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 CHCDIS405A, 'Facilitate skills development and maintenance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate skills development and maintenance' 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 learning ability and needs of person with disability | 1.1 Work with the person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools 1.2 Identify skills developmentand/or maintenance opportunities for inclusion in individualised plans 1.3 Document assessment outcomes in line with organisation guidelines 1.4 Make referrals to other staff or specialist services as appropriate |
2. Develop person-centred skill development/maintenance plan | 2.1 Using appropriate communication techniques, engage the person with a disability in identifying their learning goals 2.2 Identify and describe a range of learning strategies and opportunities to address person's goals 2.3 Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel 2.4 Document person-centred skills development/ maintenance plans in the person's support plan |
3. Implement skills development/ maintenance plan | 3.1 Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person 3.2 Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way 3.3 Access and utilise equipment and resources as required to facilitate the learning process 3.4 Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review |
4. Evaluate skills development and review plan | 4.1 Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives 4.2. Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required 4.3 Identify opportunities to maintain and enhance skills in an ongoing way |
5. Use incidental learning opportunities to enhance skills development | 5.1 Identify situations as potential informal learning opportunities and encourage learning 5.2 Withdraw support to an appropriate level as directed in order to encourage experiential learning 5.3 Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format 5.4 Provide encouragement when person with disability takes initiative in learning situation 5.5 Identify and describe a range of informal learning opportunities in context of organisation policies and procedures |