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 CSCOFM009, 'Supervise offenders in the community'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Supervise offenders in the community' 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. Negotiate the services of community agencies | 1.1 Consult offender information and check identification and the requirements and conditions of offenders’ contact with community agencies. 1.2 Provide information to offenders about the requirements and conditions of their contact with community agencies. 1.3 Use a range of communication strategies to determine any special needs of offenders. 1.4 Use a range of strategies to identify and respond to risks or concerns. 1.5 Check and confirm offenders’ property according to procedures. 1.6 Record service and agency information and complete all forms according to procedures. |
2. Maintain safety and security of offenders and the public | 2.1 Allocate offenders’ supervision, support and resources according to needs and risks and the resources available. 2.2 Supervise the movement of offenders according to regulations and community agency protocol. 2.3 Ensure that offenders understand the requirements, conditions and consequences of their behaviour. 2.4 Apply search and restraint according to regulations and agency protocol and authorisations. 2.5 Use observation techniques, technology or communication to monitor the behaviour and reactions of offenders. 2.6 Respond to disruptive or risk behaviour promptly to minimise adverse or harmful consequences and according to the degree of risk and agency protocol. |
3. Liaise with community agencies | 3.1 Confirm agency protocol, layout, special needs and conditions. 3.2 Liaise with agency officials and key people in the agency system. 3.3 Provide information to agency representatives and coordinate the contact between the offender and agency support services. 3.4 Complete reports according to the requirements of the offender information system and agency procedures. 3.5 Provide clear, accurate and relevant information to agency officials when required. 3.6 Organise and provide documentation and evidence required by the agency. 3.7 Check all information and report all actions, outcomes, problems and inconsistencies. |