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 CHCGMB001, 'Assess the needs of clients with problem gambling issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assess the needs of clients with problem gambling issues' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for assessment | 1.1 Review existing information about the client and consult with relevant health or community services professionals based on client needs 1.2 Clearly explain legal, ethical and organisational requirements and procedures 1.3 Discuss with the client reasons for seeking help and other information that may assist in establishing a basis for further work 1.4 Inform the client of the assessment purpose and process 1.5 Confirm client’s understanding of the purpose and process of assessment and obtain consent |
2. Conduct assessment | 2.1 Identify history and pattern of client’s gambling through client discussion and questioning 2.2 Identify and clarify co-existing issues in consultation with the client 2.3 Review information and/or use structured assessment screens to assess the extent and impact of gambling 2.4 Collaborate with other health professionals as indicated by assessment 2.5 Determine entry to, or exclusion from, services according to organisation criteria 2.6 Accurately record assessment results according to organisation guidelines |
3. Develop a case plan with the client | 3.1 Identify and explore and develop options for addressing client needs and integrate into planning 3.2 Identify and prioritise goals with client and negotiate and agree objectives and processes 3.3 Negotiate and agree on case plans 3.4 Define roles, responsibilities and accountabilities of clients, counsellors and other service providers 3.5 Integrate cultural considerations into goal setting and negotiation 3.6 Negotiate communication protocols, ongoing review and evaluation systems 3.7 Document case plans and ongoing case notes according to organisation guidelines |
4. Refer clients | 4.1 Identify client issues that are outside the scope of the service and/or the scope of the worker 4.2 Identify appropriate service and other support options 4.3 Inform the client of possible options and reasons for seeking other service and support options 4.4 Confirm the client’s understanding of options 4.5 Work with the client to determine referral options and responsibilities 4.6 Make referral with client consent 4.7 Provide assessment information to others, including relevant health and/or community services professionals according to consent requirements |