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 CHCGROUP403D, 'Plan and conduct group activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and conduct group activities' 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. Address resourcing issues for group activities | 1.1 Plan group activities, including consideration of: the purposes, defined according to the identified needs of the client group the human, financial and physical resources required 1.2 Where required resources are not immediately and readily available, make appropriate submissions to potential sources of assistance and resources 1.3 Ensure formal submissions meet requirements of funding guidelines and organisation principles and practice |
2. Coordinate a group planning process | 2.1 Actively seek opportunities for collaborative planning and promotion of group activities with clients and solicit, analyse and prioritise information about group's needs and expectations 2.2 Negotiate the purpose of group activities with the group in a manner that gives sufficient time and space for individuals to articulate their ideas and wishes and create opportunity for input to ownership of group processes 2.3 Translate purpose of proposed group activity into a set of aims and objectives 2.4 Analyse potential impact on group operation of the values and beliefs of both worker and client and clarify with those involved in planning and implementing group activities 2.5 Deal with contributions and suggestions to group planning processes so as to promote continued participation 2.6 Design group strategies that promote effective group operation and take into account specific characteristics of clients who will participate in the activity or program |
3. Manage group processes including responding to conflict | 3.1 Promote opportunities for open dialogue and active listening between group members 3.2 Encourage and model sensitivity to participants, regardless of their gender, culture, ethnicity, subculture, sexuality and ability 3.3 When conflict threatens or arises: implement strategies to prevent it within own role, power and capacity identify and reinforce the outcomes of positive conflict clarify and confirm relevant principles and practices of conflict resolution and seek agreement to implement them encourage acknowledgment of respective rights and responsibilities and perceptions of all participants within the conflict situation 3.4 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes |
4. Evaluate group activities | 4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 4.2 Seek feedback from all group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 4.3 Document evaluation data according to organisation procedures and distribute to relevant people |