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 CHCDFV813B, 'Promote accountability of users of domestic and family violence and abuse'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote accountability of users of domestic and family violence and abuse' 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. Establish the accountability frameworks within which the intervention takes place | 1.1 Use questioning to explore understanding of the users of domestic and family violence of how and to whom they are accountable for behaviour 1.2 Discuss with the user of domestic and family violence the public context and potential criminal consequences of behaviour 1.3 Establish a clear understanding with the user of domestic and family violence which promotes recognition of their accountability for behaviour |
2. Address issues relating to child protection | 2.1 Explore issues relating to the safety of children in contact with the user of domestic and family violence 2.2 Invite the user of domestic and family violence to identify and assess the impact of their actions on children in order to encourage a commitment to child safety 2.3 Clearly explain and emphasise to the user of domestic and family violence the need to comply with agency/interagency policy/protocols and laws relevant to the safety of children in issues relating to limited confidentiality 2.4 Establish on-going and effective linkages with relevant agencies/service providers to initiate and/or support child protection actions and strategies 2.5 Act upon reports and disclosures of violence and abuse to children in accordance with agency/ organisation policies and statutory requirements |
3. Monitor the users of domestic and family violence engagement in the intervention process | 3.1 Continually assess the willingness of users of domestic and family violence to acknowledge and accept the consequences of their behaviour 3.2 Assess the attendance and participation of user of domestic and family violence for indicators of their accountability for behaviour 3.3 Monitor compliance with any legal orders and/or current legal proceedings relating to others and act according to agency/organisation guidelines or statutory requirements 3.4 Monitor the capacity of the user of domestic and family violence to self-evaluate, self-direct and initiate disclosure and discussion with less reliance on the worker over the period of the intervention 3.5 Seek relevant information from other sources to contribute to overall monitoring of the engagement in the intervention of the user of domestic and family violence |
4. Establish processes with the criminal justice system that demonstrate and promote accountability of the user of domestic and family violence for their violent and abusive behaviour | 4.1 Communicate with police, prosecutors, courts and correctional services officers in accordance with the contract established with the user of domestic and family violence and agency/organisation guidelines 4.2 Identify incidents which require reporting and act upon them to ensure they are dealt with effectively 4.3 Regularly review processes to enhance accountability and safety partners and children particularly in relation to issues of non-compliance with court orders |