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 CHCECE019, 'Facilitate compliance in an education and care service'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate compliance in an education and care service' 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 specify the level of performance needed to demonstrate achievement of the element. |
1. Interpret the National Quality Framework | 1.1 Analyse the components of the National Quality Framework (NQF) and their relevance to the service 1.2 Seek advice from a higher authority if clarification is required on interpretation of any aspect of the Framework 1.3 Confirm staff understanding of the NQF and other legislation and regulations relevant to the service 1.4 Clarify details and requirements of the assessment and rating process and share information with all staff in the service |
2. Facilitate an organisation self- assessment | 2.1 Determine ways to collect information from staff, children, families and the community to inform self- assessment on a regular ongoing basis 2.2 Share ideas with colleagues and involve them in the collection of information to inform the self-assessment 2.3 Record the information collected during the self-assessment process against the standards and elements in the NQF 2.4 Ensure the self-assessment is available at the service to inform discussion of the assessment and rating process |
3. Facilitate the development of a quality improvement plan | 3.1 Use the information gathered in the self-assessment process to inform the creation of the quality improvement plan 3.2 Collaborate with others to decide upon the strengths and the key improvements sought within the service 3.3 Work in collaboration with others to focus on how the key improvements sought will be reflected in the improvement plan 3.4 Record all of the required information in the plan 3.5 Plan to collaborate with others on a regular basis to review the quality improvement plan |
4. Coordinate the service for a site visit | 4.1 Inform all stakeholders that the service has been selected for assessment and rating and that the assessment and rating process has commenced 4.2 Schedule meetings with stakeholders and staff where appropriate 4.3 Check for accuracy and completion of all documentation required for examination 4.4 Ensure all staff understand what may be required of them during the assessment visit |