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 CHCECE028, 'Collaborate with families to plan service and supports'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Collaborate with families to plan service and supports' 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. Explore the needs of the child and family with parent/s | 1.1 Work collaboratively with parent/s to identify needs of the child and family 1.2 Gather sufficient information about needs from a range of sources to enable decisions to be made 1.3 Determine needs in relation to additional interventions or crisis support 1.4 Treat and document information according to organisation’s guidelines and legislative requirements 1.5 Demonstrate respect for a parent’s decision not to share information about their family, as relevant 1.6 Demonstrate respect for the family and their child rearing practices in all communications |
2. Provide information about the service and discuss issues with parent/s | 2.1 Provide comprehensive information about the service and service system to parent/s using appropriate language and visual aids 2.2 Clearly explain parents’ rights and responsibilities in relation to service policies 2.3 Sensitively communicate with parent/s about any issues relating to their child 2.4 Make appropriate referrals to other services when children or families could benefit from additional support 2.5 Develop, implement and review written strategies to ensure that information and service processes are accessible to family members 2.6 Ensure the process of service delivery aims to increase active and positive participation of families in the community. |
3. Facilitate interventions | 3.1 Implement intervention and/or crisis support procedures as required 3.2 Monitor intervention and support services in consultation with family and adjust approaches to ensure ongoing satisfaction and positive outcomes |
4. Review service provision with family members | 4.1 Actively seek feedback from parents and act upon it appropriately 4.2 Regularly review agreement for service with the family 4.3 Challenge a family member’s failure to follow service guidelines as required 4.4 Explore and negotiate issues and concerns identified by parent/s |