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 CSCINT007, 'Use group processes to address offending behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Use group processes to address offending behaviour' 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 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. Assess offendersâ€™ needs and programs
1.1 Assess referred offender's suitability for the program based on their history and background.
1.2 Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.
1.3 Identify the need for additional groups or programs and check with program purpose and resources.
2. Design and coordinate a program of activities
2.1 Check current time commitments and resources for flexibility and capacity to expand.
2.2 Check the objectives, outcomes and processes of group programs for consistency with the organisationâ€™s policies and objectives and program outcomes.
2.3 Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.
2.4 Consult team members for feedback on the planned program and indications of support.
2.5 Identify resources needed for the program and allocate according to priorities and availability.
3. Manage process and outcomes of the group
3.1 Provide information to group in a language and style they will understand.
3.2 Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.
3.3 Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken.
3.4 Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.
3.5 Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.
3.6 Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.
3.7 Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.
3.8 Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.
3.9 Provide clear and relevant information to the group at a suitable language and comprehension level.
3.10 Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.