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 CHCCCS022, 'Facilitate independent travel'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate independent travel' 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 specify the level of performance needed to demonstrate achievement of the element. |
1. Prepare to facilitate access to transport | 1.1 Consult with client group/individuals to determine objectives in relation to improved access to transport 1.2 Determine any physical and psychological barriers to access to public transport options 1.3 Determine most appropriate modes of travel in consultation with client group/individuals and taking into account local arrangements 1.4 Consult and liaise with travel industry operators to confirm accuracy of information |
2. Provide information sessions | 2.1 Select learning methods most appropriate for client group/individual 2.2 Provide opportunities for participants to learn about regular and occasional travel options across various transport modes 2.3 Invite transport providers to participate as guest speakers or by providing other learning resources relevant to specified modes of travel 2.4 Demonstrate purpose and advantages of using technology for travel and managing personal safety 2.5 Work collaboratively with participants to navigate timetables and other information sources about available travel options 2.6 Provide information and advice about the use of applications and other search functions, building confidence in their use |
3. Provide opportunities to practise travel | 3.1 Work collaboratively with participants to determine any risks associated with travel 3.2 Assist participants to develop coping strategies to deal with unexpected events 3.3 Provide opportunities for participants to practise travel accompanied by the travel facilitator, a carer or confident traveller known to the participant 3.4 Work with participants to review their practise travel experiences and focus on building confidence |