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 CHCGRP003, 'Plan, facilitate and review psycho-educational groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan, facilitate and review psycho-educational 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan psycho-educational groups | 1.1 Identify the focus for the psycho-educational group based on the target group and client needs 1.2 Identify, screen and assess potential group members for suitability according to an established selection process 1.3 Communicate selection and non-selection outcomes to possible group members 1.4 Identify alternative services to meet the needs of group applicants who do not meet the criteria 1.5 Identify the need for, and establish supervision arrangements prior to the group 1.6 Identify, organise and adapt resources required for facilitation of the group |
2. Facilitate group processes | 2.1 Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries 2.2 Identify, explore and use connections within the group 2.3 Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience 2.4 Use responses and interactions to inform observations 2.5 Assist individuals to engage with activities and exercises in the group. 2.6 Maintain effective facilitation of learning through phases of the group 2.7 Monitor interactions between group members to ensure full participation and maximise learning outcomes 2.8 Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements |
3. Manage challenges within the group process | 3.1 Identify at risk behaviours and implement harm reduction strategies 3.2 Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual 3.3 Acknowledge disclosures appropriately and manage group reactions to disclosure 3.4 Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group 3.5 Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure 3.6 Make referrals when indicated by client needs according to organisation procedures |
4. Review group and participant progress toward set goals | 4.1 Progressively monitor and document individual progress toward set goals 4.2 Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group 4.3 Communicate decisions to change group activities, group membership or group purpose to the group 4.4 Reflect on group practice and own performance to inform future work 4.5 Participate in and apply learning from supervision to current and future psycho-educational groups |