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 CHCPRT015, 'Respond to needs of youth justice clients'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Respond to needs of youth justice clients' 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 specify the level of performance needed to demonstrate achievement of the element. |
1. Assist the young person to identify and assess issues that affect their health and wellbeing | 1.1 Communicate with the young person in an open and conducive manner to exchange views about their particular health and wellbeing issues 1.2 Consult with the young person about factors that impact on their health and wellbeing 1.3 Identify any specific concerns relating to alcohol and other drug use and/or mental health issues |
2. Assist the young person to select options for addressing health and wellbeing issues | 2.1 Support the young person to reflect upon their own concerns for their health and wellbeing and encourage them to realise their potential for change 2.2 Provide information to assist the young person to explore and select options that can be implemented to address health and wellbeing issues 2.3 Discuss with the young person the implications of choices and clarify their understanding of impact and risks |
3. Support the young person to act upon their choice of support/intervention | 3.1 Assist the young person to be clear about the choices they have made and the reasons for seeking the support/interventions 3.2 Explore with the young person the choice of methods available 3.3 Facilitate the young person’s access to their identified choice of support or intervention 3.4 Maintain contact to a level required to support the young person to action changes to improve health and wellbeing 3.5 Encourage young people to access further supports if required |
4. Evaluate with the young person the effectiveness of interventions/supports | 4.1 Provide regular opportunities for the young person to review their own progress 4.2 Review the young person’s original health and wellbeing concerns and the effectiveness of choice of actions in an appropriate manner 4.3 Seek opinions and inputs from others involved in the interventions to suggest ways the intervention/support process may be improved 4.4 Encourage the young person to identify and discuss their own perceptions of changes to their health and wellbeing as a result of taking action 4.5 Record outcomes of interventions/supports according to organisation guidelines and confidentiality |