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 CHCGROUP408B, 'Facilitate and review a psycho-educational group'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate and review a psycho-educational group' 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. Plan a psycho-educational group | 1.1 Identify the focus for the psycho-educational group 1.2 Identify the target group for the psycho-educational group 1.3 Apply a selection process to identify group members 1.4 Communicate selection and non-selection outcomes to possible group members 1.5 Identify alternative services to meet the needs of group applicants who don't meet the criteria |
2. Facilitate a psycho-educational group | 2.1 Develop appropriate program for psycho-educational group including learning activities to match group needs 2.2 Maintain effective facilitation of learning through phases of the group 2.3 Recognise and respond to individual needs while maintaining group cohesion 2.4 Monitor interactions between group members to ensure full participation and maximise learning outcomes 2.5 Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual 2.6 Demonstrate inclusive work practice |
3. Review group and participant progress toward set goals | 3.1 Progressively review and monitor individual progress toward set goals 3.2 Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program's ongoing relevance for the psycho-educational group 3.3 Apply learning from supervision to current and future psycho-education groups 3.4 Plan for the future and follow up as required |