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 CSCINT404A, 'Assess offender risks and needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assess offender risks and needs' 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
1Observe offender behaviour and presentation.
1.1 Note the offender's emotional state within the context of known personal history and circumstances.
1.2 Observe the offender's physical presentation, note discrepancies and inconsistencies, and review observations against other information.
1.3 Research and check information about the offender's history, behaviour and emotional state from analysis of his/her information and behaviour and from offender files and reports.
1.4 Explore the offender's perception of his/her situation through questioning and responses to information.
1.5 Determine a general assessment of functioning according to recognised criteria and note indicators of impairment.
1.6 Use a range of communication strategies to develop understanding of offender's experiences, attitudes and needs.
2Analyse nature and degree of risk.
2.1 Check and confirm offender's understanding of the nature of his/her circumstances using a range of communication and analysis strategies.
2.2 Explore offender's perceptions of his/her capacity to influence the situation and evaluate this for realistic and effective expectations.
2.3 Check offender's abilities and skills to handle or function within his/her situation and evaluate this for degree of risk to health and welfare.
2.4 Identify current factors that would work for or against change and assess them for significance to programs and services.
2.5 Explore and determine offender's perceptions of the roles of influential and relevant people and systems.
2.6 Identify and acknowledge offender's capacity to recognise and understand his/her situation and adapt according to new requirements and perceptions of the correctional environment.
2.7 Identify offender's motivation to change and assess this according to level of reality, expectations and experiences.
3.1 Identify intervention strategies based on offender's ability and potential to cope with his/her situation and assess resources and barriers relevant to the offending behaviour and risks.
3.2 Determine offender's receptivity, level of awareness of his/her situation, openness to new information and capacity to learn and make behavioural changes, from a range of observation, checking of information and communication strategies.
3.3 Assess offender's risk factors and the nature of the offending behaviour and make recommendations on intervention strategies and referral according to degree of urgency, available programs and services and offender suitability.
3.4 Negotiate conditions of intervention with key people and agencies and with offender in a manner that encourages agreement and cooperation.
3.5 Provide advice and information to offender in language and style designed to promote understanding, provide reassurance and minimise anxiety, stress and confusion.
3.6 Include records of the offender's presentation and all relevant information in offender's file and relevant case notes and report to other agencies as required by organisational guidelines and practices.