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 CHCDIS313A, 'Support people with disabilities who are ageing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support people with disabilities who are ageing' 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 people with disabilities who are ageing to identify their current and future needs | 1.1 Identify, discuss and implement appropriate strategies to meet the current and futureneeds of people with disabilities who are ageing 1.2 Uphold the dignity, privacy and personal choice of people with disabilities who are ageing in relation to needs, within organisation constraints 1.3 Assist people with disabilities to evaluate and select strategies to meet their current and future requirements and achieve their goals 1.4 Encourage significant others to participate in the identification and evaluation of strategies where appropriate |
2. Support the interests and needs of people with disabilities who are ageing | 2.1 Identify information and skills required by people with disabilities to meet their future requirements 2.2 Provide or develop opportunities to obtain information and develop skills 2.3 Provide individual and group support to promote physical, psychological and social independence in accordance with resources and organisation policies and procedures |
3. Encourage and support people with disabilities who are ageing to exercise independent action and thinking | 3.1 Describe opportunities for people with disabilities who are ageing to enhance their independence, discuss with them and/or their significant others and justify choices 3.2 Encourage, listen to and act upon decisions and opinions of people with disabilities who are ageing, within the constraints of organisation policies and procedures 3.3 Support participation of people with disabilities in appropriate community settings and forums, with information and training if required 3.4 Develop strategies to promote independence, taking into account individual differences 3.5 Document information within organisation procedures/guidelines and report to appropriate co-workers |
4. Support the interests, rights and needs of people with disabilities with pervasive age related changes, including people with dementia | 4.1 Respond appropriately to physical, psychological and social changes in people with disabilities who are ageing and report uncharacteristic behaviours that may be the affect of progressive/pervasive conditions 4.2 Monitor and record signs of dementia and other progressive conditions that may have an adverse effect on the health of people with disabilities who are ageing |