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 CHCEDS426A, 'Facilitate learning for students with vision impairment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate learning for students with vision impairment' 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. Support the student to be comfortable in the learning environment | 1.1 Provide orientation and mobility for the student in areas of the facility to be accessed 1.2 Ensure the student has ongoing safe access to, and within, the environment by consistent maintenance of approved arrangements 1.3 Model orientation and mobility techniques for other students, where appropriate, and encourage their use 1.4 Determine, through discussion with appropriate people, adjustments that may be required to optimise student comfort and access to learning |
2. Identify ways in which vision impairment can affect learning | 2.1 Identify and explain the nature and causes of vision impairment 2.2 Identify and explain ways in which vision impairment may affect students' learning 2.3 Explain the implications of vision impairment for effective teaching and learning practices |
3. Provide direct support to a student with vision impairment | 3.1 Provide supervision and support during learning activities, follow up lessons and practice opportunities 3.2 Provide resources to accommodate the needs of the student to allow him/her to actively participate in learning 3.3 Adapt or develop learning resources to address the needs of the student 3.4 Use technology and/or vision aids to support student access to the curriculum |
4. Provide support to teachers of a student with vision impairment | 4.1 Locate suitable resources to support teachers in delivery of educational programs for visually impaired students 4.2 Cooperate in the implementation of programs and strategies designed by the teacher/s 4.3 Monitor and arrange maintenance of equipment used to support students with vision impairment 4.4 Assist with transcription of text to braille and braille to text, if required |