge/skills may transfer and then have a plan for how to transfer knowledge/skills. For this task, you are required to consider the content learned during the Intensive, together with the Speech Pathology Australia (SPA) Professional Standards, and reflect upon how you approached knowledge transfer on placement and how you will adapt your approach for your future clinical experiences.

Reflection Task 2

Topic: Data tracking and outcome measurement

Model: Driscoll

Content taught: Weeks 1-2

Word limit: 500 words

When intervention outcomes cannot be clearly demonstrated, clients may not perceive value in continuing services and governments may not perceive value in funding services. For this task, you are required to consider the content learned in Weeks 1-2, together with the SPA Professional Standards, and reflect upon how you approached data tracking and outcome measurement on placement and how you will adapt your approach for your future clinical experiences.

Reflection Task 3

Topic: Communicating with Aboriginal and Torres Strait Islander Peoples

Model: Adapted Gibbs

Content taught: Intensive (11th July 2025), Week 4, Week 6

Word limit: 600 words

A key component to effective client-, family-, and community-centred practice is ensuring your clinical communication reflects your clients’ personal and cultural experiences and preferences. This is especially true when working with Aboriginal and Torres Strait Islander peoples, where colonialisation has had an additional impact beyond race, religion, and culture. For this task, you are required to consider the content learned during Weeks 4 and 6 as well as during the Clinical Yarning modules (https://lms.wacrh.uwa.edu.au/course/view.php?id=7), together with the SPA Professional Standards, and reflect upon how you approached clinical communication with Aboriginal and Torres Strait Islander peoples on placement and how you will adapt your approach for your future clinical experiences. If you have not yet had an opportunity to work with an Indigenous person, please apply your learning on this topic to another client.

Reflection Task 4

Topic: Interprofessional practice

Model: Your choice (DIO, Driscoll, or Adapted Gibbs)

Content taught: Weeks 5-8

Word limit: 600 words

Regardless of your practice setting, there is a high likelihood that you will be collaborating with health and education professionals from a range of disciplines. It is known that interprofessional collaboration is important to effectively and efficiently meet the needs of our clients and to prevent adverse outcomes. For this task, you are required to consider your experiences in Weeks 5-8 via the IPE modules, together with the SPA Professional Standards, and reflect upon changes you made in how you approached interprofessional collaboration in Term 2 compared to Term 1 and how you will further adapt your approach for your future clinical experiences. You must attach the assessment plan and intervention plan you completed with your IPE team as an Appendix to this assessment, but the content is not included in the word limit. All sections in both plans must be completed in sufficient detail for another clinician/team to follow. Ensure all acronyms are explained.

Level of GenAI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any Al-generated content you use. You must include the AI Declaration on your cover page, explaining if/how you used AI to support your work.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 2 for SPCH13006:

1. The first criterion focuses on how accurately you have applied the components of the reflection model to each of the four reflection tasks. This criterion is worth 15% of this assessment grade.
2. The second criterion focuses on how effectively you have demonstrated a deep level of analysis in each of the four reflection tasks. This criterion is worth 60% of this assessment grade.
3. The third criterion focuses on the clarity of your writing style, including spelling, vocabulary choice, sentence formulation, paragraph formulation, and coherence across paragraphs This criterion is worth 20% of this assessment grade, however reduced writing clarity may additionally impact marks for criteria #1 and #2.
4. The fourth criterion focuses on your referencing. This criterion is worth 5% of this assessment grade, however inadequate referencing may additionally impact marks for criteria #1 and #2.

Detailed marking rubrics for each criterion will be included in the Task Description in Moodle.

For this placement, you will be required to attend one full day per week of clinic at your assigned placement site for 12 weeks (or equivalent). Your Practice Educator (PE) will assess your competence across the seven CBOS units and each of the four generic professional competencies at both the mid and final points of the placement through the use of the COMPASS Online assessment tool. In addition, you will be required to complete a self-assessment at each of these placement points through COMPASS Online.

