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 CHCYTH5C, 'Support youth programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support youth programs' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify the activity / program required | 1.1 | The need for a particular program is assessed from relevant evidence collected |
1.2 | A range of possible programs to meet the defined needs are identified and reviewed | ||
1.3 | Selection of a program type is based on client needs, organisation's criteria, and availability of resources | ||
2 | Prepare activity / program plan | 2.1 | Appropriate strategic planning activities are undertaken, to ensure client needs are met |
2.2 | Planning activities incorporate consultation with key clients and stakeholders | ||
2.3 | Operational arrangements for conducting the program are determined and assessed for feasibility | ||
2.4 | Appropriate implementation and evaluation strategies are included in the activity/program plan | ||
2.5 | Planning activities reflect accepted good practice in working with young people | ||
3 | Deliver activity / program | 3.1 | The program is implemented in accordance with the program plan, organisation guidelines and legal / statutory requirements |
3.2 | Participants are provided with access to a range of activities suited to their needs and interests | ||
3.3 | Flexible implementation plans are developed to suit a variety of contexts and to cope with contingencies | ||
3.4 | The program is adapted to the changing needs of participants as required | ||
3.5 | Problems in program delivery are addressed promptly | ||
4 | Evaluate activity program | 4.1 | Criteria to judge the effectiveness of the program are defined in consultation with clients and stakeholders |
4.2 | Appropriate evaluation strategies are used routinely during and after the program and used for revision and development | ||
4.3 | Evaluation information is collected, organised and reported in a format which is accessible and meaningful to the clients and stakeholders | ||
4.4 | Reports are prepared and presented as required | ||