Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- 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
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment
- 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 columns headings to check that all performance criteria have been covered.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- 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)
- mark up the unit in a wiki format, ready to copy and paste into a wikispaces wiki page.
- 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.
- Registered Training Organisations
- Trying to find someone to train or assess you for 'Respond effectively to difficult or challenging behaviour'? This link lists all the RTOs that are currently registered to deliver HLTCSD306C, 'Respond effectively to difficult or challenging behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Respond effectively to difficult or challenging behaviour' 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 :)
- create a wordle tag cloud from the unit's elements, performance criteria and range statement, then capture the screen - ready to include as an image in your online course or handouts.
Elements and Performance Criteria
1. Plan response
1.1 Identify appropriate response to potential instances of difficult or challenging behaviour in line with work role and organisation policies and procedures
1.2 Ensure planned responses to difficult or challenging behaviour maximise the availability of other appropriate staff and resources
1.3 Give priority to safety of self and others in responding to difficult or challenging behaviour
2. Apply response
2.1 Ensure response to instances of difficult or challenging behaviour reflect organisation policies and procedures
2.2 Seek assistance as required
2.3 Deal with difficult or challenging behaviour promptly, firmly and diplomatically in accordance with organisation policy and procedure
2.4 Use communication effectively to achieve the desired outcomes in responding to difficult or challenging behaviour
2.5 Select appropriate strategies to suit particular instances of difficult or challenging behaviour
3. Report and review incidents
3.1 Report incidents according to organisation policies and procedures
3.2 Review incidents with appropriate staff and offer suggestions appropriate to area of responsibility
3.3 Access and participate in available debriefing mechanisms and associated support and/or development activities
3.4 Seek advice and assistance from legitimate sources as and when appropriate