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 CHCMED002, 'Facilitate mediation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate mediation' 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 communication protocols | 1.1 Identify the communication needs of all stakeholders based on review of information and preparation processes 1.2 Confirm the ground rules for the mediation process with all participants/co-mediators 1.3 Comply with statutory and procedural requirements |
2. Define the dispute | 2.1 Involve participants in identifying and defining the dispute based on review of information and preparation processes 2.2 Establish common ground between the participants 2.3 Describe the dispute using appropriate terms 2.4 Define the dispute in terms of interests where appropriate 2.5 Order, differentiate and prioritise issues in collaboration with the participants and confirm understanding |
3. Manage communication and interactions | 3.1 Model ethical practice, maintain impartiality and sustain fairness for all participants involved in the process 3.2 Select and use communication techniques suited to participants to facilitate positive interactions and progress towards agreement 3.3 Provide sufficient time for each party’s interests and views to be identified and explored and acknowledge participants’ feelings, concerns and views 3.4 Encourage participants to describe their understanding of others’ statements about feelings, needs and ideas 3.5 Use conflict resolution techniques to identify and respond to potential and actual conflicts 3.6 Regularly check participants’ understanding of the proceedings and adapt processes according to specific needs |
4. Support problem-solving and negotiation | 4.1 Assist participants to prepare for problem-solving and negotiation 4.2 Manage co-mediation appropriately with all participants to the dispute 4.3 Support participants to identify options for decision-making 4.4 Acknowledge creative and inventive problem-solving strategies 4.5 Provide participants with opportunity to reflect on any agreement or seek other advice when appropriate 4.6 Assist participants to identify agreements and decisions made, and future action required 4.7 Recognise when mediation is not being effective and take action according to organisation protocols |