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 CHCDFV007, 'Work with users of violence to effect change'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work with users of violence to effect change' 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. Establish and maintain professional relationship
1.1 Review existing case information as the basis for work
1.2 Use interpersonal skills to develop an open, trusting and professional relationship and to allow accurate and relevant exchange of information
1.3 Establish and maintain contact with partner and/or family of users of violence to identify and analyse their needs
1.4 Explain and promote client and worker rights and responsibilities throughout client contact
1.5 Mutually agree and adhere to appropriate structures, timeframes and protocols
1.6 Comply with organisation standards and procedures and with legislative and statutory requirements
2. Assess capacity for change
2.1 Assess motivation and commitment of users of violence to change attitudes, beliefs and behaviour and encourage positive elements and aspects
2.2 Respectfully challenge and constructively address violent behaviour and attitudes condoning violence in an environment that promotes positive client participation
2.3 Identify and assess related issues and factors that impact directly on the user of violence, their partner and family members
2.4 Identify own limitations and strengths in addressing and assessing needs, and respond to them within a supervision framework
3. Encourage personal responsibility
3.1 Challenge users of violence and encourage them to identify their violence and its known and potential effect upon partner and family members
3.2 Encourage users of violence to take responsibility for their actions, to recognise their choices to develop skills and/or knowledge and to develop non-violent and respectful relationships
3.3 Assist users of violence to use personal exploration to identify and address opportunities and obstacles to change their attitudes, beliefs and behaviour
3.4 Assist users of violence to establish realistic goals and strategies to enhance the safety of their partner and family members
3.5 Identify and negotiate the need for specialised services or referral with users of violence and relevant people
3.6 Show respect and sensitivity to cultural and family issues and to any individual differences
4. Monitor and review progress
4.1 Monitor progress of the user of violence through self- reflection, partner and family member feedback and critical assessment by the worker and if appropriate, the criminal justice system
4.2 Identify and challenge lack of progress in taking responsibility and any re-use of violence, and develop modified strategies
4.3 Encourage users of violence to establish and maintain networks of support to assist in the development of responsible behaviour
4.4 Identify and allocate additional services and/or support needed according to availability and organisation standards and procedures
4.5 Complete and maintain documentation according to organisation standards and procedures and legislative and statutory requirements