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 SIBBHRS706A, 'Design intense pulsed light and laser hair reduction treatment programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design intense pulsed light and laser hair reduction treatment programs' 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 describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1 Consult with client. | 1.1 Obtain relevant information to determine client’s requirements. |
1.2 Actively encourage and respond to client feedback. | |
1.3 Identify client characteristics relevant to planning IPL or laser hair reduction treatments using observation and relevant diagnostic equipment. | |
1.4 Identify client’s relevant medical history. | |
1.5 Advise client of possible physical effects of IPL or laser treatments and home care required. | |
1.6 Identify contraindications and special precautions relevant to proposed treatments, discuss with client and refer to an appropriate professional where required. | |
1.7 Assess and discuss options or limitations for future treatments according to client characteristics and contraindications. | |
1.8 Ensure that where medically-related contraindications and special precautions are established, documented medical approval is obtained by the client prior to treatment. | |
2 Perform patch testing. | 2.1 Set client at ease by explaining the sensation of the test before commencing. |
2.2 Select small area with similar hair and skin to proposed treatment area. | |
2.3 Select energy settings (fluence) based on client consultation and analysis and apply a small number of pulses to nominated test area. | |
2.4 Record settings and observe immediate reactions looking for an end point to assist in designing safe and effective treatment. | |
2.5 Select post-treatment skin cooling products and apply according to treatment plan and client reaction to patch test. | |
2.6 Wait three to seven days and observe and record skin response. | |
3 Design a treatment program and discuss with client. | 3.1 Determine appropriate treatment program according to client assessment and within safe practice protocols. |
3.2 Discuss proposed treatment program according to client’s needs. | |
3.3 Explain any perceived treatment risks that may be encountered. | |
3.4 Discuss special precautions that client must observe prior to treatment. | |
3.5 Discuss responsibilities of the practitioner and the client within treatment plan and negotiate client compliance. | |
3.6 Take pre-treatment photographs of agreed hair reduction treatment area. | |
3.7 Negotiate management of selected treatment in relation to other treatments or lifestyle factors. | |
3.8 Discuss treatment evaluation strategies. | |
3.9 Document treatment program plan according to workplace procedures. |