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 CHCEDS016, 'Support learning for students with disabilities in a classroom environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support learning for students with disabilities in a classroom environment' 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. Apply understanding of the delivery of services for students with disabilities
1.1 Recognise the key issues facing students with disabilities and their carers
1.2 Apply the context of policy, regulatory and legal requirements to working with students with a disability
1.3 Demonstrate a commitment to access and equity principles in all work
1.4 Consider personal values and attitudes regarding disability when working with students
1.5 Apply understanding of the effects that specific disabilities may have on student learning
2. Support the rights, interests and needs of students with disabilities as part of the education team
2.1 Investigate and use strategies that assist students with disabilities to exercise their rights and independence
2.2 Acknowledge and accommodate different student requirements in the teamâ€™s approach to teaching and learning
2.3 Gather and record data as directed by the teacher
2.4 Identify and apply the support requirements of individual students
3. Respond to situations of risk or potential risk to students with disabilities
3.1 Report situations which may pose a health or safety issue to students or staff, according to organisation procedures
3.2 Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel
3.3 Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed
3.4 Take appropriate steps to maintain personal safety of self and others