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 CHCFAM414B, 'Use tools for exploring relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use tools for exploring 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 |
1. Establish and maintain a sound foundation for using a range of strategies and tools within marriage and relationship education | 1.1 Undertake on-going professional development training and supervision to maintain knowledge and skills in use of a range of appropriate tools for use within marriage and relationship education 1.2 Demonstrate a clear understanding of the strengths and limitations of tools for working with couples including contra-indicators for use with couples 1.3 Demonstrate a clear understanding of issues which may impact on couples and their relationships 1.4 Demonstrate a clear understanding of characteristics of positive interpersonal relationships |
2. Structure the use of appropriate intervention strategies to facilitate learning | 2.1 Structure the initial session with the couple to provide a clear introduction which establishes norms, goals, intended outcomes and learning processes 2.2 Articulate clearly the strengths and limitations of tools to be used with couples including contra-indications 2.3 Modify the use of the tools to accommodate individual couple needs where necessary, taking into account overall objectives/outcomes that have already been identified 2.4 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their every day contexts |
3. Facilitate couple interaction | 3.1 Use tools appropriate to the social, cultural and developmental stage of couples' relationship to promote couple discussion and decision-making about the on-going development and health of their relationship 3.2 Respond to differences resulting in conflict 3.3 Respond promptly to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual 3.4 Maintain a balance between achievement of stated outcomes for the program and the need to be respectful of couples' privacy and be sensitive to the needs and concerns of each individual in the relationship 3.5 Challenge individual and couple knowledge, skills and values in a sensitive way to encourage exploration and facilitate discussion between the couple on relationship issues 3.6 Use interpersonal skills to assist couple to explore their relationship issues 3.7 Interact with couples in a manner sensitive to their special needs and individual differences |
4. Maintain appropriate boundaries between educative and counselling/therapeutic interactions | 4.1 Monitor own professional limitations and boundaries and clearly articulate these to participants throughout the program 4.2 Ensure an appropriate balance between processing of individual/couple issues within the larger group and within couples is maintained in keeping with the stated goals and outcomes of the program 4.3 Use interpersonal skills to effectively maintain the boundaries established by the practitioner and to maximise opportunities for achieving the stated outcomes for the program and for the couple |
5. Assess learning | 5.1 Use assessment strategies to assist clients and practitioner to make judgements in relation to learning achieved through the application of the tools 5.2 Integrate the assessment of learning into the structure and processes used to facilitate learning 5.3 Document accurately the outcomes of assessment |
6. Evaluate the use of the tools | 6.1 Provide opportunities for participant evaluation of the program and the practitioner 6.2 Use methods of evaluation consistent with the content and processes of the intervention strategy 6.3 Evaluate the use of the intervention strategy to facilitate on-going development of practice |
7. Complete follow up tasks | 7.1 Complete and submit reports in a timely manner to appropriate staff/organisation 7.2 Complete follow up activities in a timely manner and in accordance with the parameters established with the couple |