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 CHCPRP007, 'Work within a clinical supervision framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work within a clinical supervision framework' 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. Initiate clinical supervision arrangements | 1.1 Identify own clinical supervision needs through a process of reflection and peer collaboration 1.2 Match learning, experience and specialist or generalist practice areas with appropriate supervisor 1.3 Identify and articulate own supervision goals and expectations when engaging with a clinical supervisor 1.4 Agree and complete contractual agreement including goal setting and timeframes for supervision with the supervisor 1.5 Develop, document and use evidence of personal growth and professional learning in preparation for supervision |
2. Use supervision to determine effectiveness of clinical practice and techniques | 2.1 Discuss challenging areas of practice using existing clinical cases 2.2 Participate in self analysis and evaluate own response to clients 2.3 Seek, accept and respond to positive and negative feedback 2.4 Maintain client confidentiality in case discussions 2.5 Discuss current clinical literature and its application 2.6 Document learning from supervision according to practice needs |
3. Initiate opportunities to contribute to the development of own knowledge | 3.1 Identify, research and critique professional research and program evaluation 3.2 Use current research and program evaluations to inform practice according to legal, ethical and contextual requirements 3.3 Identify and pursue professional development through reflective practice, collegial collaboration, and professional reading 3.4 Implement a program to maintain professional competence |