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 CHCFAM003, 'Support people to improve relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support people to improve relationships' 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 describe the performance needed to demonstrate achievement of the element. |
1. Engage with people to determine interpersonal relationship needs | 1.1 Source and review available information to inform communication 1.2 Identify the needs of people involved in the relationship and determine appropriate support and response options 1.3 Work collaboratively with people and assist them to identify positive elements of their interpersonal relationships 1.4 Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change 1.5 Work with people to help them build a positive picture of the future 1.6 Document family relationship goals, plans and actions according to scope of service provision |
2. Support relationship building | 2.1 Model positive interactions and use of interpersonal skills with others 2.2 Assist clients to recognise the impact of both negative and positive emotions on relationships 2.3 Assist clients to identifies strengths and resources, both their own and those required from others 2.3 Provide feedback and positive affirmations to people in relationship building 2.4 Proactively identify client service needs and facilitate access according to organisation policy and procedures |
3. Make referrals | 3.1 Identify situations where client needs fall outside of scope of own work role and organisation service delivery 3.2 Make referrals that address client needs in accordance with organisation policy, procedures and requirements 3.3 Identify and communicate community resource options for relationship development |