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 CSCOFM004, 'Protect the safety and welfare of vulnerable offenders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Protect the safety and welfare of vulnerable 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. Maintain current information | 1.1 Check all information available on vulnerable offenders. 1.2 Assess the background of the offender for indicators of special needs and factors to consider. 1.3 Confirm the services and support required to ensure that sentencing and assessment requirements will be met. 1.4 Assist offenders to understand the conditions of the correctional environment and court orders and clarify their expectations of the services to be provided. 1.5 Assist offenders to express concerns and issues and respond to these according to level of risk and urgency. 1.6 Prepare reports and documentation of all action and decisions and report all concerns promptly to the relevant support. 1.7 Comply with all policies, procedures and agreed practice of your organisation. |
2. Reduce the risks to offenders | 2.1 Identify areas of concern and risk in behaviour and the environment and respond to prevent impact on the welfare of all people involved. 2.2 Ensure that the environment is safe and healthy, and maintained according to agreed standards and conditions. 2.3 Observe the offender’s routine to monitor changes in mood and behaviour and potential risks. 2.4 Use interaction with offender to identify behaviour change and any associated risk. 2.5 Monitor movements and transfers of offenders. 2.6 Seek specialist advice and support where needs and concerns are identified. 2.7 Refer offenders to specialist services or programs where available. 2.8 Promote and maintain the rights and responsibilities of the offender. |