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 CHCGROUP509B, 'Manage disclosures and disruptions in groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage disclosures and disruptions in groups' 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. Plan for reactions from individual participants | 1.1 Predict possible reactions individuals may have to psycho-educational group content and exercises 1.2 Prepare alternatives and responsesto possible reactions from individual participants 1.3 Establish support strategies for individual participants who may have intense reactions 1.4 Negotiate parameters and purpose with the group 1.5 Demonstrate inclusive work practice |
2. Respond to disclosures made by individual participants | 2.1 Appropriately acknowledge disclosure either individually or within the group 2.2 Address group reactions to disclosure 2.3 Maintain effective facilitation of learning through the phases of the group 2.4 Assist individuals to engage with activities and exercises in the group. 2.5 Make relevant referrals |
3. Respond to disruptions to group process from individuals' behaviour | 3.1 Confirm group purpose 3.2 Maintain group focus 3.3 Contain disruptive behaviour using group activities 3.4 Discuss appropriate participation in the group with individuals as necessary 3.5 Assess ability of individual to remain within the group 3.6 Communicate decisions to change group membership with individuals as necessary 3.7 Communicate decisions to change group activities, group membership or group purpose to the group |
4. Use supervision | 4.1 Identify relevant sources of supervision 4.2 Establish supervision before group begins 4.3 Create opportunities to evaluate and review with a supervisor the group processes and group content 4.4 Share concerns regarding individual participants behaviour and disclosures with supervisor |