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 CHCOHC303B, 'Use basic oral health screening tools'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Use basic oral health screening tools' 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
1. Prepare for and participate in basic routine oral health screening services
1.1 Explain screening procedure and rationale to clients
1.2 Take into account client's ability to self report
1.3 Seek information and guidance on tools to work with certain individuals and the most suitable approach, taking into consideration factors such as, cognitive ability, communication methods and culture
1.4 Obtain feedback from client to determine that procedure is understood and obtain consent from client or relevant substitute decision maker to conduct screening
1.5 Prepare screening materials and documents
1.6 Perform basic routine screening in line with legislative requirements, organisation requirements and within own work role
1.7 Use only screeningtools that are currently accepted by the oral health sector and are fit for basic oral health screening as part of client support work
1.8 Use tools correctly, strictly according to instructions, guidelines and/or training approved by the oral health sector'
2. Follow screening tool questioning, observation and recording requirements
2.1 Use screening tool to question clients about their oral health taking into account specific individual issues
2.2 Document and record client responses to questions
2.3 Record observations about client's oral health in appropriate format according to tool and organisation guidelines
2.4 Consult with other health personnel where necessary to assist with, confirm or clarify screening and recording processes and outcomes
2.5 Complete reporting processes using information from client, significant others and own observations
2.6 Confirm available and appropriate referral pathways to address identified client needs in line with own work role
2.7 Where appropriate and in consultation with others where necessary, refer clients to address identified needs for oral health education and/or assessment
2.8 Where screening was unsuccessful report and follow up appropriately
3. Review screening process and outcomes
3.1 Ask for feedback from clients and other relevant stakeholders to determine the effectiveness of screening processes and identify any issues in own use of screening tool/s
3.2 Where appropriate, discuss with clients and other relevant stakeholders any issues or obstacles relating to referrals made
3.3 Discuss feedback with other members of the team and take appropriate action to address feedback where required