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 CHCFAM009, 'Facilitate family intervention strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate family intervention strategies' 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. Assess needs of families in the community | 1.1 Identify and reflect on social and cultural perspectives in the community and their impact on the assessment process 1.2 Identify and use assessment tools to obtain information about the needs of families within a specific community 1.3 Ensure assessment processes respond to the social and cultural diversity within the community 1.4 Apply the family law framework as an integrated part of family services provision 1.5 Identify and collaborate with networks |
2. Facilitate delivery of family inclusive services | 2.1 Use research to inform response to community needs for early family intervention 2.2 Contribute to the development and documentation of policies and procedures for family intervention and support based on research and collaboration with others 2.3 Ensure the process of service delivery aims to increase active and positive participation of families in the community and is strengths-based 2.4 Integrate support for educational services to facilitate sound parenting practices and other family skills 2.5 Determine and document how service provision will be evaluated |
3. Review and monitor practice | 3.1 Use agreed mechanisms to monitor approaches to family support service delivery and programs 3.2 Use reflection and collaboration to assess potential changes 3.3 Adjust programs and procedures to incorporate changes in collaboration with colleagues |