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 CHCEDS021, 'Assist in facilitation of student learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assist in facilitation of student learning' 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 current education approaches relevant to the education environment
1.1 In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment
1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor
1.3 Select resources to support the learning approach
1.4 Work with teacher to plan learning activities and classroom supervision of student interactions
1.5 Conduct the learning activities and supervision of student interactions
1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches
2. Establish an environment conducive to student learning
2.1 Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher
2.2 Meet specified needs of identified students in planning and preparation phase with the teacher
2.3 Assemble and, where necessary, modify required resources prior to the activity
2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity
2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group
3. Facilitate the learning process
3.1 Interact with students to reflect application of principles of practice in accordance with student learning styles
3.2 Conduct each activity in accordance with provided programs and directions
3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice
4. Support and monitor student learning
4.1 Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved
4.2 Adjust and modify delivery strategies to meet emergent needs and unanticipated situations
4.3 Encourage students to reflect on personal learning achievements and learning experiences
4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained
4.5 Use a range of established and agreed techniques to manage behaviour of concern
4.6 Maintain, store and secure student records in accordance with organisation requirements