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 CHCCCS008, 'Develop strategies to address unmet needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop strategies to address unmet needs' 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. Identify potential unmet needs | 1.1 Recognise signs that the person may have unmet needs 1.2 Determine information needed to inform full assessment of unmet needs 1.3 Establish ways of gathering information to confirm the scope and nature of the unmet needs 1.4 Identify other people who should be involved in the assessment process and facilitate their involvement 1.5 Collect information to support reporting, analysis and development of individualised plans for the person |
2. Develop individualised strategies to meet the person’s needs | 2.1 Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person 2.2 Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries 2.3 Integrate individual active, reactive and crisis responses based on individual needs 2.4 Develop responses according to duty of care, ethical and legal requirements 2.5 Consult with colleagues and stakeholders as an integral part of the planning process 2.6 Document in formalised individualised plan |
3. Monitor effectiveness of individualised plans | 3.1 Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses 3.2 Monitor effectiveness of strategies in reducing risk of harm to the person and others 3.3 Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person 3.4 Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders |
4. Complete reporting requirements | 4.1 Prepare reports and other documentation according to organisation requirements 4.2 Maintain currency of documentation by making appropriate updates |