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 CHCPRT020, 'Manage complex child protection risk assessments and case strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage complex child protection risk assessments and case strategies' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan response | 1.1 Access and critically analyse existing reports and other information to inform planning 1.2 Determine and respond to required legal frameworks and processes 1.3 Establish timeframes for response, make assessment of immediate risk to any and all parties and implement actions accordingly 1.4 Determine and establish internal and external collaborative arrangements within established protocols and guidelines 1.5 Anticipate and negotiate resources required 1.6 Develop and document plan for assessment/investigation in the context of organisation requirements 1.7 Advise other workers about their role using established procedures and protocols |
2. Gather information about the risk or actual harm | 2.1 Make an informed judgement, based on review of initial information, about the scope, depth and sources of information required to inform determination 2.2 Source and gather information holistically based on an endorsed model of risk assessment 2.3 Consult with internal and external colleagues and source information about previous history, supports or interventions provided 2.4 Seek information from parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk 2.5 Observe and review the child’s development and behaviour 2.6 Identify and document information about the broader cultural, economic and social context that contribute to risk or protection 2.7 Organise and oversee specialist assessments according to individual case requirements |
3. Analyse information | 3.1 Critically analyse information in the context of the organisation’s assessment model and the tools used 3.2 Confer and collaborate with colleagues about determinations of immediate and long term risks to the child 3.3 Recognise and respond to situations requiring specialised expertise and make referrals to other organisations following established procedures 3.4 Make a professional judgement about the assessed levels of risk, harm and wellbeing according to the model being used, organisation and legal requirements 3.5 Document the outcome of the assessment and decisions made, including substantiated rationale |
4. Develop case strategies | 4.1 Prepare recommendations for action consistent with the assessed risk/need and available resources 4.2 Confer and collaborate with colleagues to develop actions that best meet the needs of the individual child 4.3 Involve the child/young person and family in the decision-making processes according to case requirements, and provide information through the process 4.4 Develop case documentation according to organisation procedures, legal requirements and scope of own authority 4.5 Incorporate regular review mechanisms according to legislative and organisation requirements |
5. Monitor and evaluate case strategies | 5.1 Monitor actions taken according to agreed case requirements 5.2 Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs 5.3 Facilitate processes for engaging children/young people and families in problem solving 5.4 Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their situation 5.5 Provide information to parents/family or significant others about progress of child or young person 5.6 Use evaluation of individual cases to inform learning and future work planning |