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 CHCECE020, 'Establish and implement plans for developing cooperative behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish and implement plans for developing cooperative behaviour' 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 |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Establish and apply limits and guidelines for behaviour | 1.1 Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour 1.2 Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service 1.3 Develop guidelines in collaboration with children according to their ability to do so 1.4 Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly |
2. Identify and review behaviour as required | 2.1 Gather information from all those involved in caring for the children 2.2 Reflect on the wide range of variables that can impact on behaviour 2.3 Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour 2.4 Scan environment and curriculum for possible influences on behaviour 2.5 Facilitate an analysis of children’s behaviour with all involved in caring for the children 2.6 Seek advice from appropriate authorities as required 2.7 Discuss incidents causing concern with families and colleagues as appropriate 2.8 Include families and colleagues in discussion about options for response 2.9 Discuss needs and concerns of other children who may be affected by the behaviour |
3. Develop a plan to guide a particular child’s behaviour where required | 3.1 Identify long-term and short-term objectives in the plan 3.2 Clearly identify more acceptable alternative behaviours 3.3 Develop the plan in accordance with the service philosophy and policies 3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage 3.5 Ensure that the plan is realistic and that resources are available 3.6 Establish plan in consultation with colleagues, family members and others who may be caring for the child 3.7 Ensure plan considers relevant cultural practices for responding to behaviour 3.8 Liaise with appropriate authorities and referral bodies as necessary |
4. Implement and monitor behaviour plan | 4.1 Support the child to understand specific expectations for behaviour 4.2 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies 4.3 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour 4.4 Support colleagues to implement the plan effectively and consistently 4.5 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child |