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 CHCDIS323A, 'Contribute to skill development and maintenance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to skill development and maintenance' 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 context of skill development and maintenance | 1.1 Demonstrate an understanding of current philosophies, theories and practices relating to skill development and maintenance for people with disability 1.2 Demonstrate an understanding of the importance of skills and competency to a sense of independence and empowerment 1.3 Demonstrate an understanding of the impact of incidental learning 1.4 Demonstrate a person-centred approach in all interactions with the client |
2. Contribute to skills assessment | 2.1 Provide information about client demonstration of skills in different environments to the planning process 2.2 Conduct review of client skills and competencies as required to address organisation policy and procedures 2.3 Provide feedback to supervisor about any changes in client's status likely to have an impact on skill development and maintenance 2.4 Participate in assessment in a manner that respect a client's rights and dignity 2.5 Where appropriate, support the engagement of relevant others in the assessment process |
3. Provide strengths-based support | 3.1 Encourage client to identify strengths 3.2 Work in a manner that acknowledges the client as their own expert 3.3 Provide support for the client to identify resources to compliment strengths 3.4 Encourage support to mobilise their strengths |
4. Provide active support | 4.1 Encourage people with disability to engage as actively as possible in all living activities 4.2 Monitor level of engagement for possible changes 4.3 Identify strategies and opportunities to maximise engagement |
5. Utilise incidental learning opportunities to enhance skills development | 5.1 Identify situations as potential informal learning opportunities and encourage learning 5.2 Withdraw support to an appropriate level as directed in order to encourage experiential learning 5.3 Provide appropriate constructive information and feedback to person with disability as soon as possible in appropriate format 5.4 Provide encouragement when person with disability takes initiative in learning situation 5.5 Identify and describe a range of informal learning opportunities in context of organisation policies and procedures |
6. Support implementation of person-centred skills development plans | 6.1 Interact with person with a disability in a manner that is motivating and empowering and demonstrates respect for the person 6.2 Communicate with supervisor or relevant others if experiencing difficulty in implementing the skills development plan 6.3 Collate and maintain records to assist with monitoring and review of person-centred skills development plan |