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 CHCMHS008, 'Promote and facilitate self advocacy'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote and facilitate self advocacy' 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. Assist individuals or groups to identify their issues, rights and preferred options | 1.1 Apply strategic questioning to clarify advocacy issues 1.2 Review and provide information on self advocacy in relation to individual or group issues 1.3 Assist individual or group to identify their own needs and rights and to determine if their rights are being infringed or not being met 1.4 Work with individuals or groups to evaluate and negotiate advocacy options 1.5 Document advocacy options according to organisation policy and procedures |
2. Enable individuals to gain self-advocacy skills | 2.1 Build a shared understanding about advocacy issues and choices available 2.2 Identify potential barriers and relevant strategies to overcome them 2.3 Collaboratively develop an individual’s self-advocacy strategy and arguments 2.4 Provide opportunities for practicing self-advocacy 2.5 Identify and utilise self-advocacy resources 2.6 Support individuals to document the circumstances and events relevant to the advocacy situation |
3. Follow up and support individuals after self-advocacy | 3.1 Follow up and reflect with the individual the self-advocacy process and outcomes 3.2 Identify further strategies and next steps according to individual’s needs 3.3 Provide additional advocacy support to individuals, when needed, to further enhance their self-advocacy efforts |
4. Promote self-advocacy | 4.1 Model aspects of self-advocacy through assertive communication skills 4.2 Identify and use opportunities to promote the right of individuals to self-advocate 4.3 Encourage a culture of self-advocacy and dignity of risk 4.4 Develop promotional material about self-advocacy 4.5 Raise awareness about barriers to self-advocacy |