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 CHCPR509A, 'Gather, interpret and use information about children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Gather, interpret and use information about children' 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 |
1. Gather and document detailed information about the child | 1.1 Gather information and observations according to a child's emerging skills 1.2 Gather detailed information about children and document using a variety of appropriate methods 1.3 Ensure information and observations collected are valid, representative, significant and relevant 1.4 Make series of observations to address all aspects of development over a period of time and in a variety of situations 1.5 Consult colleagues, families and others in a sensitive manner |
2. Monitor children's developmental progress and develop understanding of individual children | 2.1 Use observations and information to assess and monitor child's play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status 2.2 Interpret information and observations to identify individual emerging skills, capabilities, potential, interests, preferences of child to guide program strategies to foster development 2.3 Monitor and interpret behaviour that is out of character for an individual child and respond appropriately 2.4 Demonstrate understanding and application of inclusive principles in interpreting observations |
3. Use information from observations with others | 3.1 Demonstrate quality observation practices to other workers 3.2 Provide information to others to inform program planning, support children's play and evaluate programs 3.3 Use records of observations to provide feedback to children about their skills and competence and promote remembering 3.4 Make time available to share information with parents 3.5 Follow up any concerns regarding child's development with appropriate persons/services |
4. Use information to plan the program | 4.1 Use information to consider all aspects of child's development and cater appropriately within the program 4.2 Use the information to plan opportunities and experiences to foster development of the child |
5. Design observation systems with others | 5.1 Develop systematic ways of observing children to ensure all children are included 5.2 Develop systematic ways of observing children to ensure that all interpretations of behaviour can be clearly linked to evidence 5.3 Clearly link observation systems developed to program planning and evaluation processes 5.4 Implement processes to ensure appropriate access by others to observation information |