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 CHCCCS001, 'Address the needs of people with chronic disease'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Address the needs of people with chronic disease' 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 define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the personâ€™s needs
1.1 Identify the personâ€™s chronic disease conditions and seek information about its possible impacts on health, well being and ability to achieve maximum performance in everyday situations
1.2 Determine current treatments, and other inputs and supports by seeking information from the person or other health professionals
1.3 Determine the level and type of support and assistance required by the person within scope of own role
1.4 Adjust services and support to meet the specific nature of the chronic disease
1.5 Actively involve the person in the development of strategies to self manage their chronic disease
2. Support the person in a holistic manner
2.1 Discuss with the person, their family and other carers, the full range of issues that could have an impact on their well being
2.2 Respond to the range of issues in an integrated way
2.3 Support the person to understand their chronic disease condition
2.4 Facilitate the person to self-manage through provision of advice and resources
2.5 Identify and discuss any unmet needs and requirements and make appropriate referral
3. Contribute to a coordinated service approach
3.1 Maintain awareness of current contribution of other agencies and professionals in supporting the person
3.2 Identify the level and type of contribution made by family and other carers and the effects it has on the person
3.3 Identify and meet communication and reporting responsibilities within the support system and own role
3.4 Respond to variations in the personâ€™s needs in the context of a coordinated service approach