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 CHCICS405A, 'Facilitate groups for individual outcomes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate groups for individual outcomes' 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 for group sessions | 1.1 Confirm information about the purpose of group sessions from appropriate community and health workers 1.2 Obtain information about the desired individual outcomes 1.3 Identify requirements outside scope of role and responsibilities as defined by the organisation and refer to supervisor 1.4 Identify and confirm impact of the group activities to the person's overall plan 1.5 Determine individual appropriateness according to their profile 1.6 Determine group member's availability according to organisation protocols |
2. Prepare for group sessions | 2.1 Prepare group activities that are consistent with group member needs and recognise abilities and limitations of each person 2.2 Prepare group activities that are consistent with the interests, preferences and beliefs of group members 2.3 Prepare group activities with consideration of group members' pace and timing requirements 2.4 Prepare group activities according to the size and composition of the group 2.5 Prepare group sessions to maximise the involvement of all group members 2.6 Establish a balance between tasks to be accomplished and the group process 2.7 Identify possible risk to successful group activities and adjust plan to minimise risk 2.8 Confirm group session plan with supervisor 2.9 Gather and/or prepare materials required for the group session and check for safety and suitability |
3. Conduct group sessions | 3.1 Arrange the environment to encourage full participation by all group members 3.2 Seek agreement on the purpose, process and intended outcomes of the group activity with the group 3.3 Discuss the group activity with the group to encourage as much participation as possible 3.4 If appropriate, work with the group to establish ground rules 3.5 Provide each group member with the necessary information, materials and support to participate in the group activity 3.6 Ensure that the manner, level and pace of communication is appropriate for each group member 3.7 Communicate with group members in a manner most likely to promote cooperation, dignity and self-esteem and encourage participation 3.8 Use group skills to ensure the involvement of all group members 3.9 Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities 3.10 Monitor individual progress and provide constructive feedback to individual group member 3.11 Follow process and directions to evaluate outcomes of the group session |
4. Complete documentation | 4.1 Comply with the organisation's reporting requirements 4.2 Complete documentation according to organisation policy and protocols 4.3 Maintain documentation in a manner consistent with reporting requirements 4.4 File documentation organisation policy and protocols 4.5 Where appropriate, include report of absences from group activities for risk management purposes |