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 CHCDSP002, 'Adhere to ethical standards in family dispute resolution'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Adhere to ethical standards in family dispute resolution' 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. Determine ethical responsibilities
1.1 Identify and analyse the ethical framework that applies to own dispute resolution practice
1.2 Evaluate responsibilities to self, co-workers, clients and the broader community
1.3 Develop and incorporate models of work that reflect ethical responsibilities
2. Apply ethical standards to the dispute resolution process
2.1 Model ethical behaviour in dispute resolution practice
2.2 Inform participants of their rights and obligations
2.3 Provide information to participants to support ethical practice
2.4 Develop reports and documentation in a way that supports ethical practice
2.5 Identify situations where ethical dilemmas or issues may arise
2.6 Take reasonable and timely steps to avoid potential ethical dilemmas or issues
2.7 Use problem solving and critical thinking skills to resolve ethical issues
2.8 Terminate the dispute resolution process and use referral according to ethical standards when issues cannot be resolved
3. Reflect on ethical practice
3.1 Use existing cases and evaluations to inform reflection
3.2 Evaluate own responses to ethical situations and identify areas for improvement
3.3 Identify and pursue professional development through ongoing reflective practice, collegial collaboration, and professional reading