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 CHCFAM520B, 'Use strengths-based practice in supervision'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use strengths-based practice in supervision' 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. Apply strengths-based principles when providing supervision | 1.1 Apply knowledge of models of supervision including roles and responsibilities within supervision 1.2 Apply understanding of the principles of strengths-based practice in supervision 1.3 Demonstrate recognition of myths and realities for using strengths-based practice in supervision |
2. Use strengths-based tools to explore issues in supervision | 2.1 Identify a range of strengths-based tools 2.2 Identify own strengths and ability to use strengths-based tools effectively in supervision 2.3 Develop a safe and supportive environment to use the strengths-based tools effectively with others in supervision |
3. Conduct supervision using a strengths-based approach | 3.1 Negotiate the supervision relationship using a strengths-based approach 3.2 Identify and address issues of power inherent in supervision 3.3 Formulate a plan to address issues using 'five column' approach 3.4 Identify steps, timeframes and person responsible for action to build on skills, strengths and resources to resolve issues 3.5 Record supervision process and outcomes using letters and strengths-based tools |
4. Review supervision outcomes | 4.1 Prepare for supervision by reviewing letters and five columns 4.2 Prepare questions for supervision that will elicit progress towards goals 4.3 Recognise and celebrate success |
5. Deal with difficult issues using a strengths perspective | 5.1 Identify issues that can occur in supervision 5.2 Apply a strengths-based approach to address these issues |