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 CHCEDS308A, 'Support the development of oral language skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the development of oral language skills' 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 |
1. Provide opportunities to stimulate the students language development | 1.1 Provide opportunities to listen to language that reflects the age, interests and needs of the student 1.2 Use language that is relevant to the student's culture and background 1.3 Link language development to all school activities 1.4 Select resources to support language skills according to criteria established by the teacher and appropriate to the student's age, interests and needs |
2. Implement language support program | 2.1 Provide a language program as directed by the teacher or speech pathologist 2.2 Implement language program according to program specifications 2.3 Model language that is appropriate to the audience, situation, purpose and place 2.4 Use communication strategies that include verbal and non-verbal methods 2.5 Maintain student confidentiality in accordance with program/school guidelines |
3. Support student language program | 3.1 Extend student's language through conversation, active listening and responding 3.2 Encourage students to express their thoughts, feelings and words 3.3 Provide opportunities to explore non-verbal forms of communications 3.4 Provide opportunities to interact with others through language 3.5 Determine students' understanding of language by listening, observing conversations and questioning 3.6 Demonstrate to the student the different functions of language |
4. Assist students with specific communication needs | 4.1 Identify communication needs in consultation with the classroom teacher 4.2 Use alternative communication techniques/strategies as directed 4.3 Promote and encourage integration and participation in class activities 4.4 Seek specialised assistance wherever required and available |