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 CSCINT008, 'Coordinate intervention strategies for offenders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate intervention strategies for offenders' 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. Develop intervention programs | 1.1 Identify the need for programs for offenders and check the suitability of existing programs with available information and through consultation with colleagues. 1.2 Provide support to existing community networks and agencies and encourage them to develop programs to meet offender needs. 1.3 Explore the availability of resources and develop strategies to acquire adequate and relevant resources. 1.4 Develop liaison protocols collaboratively with community agencies to ensure that offenders’ interests are reflected in the design and delivery of programs. 1.5 Review the effectiveness of programs with offenders and program staff and make adjustments to ensure that outcomes are achieved. 1.6 Document and report program and offender details according to organisational and program requirements. |
2. Match offenders to existing programs | 2.1 Identify and assess offender needs against the services and criteria of existing programs. 2.2 Consult community or specialist agencies about available programs and advocate for the interests of offenders. 2.3 Gather information about a range of suitable community services routinely and check it for currency, accuracy and relevance. 2.4 Clarify protocol and guidelines for access to programs and involve offenders in determining suitability and preferences. |
3. Encourage responsibility and participation | 3.1 Confirm the objectives of programs in meeting statutory requirements, sentence plan and personal goals of offenders. 3.2 Acknowledge the responsibilities of offenders in determining and achieving their personal goals and reinforce this throughout implementation strategies and procedures. 3.3 Identify and assess offender obstacles and potential resistance to cooperating with service provision to determine appropriate strategies. 3.4 Encourage and support offenders through appropriate allocation of resources and services and routine review of progress. 3.5 Support and maintain the active involvement of offenders in the implementation and review of program goals and strategies. |
4. Evaluate effectiveness of programs | 4.1 Supervise offenders with least disruption and interference to person and routine. 4.2 Create opportunities for formal and informal exchange of information on offender progress and wellbeing. 4.3 Note signs of stress, anxiety and behaviour indicating problems with compliance, and investigate and report to appropriate services. 4.4 Organise structured opportunities for offender feedback and provide reports on progress. 4.5 Encourage constructive, honest, relevant and comprehensive participation in meetings. 4.6 Provide accurate reports in required timeframe that contain honest, complete and substantiated information and recommendations. 4.7 Monitor program regularly against agreed plan, objectives and outcomes. 4.8 Actively seek feedback from offenders and others involved at regular intervals and use this to inform the design of the program. 4.9 Identify and assess proposed changes, discuss them with relevant people and implement where determined. 4.10 Record information provided by those involved accurately and comprehensively. |