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 CHCECE022, 'Promote childrens agency'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Promote childrens agency' 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 specify the level of performance needed to demonstrate achievement of the element.
1. Establish a learning environment that reflects childrenâ€™s interests
1.1 Provide opportunities for children to plan and/or modify their indoor and outdoor environments
1.2 Design indoor and outdoor environments that are vibrant, flexible and support childrenâ€™s learning
1.3 Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child
1.4 Provide materials and resources that are natural and familiar
1.5 Give children access to materials and resources that provoke interest
2. Provide opportunities that stimulate learning and development
2.1 Allow children to direct their own play and leisure experiences with peers
2.2 Create possibilities for peer scaffolding
2.3 Encourage children to gain skill and competence by persevering with a developmentally significant activity
2.4 Create opportunities for learning through play and intentional teaching
2.5 Support play experiences initiated by children
2.6 Organise routines in ways that maximise opportunities for each childâ€™s learning
3. Design, implement and evaluate learning experiences for children
3.1 Use childrenâ€™s observations and their views to guide the program
3.2 Develop the curriculum in consultation with educators and stakeholders
3.3 Design and implement learning experiences to foster learning and development, and to reflect childrenâ€™s interests
3.4 Ensure the program is sufficiently flexible to respond to unplanned childrenâ€™s interests
3.5 Assess and evaluate planned and unplanned teaching and learning
3.6 Ensure the program provides opportunities to follow-up activities of high interest
4. Support children to participate
4.1 Consult with children about the experiences and materials to be made available
4.2 Acknowledge each childâ€™s uniqueness in positive ways
4.3 Support childrenâ€™s efforts, assisting and encouraging as appropriate
4.4 Develop awareness and respond to children who may require additional support or attention
4.5 Encourage each child to participate in a variety of experiences
4.6 Demonstrate respect for a childâ€™s choice not to participate