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 CHCEDU013, 'Facilitate adult learning and development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate adult learning and development' 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 describe the performance needed to demonstrate achievement of the element.
1. Establish the learning relationship
1.1 Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues
1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning
1.3 Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner
1.4 Clarify and agree on boundaries and expectations of the learning relationship
1.5 Develop and document individualised learning plan, and discuss with learner
1.6 Seek feedback and assistance from colleagues or supervisors according to specific needs
2. Maintain and develop the learning relationship
2.1 Prepare for each meeting or session according to learning plan requirements
2.2 Grow the relationship and sustain active participation using effective communication and interpersonal skills
2.4 Use leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times
2.5 Observe learner cues and change approach where necessary to maintain momentum
2.6 Acknowledge, respect and value individual differences and clients with particular needs
2.7 Schedule regular meetings to monitor the effectiveness of the learning relationship
3. Close and evaluate the learning relationship
3.1 Recognise readiness for closure of individual learning relationship
3.2 Seek feedback from the learner on the outcomes achieved and the value of the relationship
3.3 Evaluate whether the learning relationship met agreed learning needs and goals
3.4 Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor
3.5 Document outcomes as required by the learning relationship and organisation procedures