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 CSCINT405A, 'Support group activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support group activities' 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 | ||||
1Establish relationship with group. | 1.1 Check and confirm the purpose of the group, its main activities and support for and interest in its activities. 1.2 Clarify and negotiate agreement on the different roles and contributions of members of the group and the levels of support needed. | ||||
1.3 Negotiate and get agreement on the rules of behaviour and ways in which the group will manage itself and apply rewards and penalties if agreed. 1.4 Assess goals, needs and expectations of individuals and relate these to the purpose of the group. 1.5 Negotiate agreement on the conditions that apply to participation, outcomes and reporting. 1.6 Use communication techniques with the group that are clear, honest, flexible and tolerant of differences. 1.7 Demonstrate and encourage self-control, patience, trust, tolerance and respect for individual differences. 1.8 Promote the purpose and benefits of participation in groups positively. | |||||
2Assist group to achieve its purpose. | 2.1 Analyse and organise resources needed to achieve the purpose and outcomes of the group according to policies, availability and cost-effectiveness. 2.2 Allocate time and personal involvement needed to maintain support. 2.3 Assess and organise specialist or external resources and support that will assist the group's purpose. 2.4 Monitor the activities and progress of the group against the purpose and demand on resources. 2.5 Advocate on behalf of the group within the organisation and with key people according to guidelines and group objectives. 2.6 Provide reports on the purpose, activities and outcomes of the group that are accurate, generate a positive image and evaluate the role of the group in terms of the organisation's objectives. | ||||