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 CHCCCS015, 'Provide individualised support'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide individualised support' 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 support needs
1.1 Interpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role
1.2 Confirm individualised plan details with the person and with family and carers when appropriate
1.3 Ensure the person is aware of their rights and complaints procedures
1.4 Work with the person to identify actions and activities that support the individualised plan and promote the personâ€™s independence and rights to make informed decision-making
1.5 Prepare for support activities according to the personâ€™s individualised plan, preferences and organisation policies, protocols and procedures
2. Provide support services
2.1 Conduct exchanges with the person in a manner that develops and maintains trust
2.2 Provide support according to the individualised plan, the personâ€™s preferences and strengths, and organisation policies, protocols and procedures
2.3 Assemble equipment as and when required according to established procedures and the individualised plan
2.4 Respect and include the family and/or carer as part of the support team
2.5 Provide support according to duty of care and dignity of risk requirements
2.6 Provide assistance to maintain a safe and healthy environment
2.7 Provide assistance to maintain a clean and comfortable environment
2.8 Respect individual differences to ensure maximum dignity and privacy when providing support
2.9 Seek assistance when it is not possible to provide appropriate support
3. Monitor support activities
3.1 Monitor own work to ensure the required standard of support is maintained
3.2 Involve the person in discussions about how support services are meeting their needs and any requirement for change
3.3 Identify aspects of the individualised plan that might need review and discuss with supervisor
3.4 Participate in discussion with the person and supervisor in a manner that supports the personâ€™s self determination
4. Complete reporting and documentation
4.1 Maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols
4.2 Comply with the organisationâ€™s informal and formal reporting requirements, including reporting observations to supervisor
4.3 Identify and respond to situations of potential or actual risk within scope of own role and report to supervisor as required
4.4 Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements
4.5 Complete and maintain documentation according to organisation policy and protocols
4.6 Store information according to organisation policy and protocols