Take notes for Deaf, hard of hearing and Deafblind people

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 PSPLAN011, 'Take notes for Deaf, hard of hearing and Deafblind people'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Take notes for Deaf, hard of hearing and Deafblind people' 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

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Communicate effectively with Deaf, hard of hearing and Deafblind clients.

1.1. Determine extent of client hearing and or sight loss, effects on clients and their specific communication needs.

1.2. Communicate with clients according to individual needs, ethical and culturally acceptable practices.

2. Prepare to take notes for Deaf, hard of hearing and Deafblind clients.

2.1. Explain the role of note taker to client and others involved in client service provision.

2.2. Discuss, with clients, purpose of notes, requirements for format and depth of information and agree to specific note taking requirements.

2.3. Discuss and arrange note taking services, seating and technology requirements with other service providers.

2.4. Identify and source relevant technology and other resources required for notetaking purpose and format.

2.5. Complete any required topical research prior to notetaking according to clients’ needs.

3. Take and present clear, concise client notes.

3.1. Maintain own comfort and safety throughout service provision to avoid repetition injuries associated with note taking.

3.2. Assess and adapt to note taking environment to ensure quality of notes taken.

3.3. Use methods and supporting technology to take and present quality notes which meet Deaf or Deafblind client needs.

3.4. Ensure notes provide a true record of the content, discussion and instructions expressed by speakers.

3.5. Present clear, coherent, accurate and legible notes in agreed format.

4. Evaluate notetaking services.

4.1. Review service outcomes against client expectations and confirm client satisfaction with notes.

4.2. Clarify information and adjust notes, as required.

4.3. Review interaction with client and evaluate own performance.

4.4. Adapt communication and note taking methods to improve future service provision.