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 CHCDIS005, 'Develop and provide person-centred service responses'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and provide person-centred service responses' 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. Work with the person to develop and implement person-centred responses
1.1 Collaborate with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meets the individualâ€™s aspirations, needs, rights and preferences
1.2 Put in place mechanisms to ensure the personâ€™s support information is accurately recorded, maintained and applied to future support activities and responses
1.3 Develop the required responses that cater to individual differences, rights, needs and preferences
1.4 Communicate the needs of the person to family and/or carer and/or relevant others as appropriate
1.5 Make available appropriate resources
1.6 Seek provision of services from other workers or agencies as required
1.7 Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures
2. Review and monitor person-centred responses
2.1 Review and measure effectiveness of responses in meeting the personâ€™s needs and preferences, in consultation with the person, family and/or carer and/or relevant other
2.2 Identify and take action to improve areas of the responses that have not met the personâ€™s needs and preferences
2.3 Ensure changes to service delivery are within policy and budgetary frameworks
2.4 Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability
2.5 Identify potential training opportunities for the person to meet their changing needs
2.6 Ensure changes to service are within procedural and legislative requirements and maintain high standards of delivery
3. Provide service delivery within a quality framework
3.1 Follow procedures for service delivery for the individual in line with organisationâ€™s quality system
3.2 Identify any barriers that may impact on delivery of high quality service and refer to supervisor
3.3 Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes
3.4 Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability