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 CHCEDS023, 'Supervise students outside the classroom'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Supervise students outside the classroom' 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. Identify potential risks associated with an activity in cooperation with relevant personnel
1.1 Assess the environment for physical hazards and impediments to the active supervision of students
1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation
1.3 Use planning strategies to address identified risks and hazards in activities
1.4 Access information about additional needs of students to inform the supervisory process
1.5 Review information about childrenâ€™s health and medical needs prior to out-of-class activity
2. Use positive student management techniques
2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisationâ€™s positive behaviour support plan
2.2 Model positive interactions with students and other adults at all times
2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour
2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner
2.5 Use timely interventions to prevent escalation of incidents
3. Maintain calm and confident demeanour
3.1 Monitor and control personal stress levels
3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary
3.3 Assess situations and determine suitable action
3.4 Use planned strategies to defuse stressful situations before they escalate
3.5 Summon assistance when necessary using the organisations planned methods of communication
3.6 Follow the organisationâ€™s debriefing processes
4. Review and reflect on the effectiveness of strategies and performance
4.1 Evaluate the effectiveness of strategies with other members of the education team
4.2 Revise strategies when necessary