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 CHCDFV009, 'Establish change promoting relationship with users of domestic and family violence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish change promoting relationship with users of domestic and family violence' 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 willingness to address violent and abusive behaviour | 1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Use questioning to explore how the user understands and locates the responsibility for their violence and abuse 1.3 Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive 1.4 Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations 1.5 Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures |
2. Establish focus on user’s responsibility for change and conditions for intervention | 2.1 Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause 2.2 Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners 2.3 Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker |
3. Use reflective practice to minimise potential for collusion | 3.1 Enact and maintain accountability processes throughout the intervention process 3.2 Recognise, resist and challenge instances provided by the user for collusion 3.3 Examine own practices with the user for their potential to replicate dominant behaviours 3.4 Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse 3.5 Maintain processes that ensure gender accountability between workers |
4. Establish respectful and safe practices | 4.1 Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice 4.2 Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged 4.3 Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture |
5. Provide opportunities for the user to plan, initiate and monitor changes | 5.1 Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour 5.2 Provide opportunities for the user to demonstrate their responsible and respectful behaviour 5.3 Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour |