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 CHCAGE003, 'Coordinate services for older people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate services for older 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
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
Coordinate the delivery of the individualised plan | 1.1 Identify and prioritise the needs, goals and preferences of the older person outlined in the individualised plan 1.2 Coordinate services and support activities in consultation with the older person and colleagues 1.3 Outline and clarify all service providers’ understanding of the individualised plan and their roles and responsibilities 1.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and respond in line with organisation guidelines |
2. Liaise and negotiate with appropriate personnel and service providers | 2.1 Support the older person to access and negotiate resources in order to deliver identified services 2.2 Support the older person to access community support agencies to facilitate the achievement of established goals 2.3 Recognise when a service and/or support worker is no longer able to provide the level of service required and take action to minimise disruption to service delivery |
3. Support family and carers | 3.1 Recognise the impact of support issues on the carer/s and families and refer appropriately 3.2 Provide support and respite for carer/s |
4. Coordinate feedback | 4.1 Explain to all service providers the mechanism/s for providing feedback on the effectiveness of the individualised plan 4.2 Obtain feedback from service providers on the effectiveness of the individualised plan and report to supervising health professional 4.3 Seek feedback from the older person and/or their advocate and report to supervising health professional 4.4 Support the older person to seek advice and assistance from relevant health professionals when their goals are not being reached |