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 CHCEDS501A, 'Identify and respond to student development needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify and respond to student development needs' 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. Provide opportunities for developmentally appropriate physical activity | 1.1 Identify opportunities for physical development that are appropriate to student's stage of development and capabilities 1.2 Identify opportunities for students to learn and develop physical skills 1.3 Seek and follow guidance regarding opportunities for a particular student 1.4 Promote appropriate physical activities using available resources |
2. Promote the student's exploration and development of identity | 2.1 In conjunction with teacher, choose learning materialsand resources that provide positive and non-stereotypical images 2.2 Encourage students to take pride in their racial identity , gender identity and abilities 2.3 Under supervision of teacher, design activities that provide opportunities to explore issues of self-image and identity that are within the students level of development |
3. Promote students self-esteem | 3.1 Design activities that take into consideration the student needs, interests and capabilities 3.2 Encourage students to take appropriate risks and to view them as opportunities to learn 3.3 Monitor student confidence and self-esteem 3.4 Acknowledge and support students who are experiencing negative views of themselves, their world and learning 3.5 Share information in a variety of forms with other staff, specialist and management 3.6 Encourage students to be active in decision-making that affects their learning and development |
4. Develop and promote positive interaction with and between students and adults | 4.1 Encourage students to initiate and develop positive and appropriate forms of contact with others 4.2 Identify and address inappropriate and negative forms of contact according to organisation policies and procedures 4.3 Model and advocate respect and courtesy in all forms of communication 4.4 Structure learning activities to promote cooperation, mutual respect and resolution of conflict 4.6 Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership |
5. Encourage and promote the acceptance of diversity by students and staff | 5.1 Encourage students to regard differences between people positively 5.2 Assist students to understand that diversity is beneficial to the community and their future 5.3 Negotiate problem solving between students in conflict |
6. Assist students in their cognitive development | 6.1 Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests 6.2 Use theories of cognitive development to construct appropriate learning interactions and activities 6.3 Provide activities that reflect sequential acquisition of knowledge and skills 6.4 Encourage students to explore, understand and attempt to solve problems in their environment 6.5 Introduce new ideas/activities that may build on existing knowledge, skills and interests 6.6 Arrange the education environment to provide a variety of experiences to develop students' creativity, imagination and self expression |
7. Assist students in their language development | 7.1 Provide developmentally relevant opportunities for students to listen, use and experiment with language 7.2 Create opportunities for group discussions and exchange of views between students 7.3 Use learning materials that are developmentally appropriate 7.4 Speak to students in a language that is appropriate to the maturation and developmental level of the student 7.5 Take time to listen and respond to students 7.6 Encourage students to express their thoughts, feelings and ideas using open-ended questions 7.7 Model and encourage two-way communication with questioning and listening |