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 CHCDFV011, 'Establish and maintain the safety of people who have experienced 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 and maintain the safety of people who have experienced 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 and maintain the safety of other people as the primary focus | 1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Explain and reinforce during the period of the intervention the key principles 1.3 Recognise and share information 1.4 Assess all interventions with the user for their impact on the safety of other people 1.5 Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others |
2. Make a responsibility assessment | 2.1 Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people 2.2 Evaluate the user’s acceptance of responsibility for their actions 2.3 Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse 2.4 Identify, encourage and strengthen indicators which demonstrate acceptance of responsibility 2.5 Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change |
3. Undertake ongoing risk assessment | 3.1 Assess risk to safety of other people during every contact with the user 3.2 Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse 3.3 Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk 3.4 Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers 3.5 Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people |
4. Develop processes to support limited confidentiality | 4.1 Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality 4.2 Obtain written acceptance of the parameters and need for limited confidentiality 4.3 Take action in response to risk according to documented protocols relating to safety of others 4.4 Maintain, over the period of the intervention, processes to respond to threats to the safety of other people |
5. Establish processes for involvement of partners and children | 5.1 Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people 5.2 Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support 5.3 Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention 5.4 Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation |