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 CSCINT003, 'Assist offenders to change drug and alcohol use'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist offenders to change drug and alcohol use' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Assist offenders to identify their need to change | 1.1 Gather information on offenders' behaviour and drug-taking or drinking history from a range of different sources. 1.2 Encourage offender to review their behaviour and experiences with drugs or drinking honestly, realistically and critically. 1.3 Confirm and acknowledge offenders' past attempts to control use. 1.4 Respond promptly to signs of distress or crisis according to the context and emergency response guidelines. 1.5 Encourage offender to assess and explore their level of commitment, the effect and benefits of incentives and the options for change that exist. 1.6 Assist offenders to identify realistic and achievable goals for change. 1.7 Check strategies for intervention with drug and alcohol behaviour for consistency with the organisation’s policies and objectives. 1.8 Assist offenders to develop a plan and timetable for action to achieve their goals. |
2. Support offenders to meet their goals | 2.1 Identify and provide information and resources required by offenders to assist them meet their goals according to availability and priorities. 2.2 Encourage and develop opportunities for the offender to develop their own resources. 2.3 Respond promptly to significant departures from goals and report them. 2.4 Allocate or provide individual counselling and group support according to offenders' needs, goals and the suitability of available programs. 2.5 Gather information on offenders' progress from a range of different sources and match it against the goals and action plan. 2.6 Negotiate changes or adjustments needed with the offender and other interested parties. 2.7 Acknowledge offenders' progress and respond suitably. 2.8 Document and report outcomes against goals. |