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 CHCECD008, 'Deliver services consistent with a career development framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver services consistent with a career development framework' 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. Promote active participation of clients | 1.1 Support clients 1.2 Encourage clients to participate in planning to address their current needs, interests and aspirations 1.3 Encourage clients to seek support from others and to provide support to others in appropriate ways 1.4 Assist clients to identify a range of personal, family, social and environmental factors impacting on their career development |
2. Provide an environment to facilitate client learning | 2.1 Apply knowledge of how people learn and models of adult learning to assist clients in undertaking learning 2.2 Identify learning opportunities to suit a range of learning styles 2.3 Identify and support characteristics of individual and group learning 2.4 Facilitate learning by seeking to establish an environment of trust with clients 2.5 Facilitate learning between clients where appropriate 2.6 Promote active learning by validating client opinions, values and experiences 2.7 Encourage clients to share information and reflect on their learning |
3. Support clients to develop resilience to change and transition | 3.1 Clarify the ongoing nature of change and identify benefits in recognising the constancy of change 3.2 Assist clients to understand the need for developing resilience in the face of constant change 3.3 Identify and use strategies for managing and developing resilience to change 3.4 Provide information about, and assist client to use, competences to self-manage careers 3.5 Assist clients to develop action plans to manage constant change |
4. Provide services relevant to stages in | 4.1 Identify specific characteristics relating to client's current stage of life, personal and professional development and career status 4.2 Support client decision-making and choices in the context of career development as a lifelong journey 4.3 Provide information appropriate to client's personal, professional, family and social context 4.4 Identify client needs in relation to development of career management competencies as specified in the Australian Blueprint for Career Development |
5. Follow up and evaluate services provided | 5.1 Follow up with client in line with organisation policies and procedures 5.2 Evaluate services provided with reference to accepted career development principles and practices and organisation policies 5.3 Identify issues or inequities in service delivery 5.4 Identify new or improved services, where appropriate, to enhance service provision and client outcomes 5.5 Develop, document and provide evidence to assist in service promotion and enhancement |