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 CHCDFV812B, 'Assist users of domestic and family violence to accept responsibility for their behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist users of domestic and family violence to accept responsibility for their behaviour' 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. Assess the users of family domestic violence motivation for change | 1.1 Explore thoroughly with the user of family domestic violence their understanding and history of how they came to be currently involved in contact with the worker/service/agency 1.2 Engage the user of family domestic violence to explore their current dominant internal and external motivations for change 1.3 Use questions to explore blame, minimisation and denial in order to analyse the user of family domestic violence level of ownership of responsibility for use of violence and abuse 1.4 Examine steps that may have been taken and/or future plans to determine the extent to which they support the users of family domestic violence choice to act in respectful ways 1.5 Examine intensively and thoroughly the user of family domestic violence commitment to partner and children's safety and their willingness to comply with court orders |
2. Assist the user of family domestic violence to develop awareness of the choices they can make concerning 'their behaviour | 2.1 Contrast the users of family domestic violence understandings of the impact of violence and abuse with their goals for change 2.2 Assist the user of family domestic violence to understand the impact of their violence and abuse on children and partners 2.3 Explore the user of family domestic violence's beliefs, thoughts and decisions to assist them to develop an understanding of how they contribute to their behaviour 2.4 Assist user of family domestic violence to recognise a range of choices and outcomes that are non-oppressive and non-violent 2.5 Demonstrate respect for potential for change of users of family domestic violence and reflect this in all interactions |
3. Monitor and evaluate the users of family domestic violence's change | 3.1 Establish a contract with the user of family domestic violence to employ choices and strategies that are non-oppressive and non-violent 3.2 Assess change in user of family domestic violence by their self-reporting, others' experience of their behaviour and worker observation 3.3 Evaluate change in the user of family domestic violence using procedures that are consistent with the goals of intervention 3.4 Intensively analyse information from a range of stakeholders to assess and monitor progress against goals |
4. Critically reflect on own interactions and behaviour within the intervention | 4.1 Regularly undertake supervision including peer observation and review of work practices to obtain feedback on performance 4.2 Monitor and assess risk to own safety throughout the intervention and report any threats to personal safety according to agency/organisation policies and procedures 4.3 Identify and act upon any practices that may diminish the users of family domestic violence's attempts to take full responsibility for violence and abuse. 4.4 Participate in on going activities to maintain competence including evidence-based, good practice approaches to working with users of family domestic violence |