Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCAGE004, 'Implement interventions with older people at risk'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement interventions with older people at risk' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Assist with the preparation for a risk assessment | 1.1 Confirm assessment requirements with supervisor or relevant health professional 1.2 Encourage participation of the older person and their carer in assessment and further actions 1.3 Provide information to the older person and/or carer to clarify own role, responsibilities and accountability 1.4 Provide information to the older person and/or carer explaining the assessment process, including explanation of results 1.5 Communicate in a supportive and encouraging manner that is respectful of the older person and carer’s, rights, level of understanding and cultural background 1.6 Seek older person’s permission and cooperation in the assessment process |
2. Contribute to the identification of risks | 2.1 Identify and review factors in the older person’s lifestyle that might affect their level of risk 2.2 Use appropriate tools and methodologies, within scope of role, to determine risk based on physical indicators presented by the older person 2.3 Assist with risk assessment ensuring to minimise unnecessary discomfort to the older person and maximises their participation 2.4 Use the support of carers to identify risks 2.5 Recognise the older person’s risk factors based on medical history, measurements and findings, in collaboration with supervisor and/or relevant health professional 2.6 Identify the older person’s needs, issues and concerns outside scope of own practice and refer to appropriate supervisor and/or health professional |
3. Implement risk minimisation strategies | 3.1 Identify and explain options to minimise risk to the older person and/or carer 3.2 Work with the older person and carer to identify risk minimisation strategies that are consistent with the older person’s safety needs, priorities and specific requirements 3.3 Implement strategies in a safe and effective manner that minimises the older person’s discomfort 3.4 Support carer in contributing to the implementation of strategies, where appropriate |
4. Monitor risk minimisation strategies | 4.1 Monitor the effects of the strategies on the older person 4.2 Identify any indicators of increased risk 4.3 Identify when strategies are not having the desired result and possible reasons for this 4.4 Reassess and identify more appropriate strategies 4.5 Work with the older person and carer to assess the outcomes of risk minimisation strategies 4.6 Discuss feedback from the older person and carer with supervisor and/or or relevant health professional 4.7 Complete, maintain and store all relevant documentation and reports according to organisation policy and protocols in a timely manner |