At the commencement of your placement, you will need to complete a learning contract, which is to be reviewed by you and your PE as part of the mid-placement and final-placement assessments. By the end of your placement, you are expected to demonstrate intermediate level competence across each of the CBOS Units 1-7 and in each generic professional competency unit. Your placement this term will involve either a paediatric or an adult caseload. You do not need to submit any documentation to Moodle for your COMPASS-assessed placement. Further information regarding the expectations when participating in clinical placements such as dress code, attendance requirements, and mandatory checks (pre-clinical requirements) can be found in the Speech Pathology Practice Education Handbook. Note that all pre-clinical requirements mentioned in the Speech Pathology Practice Education Handbook (and also stipulated on the online SONIA database) must be completed prior to the start of term and must remain current for the duration of the placement. Any student who fails to comply will not be permitted to commence their placement, which will affect their ability to complete this assessment task. Further information and instructions regarding all mandatory checks (pre-clinical requirements) can be found on the SONIA database or obtained by contacting the Work-Integrated Learning (WIL) team via email: wil-hmas@cqu.edu.au.

Level of AI use allowed:

Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. You cannot use AI in the completion of Assessment 3.

As this assessment relates to a clinical placement, the 72-hour grace period does not apply.

You will be assessed on the following four generic professional competencies through the use of COMPASS Online:

• Professional Competency Unit 1: Reasoning
• Professional Competency Unit 2: Communication
• Professional Competency Unit 3: Learning
• Professional Competency Unit 4: Professionalism

You will also be assessed on the following seven CBOS Units:

• CBOS Unit 1: Assessment
• CBOS Unit 2: Analysis and Interpretation
• CBOS Unit 3: Planning Evidence-Based Speech Pathology Practice
• CBOS Unit 4: Implementation of Speech Pathology Practice
• CBOS Unit 5: Planning, Providing and Managing Speech Pathology Services
• CBOS Unit 6: Professional and Supervisory Practice
• CBOS Unit 7: Lifelong Learning and Reflective Practice

Further information regarding each of these units can be found in the COMPASS Assessment Resource Manual, available through COMPASS online: https://compass.speechpathologyaustralia.org.au/compass/portal/portal.jsp

In order to complete all of the requirements and pass this assessment task, you must:

• Complete a learning agreement in the first three weeks of the placement and have this reviewed by you and your PE as part of the mid-placement and final-placement assessments.
• Complete a self-assessment through COMPASS online a minimum of two days prior to meeting with your PE at both the mid-placement and final-placement assessment points.
• Be assessed by your PE across all seven CBOS units and each of the four generic professional competency (GPC) units at the mid-placement and final-placement points.
• By the end of your placement, demonstrate intermediate level competence across each of the CBOS units 1-7, according to COMPASS Online results that are determined by your PE.
• By the end of your placement, demonstrate intermediate level competence across each of the four generic professional competency (GPC) units, according to COMPASS Online results that are determined by your PE.

Both the pass and failure criteria that apply to clinical placements are described in detail in the Speech Pathology Practice Education Handbook. Both PEs and students should familiarise themselves with these criteria. As stated in the Practice Education Handbook, the Practice Education Coordinator will make the final decision regarding a student's results based on all available evidence relating to the student's performance whilst completing the placement.

You must complete a Work Integrated Learning Log showing the clinical experiences/hours you accumulated at your sessional placement. At the completion of the placement, this form must be signed by both you and your PE. You must then submit the form via Moodle within one week of the completion of your sessional placements. The specific record form that is to be used and the instructions for completion is available on the CB87 Speech Pathology Course Moodle under the Practice Education / WIL tile.

It should be noted that Speech Pathology Australia (SPA) does not specify the number of clinical hours that students must complete during the course of any Australian university’s Speech Pathology program. SPA instead places the focus on the minimum level of competence, skills, and knowledge required for entry into the workforce as a qualified and competent speech pathologist. CQUniversity’s approach is consistent with SPA’s philosophy and therefore does not have a specific requirement regarding the minimum number of clinical hours each student must complete by the end of the Speech Pathology course. Submission of the record form for this unit is therefore a pass/fail assessment requirement. You should be aware that you are also expected to track this data and keep copies for your own records, as evidence of clinical hours may be required if you are requested to provide evidence of clinical experience when applying for work as a speech pathologist overseas.

Level of AI use allowed:

Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. You cannot use AI in the completion of Assessment 4.

As this assessment relates to a clinical placement, the 72-hour grace period does not apply.

In order to pass this assessment task, you must complete and submit a copy of the Work Integrated Learning Log provided to you by the Practice Education Coordinator within one week of completing your placement. Instructions for completion are available on the record form that has been provided to you on the CB87 Speech Pathology Course Moodle under the Practice Education / WIL tile.