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 CHCCCS010, 'Maintain a high standard of service'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain a high standard of service' 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. Establish and maintain an appropriate relationship with people accessing service | 1.1 Establish rapport with the person and ensure the service is appropriate and in the person’s best interest 1.2 Identify and use effective communication skills to ensure a high level of effective communication and quality service provision 1.3 Access interpreter services as required to assist communication 1.4 Identify the person’s concerns and needs and respond within agreed level of responsibility, established procedures and guidelines for reporting to supervisors 1.5 Take action to resolve conflicts either directly, where a positive outcome can be immediately achieved, or by referral to appropriate personnel 1.6 Respond to and deal with complaints in line with organisation policy to enhance service to individuals 1.7 Seek advice from appropriate sources to resolve any concerns or issues regarding relationship with, and/or service to individuals |
2. Act in a respectful manner at all times | 2.1 Positively, actively and consistently demonstrate respect for individual differences in all work 2.2 Respect and maintain confidentiality and privacy at all times 2.3 Demonstrate courtesy in all interpersonal interactions 2.4 Provide assistance with the care of individuals with behaviours of concern in accordance with established procedures 2.5 Use appropriate techniques to manage and minimise aggression |
3. Evaluate own work to maintain a high standard of service | 3.1 Consistently monitor and evaluate effectiveness of interpersonal interaction to ensure best service outcomes 3.2 Seek and receive advice and assistance from supervisor, colleagues and other appropriate sources to enhance own performance 3.3 Adjust own work to incorporate advice that addresses performance issues to maintain the agreed standard of support and service |