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 CHCRCP403A, 'Support carers to access information and services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support carers to access information and services' 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
Work with the carer to identify strategies/resources to meet their needs | 1.1 Establish a rapport with the carer through an open, empathic and confident manner 1.2 Explain privacy and confidentiality principles, practices and procedures 1.3 Assist the carer to identify possible services and supports to address identified needs 1.4 Identify barriersto the provision of services 1.5 Assess the carer’s eligibility to access available services 1.6 Recognise the complex circumstances of people in accessing support services 1.7 Recognise the key factors in risks to the care relationship continuing and respond according to organisation guidelines 1.8 Recognise and respond to carers or care recipients who are reluctant to access 1.9 Recognise and respect the carer’s and care recipient’s right to self-determination within legal parameters |
Work with the carer to develop a supportplan to meet their own needs and those of the care recipient | 2.1 Support the carer’s strengths and abilities as well as addressing their needs in the planning process 2.2 Support the carer to make informed decisions to prioritise their identified needs 2.3 Select from the available range of options and devise strategies to address the carer’s identified needs and achieve their goals 2.4 Document agreed support plan according to organisation guidelines |
Work with the carer to implement the support plan | 3.1 Address need for support/services in order of priority 3.2 Work with other professionals and organisations to implement support plan 3.3 With the carer’s consent arrange for, or refer the carer and/or care recipient to, other service providers according to organisation and funding guidelines 3.4 Where available use the allocated budget to meet the carer’s needs according to relevant guidelines and delegation |
Review the effectiveness of the support plan | 4.1 Undertake a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation 4.2 Re-prioritise the carer’s needs based on the reassessment 4.3 Review the support plan |