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 CHCCSL507A, 'Support clients in decision-making processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support clients in decision-making processes' 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. Assist clients in clarifying their aims and requirements | 1.1 Clearly explain to clients the policy on record-keeping and confidentiality 1.2 Encourage clients to identify and explore overall aims, requirements, and ideas for meeting them 1.3 Encourage clients to feel at ease and express themselves 1.4 Identify practical goals and requirements, and discuss with clients how these might be modified 1.5 Identify with clients potential courses of action for meeting individual aims and requirements 1.6 Where aims and requirements of clients cannot be met, refer clients to appropriate alternative sources of guidance and support 1.7 Identify indicators of client issues requiringreferral and report or refer appropriately, in line with organisation requirements |
2. Enable clients to explore possible courses of action | 2.1 Explore with clients factors which could influence the preference for and ability to achieve a course of action 2.2 Explore with clients features of and likely consequences of possible courses of action 2.3 Check client understanding of what is involved in each course of action 2.4 Help clients to assess advantages and disadvantages of each possible course of action, and their overall appropriateness for meeting particular client requirements 2.5 Encourage clients to decide on a course of action and to consider alternatives which could be used if necessary 2.6 Document decisions and agreed support within organisation guidelines |