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 CHCOHC402A, 'Support clients and groups to learn practical aspects of oral health care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support clients and groups to learn practical aspects of oral health care' 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. Use appropriate oral health care resources to address the needs of the target audience | 1.1 Access and provide oral health information as required to address planned outcomes 1.2 Prepare information so that it is relevant to the target audience and use a person-centred approach to identify and respond effectively to individual needs 1.3 Ensure flexible approach to delivery, using materials and methods that take into account social and cultural determinants of health, location, economic and physical circumstances, age, language, culture, capability and communication needs of the target audience 1.4 Respond to client enquiries or concerns by providing accurate information about oral health issues and risk factors related to oral health, including the importance of diet and nutrition 1.5 Address identified client issues where appropriate by providing information about the importance of regular oral checks, risk factors for oral disease, prevention of oral disease, consequences of oral disease and the need to follow up oral problems |
2. Demonstrate and provide information and instruction on oral hygiene techniques and appropriate aids to meet planned outcomes | 2.1 Ascertain requirements specific to client by questioning, observing and accessing available information 2.2 Provide accurate instruction in a variety of relevant oral hygiene techniques and demonstrate techniques addressing specific client requirements 2.3 Use standard precautions to address infection control requirements 2.4 Work with clients to ensure effective toothbrushing and soft tissue care with both manual and electric toothbrushes and other oral hygiene aids where relevant 2.5 Demonstrate and provide instruction on the care of partial and full dentures 2.6 Provide instruction on the use of fluoride toothpaste and the option of topical self-care products, advising clients to further discuss with their oral health care practitioner as appropriate 2.7 Provide support in a person-centred manner that engages the target audience, provides a basis for making informed decisions and encourages them to actively participate and ask questions 2.8 Provide opportunities for participants to demonstrate learned skills 2.9 Encourage clients to follow effective oral hygiene practices and make positive knowledge, attitude and behavioural changes 2.10 Maintain client confidentiality in line with organisation and legislative guidelines |
3. Follow up and reinforce oral health information and instruction | 3.1 Implement a review strategy to determine the effectiveness of the oral health information and instruction and whether planned outcomes were met 3.2 Implement changes to oral health information and instruction processes based on review outcomes 3.3 Regularly update and maintain records of oral health care programs delivered according to organisation policies and procedures |