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 CHCECE026, 'Work in partnership with families to provide appropriate education and care for children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work in partnership with families to provide appropriate education and care for children' 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. Provide families with opportunities to be involved in the service
1.1 Create a welcoming environment for all families using the service
1.2 Respond to familiesâ€™ questions, concerns and requests in a prompt and courteous way
1.3 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture
1.4 Inform and create opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role
2. Provide information to families about their child
2.1 Share information with families about childrenâ€™s progress, relationships, interests and experiences both in and outside the service
2.2 Inform families promptly and sensitively of any incidents affecting their child
2.3 Demonstrate an understanding of each child and their family and community context
2.4 Implement strategies that facilitate shared decision-making with families
3. Provide information to families about the service
3.1 Make information about the operation of the service available to families
3.2 Provide information about the service in the main languages used in the community
4. Provide information about community services and resources
4.1 Make information available to families about community services and resources
4.2 Ensure that there is processes in place to maintain current contact details of community services and resources
4.3 Assist families to locate and contact and/or access community services and resources as required