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 CHCDFV301A, 'Recognise and respond appropriately to domestic and family violence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Recognise and respond appropriately to domestic and family violence' 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. Work within a domestic violence framework | 1.1 Plan work practices to ensure maximum consideration is given to client and worker safety 1.2 Ensure work undertaken demonstrates consideration and understanding of the underpinning values and philosophies of domestic violence work and the nature of domestic violence, including its effects, its social, historical, political and economic context and its place in the criminal justice system 1.3 Participate in support processes to obtain professional feedback and to monitor occupational health and stress 1.4 Demonstrate in all work, understanding of the rights and responsibilities of the individual, the family, the community and society to minimise or prevent domestic violence |
2. Promote confidence with clients affected by domestic violence | 2.1 Use appropriate interpersonal skills that develop rapport and promote confidence, allowing accurate and relevant exchange of information 2.2 In all work, demonstrate sensitivity to client's specific needs and any cultural, family and individual differences 2.3 Conduct interviewsand interactions with clients in a safe environment and in a manner which allows the client to explore their issues/options 2.4 Explain rights and responsibilities of client and worker and promote throughout client contact as appropriate 2.5 In all work apply organisation standards and procedures and comply with legislative and statutory requirements |
3. Identify client needs | 3.1 Appropriate interpersonal skills are employed to ensure that the client's safety needs and other needs are accurately identified 3.2 Mechanisms are employed to ensure that all relevant client information is collected 3.3 Information is assessed for complexity, urgency and eligibility so that priorities for service delivery and safety can be identified 3.4 Any indications of nature of risk or threats to safety are analysed and responded to 3.5 Worker's and workplace's limitations in addressing and assessing client needs are identified and assistance is sought from appropriate persons to best meet the needs of the client and their family |
4. Respond to client needs | 4.1 In responding to client needs, prioritise the physical and emotional safety of clients, their family and workers 4.2 Provide client with information about available services for meeting their needs 4.3 Seek support and make appropriate referrals to cater for clients needs according to organisation standards and procedures 4.4 In all work demonstrate sensitivity to client's specific needs and any cultural, family and individual differences 4.5 Provide advice on client services in accordance with organisation standards and procedures 4.6 Undertake record-keeping and reporting in accordance with organisation standards and procedures |