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 CHCDIS507C, 'Design and adapt surroundings to group requirements'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Design and adapt surroundings to group requirements' 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
1. Assess locations
1.1 Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved
1.2 Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved
1.3 Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved
1.4 Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these
2. Design and/or use appropriate aids
2.1 Discuss options for adaptations and design of aids and justify choices
2.2 Design appropriate aids according to group requirements
2.3 Carry out adaptations to location and environment in response to identified group requirements
2.4 Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute
3. Design new location to group requirements
3.1 Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements
3.2 Plan and note physical entry and exit with group's requirements in mind
3.3 Identify and record requirements for aids, environmental design and support, and strategies to deal with these
3.4 Recognise own limitations and seek expert assistance where necessary
3.5 Make reports and recommendations on building requirements to managers or boards of management
3.6 Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these