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 CSCINT401A, 'Negotiate behaviour change'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Negotiate behaviour change' 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
ELEMENT | PERFORMANCE CRITERIA | ||||
1Develop a working relationship with offenders. | 1.1 Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change. 1.2 Use a range of communication strategies to gather information about the background and circumstances of offenders. 1.3 Provide factual, clear and objective information to the offender. 1.4 Identify issues arising from the behaviour of offenders and the behaviour change, and promote the benefits of change with offenders. 1.5 Maintain clear and honest relationships with offenders. 1.6 Identify obstacles to professional relationships with offenders, check personal values and issues with others and record concerns according to the code of conduct. 1.7 Record and report information relevant to intervention contact with the offender according to the organisation's procedures. | ||||
2Negotiate personal goals. | 2.1 Emphasise and negotiate offenders' responsibility for determining and achieving their goals. 2.2 Assess options for offenders' goals and outcomes for change and negotiate agreements based on realistic goals and purpose. 2.3 Check and confirm the information and resources required by offenders to set their goals and provide suitable and available resources and support. 2.4 Encourage offenders to identify and prioritise long and short-term goals based on individual responsibility and personal choice. 2.5 Encourage offenders to identify and analyse the factors that have contributed to past behaviour and the obstacles to achieving change goals. 2.6 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and renegotiate plans. | ||||
3Negotiate a planned approach to change. | 3.1 Negotiate a realistic timetable for the achievement of each goal with the offenders. 3.2 Determine and negotiate the evidence used to indicate that goals have been achieved. 3.3 Assist offenders to determine what support they will need and how they will get this support. 3.4 Encourage offenders to find out what information or advice they need. | ||||
3.5 Confirm that contact with offenders and the process determined for support comply with policies, procedures and code of conduct. 3.6 Negotiate agreement with offenders on reviewing progress and the consequences of achieving or not achieving progress. | |||||