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 CHCDIS004, 'Communicate using augmentative and alternative communication strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate using augmentative and alternative communication strategies' 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. Identify the current communication capacity and needs of the person | 1.1 Work in collaboration with the person, family and/or carer and/or relevant other, to identify communication needs 1.2 Use appropriate supports to aid the person’s current communication capacity 1.3 Document the outcomes of this process in line with organisation procedures 1.4 Consult with additional people including family and/or carers and/or relevant others as required 1.5 Make appropriate referrals to professionals and other service providers as required in consultation with supervisor |
2. Develop effective AAC strategies | 2.1 Provide information to relevant professional/s about the person with disability in relation to their likes/dislikes, daily activities and current communication needs 2.2 Develop communication strategies to meet individual needs and level of communication, considering the person’s history and preferences and in consultation with relevant senior staff/professionals 2.3 Adjust available tools and programs to address individual needs and preferences 2.4 Seek advice from other staff and relevant others as required and work within scope of practice |
3. Implement AAC strategy | 3.1 Use different strategies and devices in AAC 3.2 Document communication support strategies in the person’s individualised plan 3.3 Organise the environment to optimise communication opportunities 3.4 Reinforce communication by timely and appropriate response 3.5 Identify difficulties experienced by the person when communicating and respond to difficulties within own work role and responsibilities 3.6 Refer difficulties outside own role and responsibilities to appropriate person 3.7 Provide practice opportunities and information to the person to maintain consistency in their use of communication strategies and encourage contact with other users or support persons |
4. Monitor, report and review communication strategies | 4.1 Set up and maintain reporting and recording system to assist with monitoring and review 4.2 Review reporting and recordings to monitor success of communication strategies and make changes as required in consultation with senior staff/professionals 4.3 Identify barriers to the effective use of AAC strategies and devices 4.4 Work with other relevant people to overcome the barriers 4.5 Implement any modifications to communication strategies and devices 4.6 Identify opportunities to increase communication vocabulary 4.7 Maintain accurate written records according to established directions and within organisation protocols |