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 CHCAOD006, 'Provide interventions for people with alcohol and other drugs issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide interventions for people with alcohol and other drugs issues' 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. Prepare for intervention | 1.1 Interpret intervention requirements from the individual treatment plans 1.2 Identify and organise support resources required for the intervention 1.3 Plan the intervention, in line with client needs and treatment plan |
2. Confirm intervention requirements with client | 2.1 Describe features of the intervention and how it can be used effectively 2.2 Confirm client understanding of the intervention 2.3 Report any misunderstanding or confusion experienced by the client to a supervisor 2.4 Obtain consent before commencing the intervention |
3. Conduct intervention | 3.1 Guide and support the client to participate in the intervention as defined in the treatment plan 3.2 Provide feedback to the client to reinforce their understanding of intervention and progress 3.3 Identify and manage any issues the client is having with the intervention 3.4 Work collaboratively with others and seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge |
4. Monitor and record activities | 4.1 Provide progress feedback to supervisor identifying successes, difficulties and concerns the client is experiencing with the intervention 4.2 Implement variations to the intervention under guidance from supervisor 4.3 Clearly document information about the intervention and its progress 4.4 Provide progress feedback to client 4.5 Identify the need for referral to other services and take action in consultation with supervisor |