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 CHCCS400B, 'Work within a relevant legal and ethical framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work within a relevant legal and ethical framework' 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 |
1. Demonstrate an understanding of legislation and common law relevant to work role | 1.1 Demonstrate in all work, an understanding of the legal responsibilities and obligations of the work role 1.2 Demonstrate key statutory and regulatory requirements relevant to the work role 1.3 Fulfil duty of care responsibilities in the course of practice 1.4 Accept responsibility for own actions 1.5 Maintain confidentiality 1.6 Where possible, seek the agreement of the client prior to providing services |
2. Follow identified policies and practices | 2.1 Perform work within identified policies, protocols and procedures 2.2 Contribute to the review and development of policies and protocols as appropriate 2.3 Work within position specifications and role responsibilities 2.4 Seek clarification when unsure of scope of practice as defined by position description or specific work role requirements 2.5 Seek clarification of unclear instructions |
3. Work ethically | 3.1 Protect the rights of the client when delivering services 3.2 Use effective problem solving techniques when exposed to competing value systems 3.3 Ensure services are available to all clients regardless of personal values, beliefs, attitudes and culture 3.4 Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person 3.5 Recognise unethical conduct and report to an appropriate person 3.6 Work within boundaries applicable to work role 3.7 Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality 3.8 Demonstrate awareness of own personal values and attitudes and take into account to ensure non-judgemental practice 3.9 Recognise, avoid and/or address any conflict of interest |
4. Recognise and respond when client rights and interests are not being protected | 4.1 Support the client and/or their advocate/s to identify and express their concerns 4.2 Refer client and/or their advocate/s to advocacy services if appropriate 4.3 Follow identified policy and protocols when managing a complaint 4.4 Recognise witnessed signs consistent with financial, physical, emotional, sexual abuse and neglect of the client and report to an appropriate person as required 4.5 Recognise and respond to cultural/linguistic religious diversity, for example providing interpreters where necessary |