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 CHCCS413A, 'Support individuals with autism spectrum disorder'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support individuals with autism spectrum disorder' 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 |
1. Apply basic knowledge of autism spectrum disorder to support work | 1.1 Demonstrate an understanding of the historical context and current research relating to autism spectrum disorder 1.2 Demonstrate an understanding of processes of establishing a diagnosis, including assessment tools, diagnostic categories and core areas of functional impact, in relation to individual clients |
2. Apply a knowledge of the impact of autism spectrum disorder | 2.1 Apply knowledge of key issues affecting individuals with autism spectrum disorder, their carers, families and siblings 2.2 Implement interventions and support strategies in the context of psychological profiles and learning styles 2.3 Implement interventions and support strategies according to the principles for evaluating possible intervention and support strategies |
3. Respond effectively to the needs of individuals with autism spectrum disorder | 3.1 Conduct support activities in the context of the underpinning values, philosophies and legal requirements of the sector 3.2 Identify personal values and attitudes and take into account when planning and implementing support activities 3.3 Conduct support activities in a manner that minimises the effects of stereotypical attitudes and myths 3.4 Provide a range of interventions and supports that are effective for the specific needs of individuals, carers, families and siblings |
4. Operate within the policies, procedures and professional standards of the sector | 4.1 Identify relevant organisation policies relevant to job roles and responsibilities 4.2 Conduct work in a manner according to relevant statutory and legislative requirements 4.3 Undertake ongoing professional development and awareness of professional boundaries |