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 CHCHCS002, 'Coordinate and monitor home based support'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate and monitor home based support' 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. Establish and maintain appropriate relationships with the person and carer | 1.1 Communicate in a manner that develops and maintains trust and respects cultural sensitivities and individual differences 1.2 Maintain confidentiality and privacy of the person according to organisation policy and protocols 1.3 Support the interests, rights and decision-making of the person in all dealings 1.4 Ensure the person has information and understands their rights and the organisations responsibilities, service guidelines and costs |
2. Determine the person’s needs | 2.1 Clarify any existing requirements of the person based on previous assessments and existing individualised plan, if relevant 2.2 Determine the person’s goals, capacities and service needs using strategies appropriate for the person and circumstances 2.3 Determine the person’s needs according to government and organisation procedures, policies, standards and legislation 2.4 Gather information consistent with the person’s requirements and identify indicators where additional information might be required in some areas 2.5 Identify the person’s language and cultural or religious practices which support staff would need to adhere to or which may require change in work practices 2.6 Complete documentation according to organisation procedures |
3. Determine safety requirements for support | 3.1 Identify hazards that would be associated with providing support 3.2 Identify potential areas to minimise risk 3.3 Support the person to address the hazard and control risks, where the risk cannot be managed within organisation’s legitimate role 3.4 Complete documentation according to organisation procedures |
4. Provide appropriate support staff | 4.1 Identify best match to the person’s requirements 4.2 Provide necessary details to support the person 4.3 Provide details to work safely in the person’s home 4.4 Confirm organisation policies and procedures, duty of care and legislative requirements 4.5 Determine job role boundaries and record-keeping requirements 4.6 Identify any skill concerns and report need for training and other support |
5. Monitor support services | 5.1 Check the person’s functioning and progress using a range of information 5.2 Identify any issues and concerns may be present 5.3 Address any concerns with the support worker, and if necessary the person 5.4 Identify strategies to address concerns and issues |