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 CSCOFM015, 'Implement planned approach to offender management'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Implement planned approach to offender management' 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 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. Assess offendersâ€™ potential and needs
1.1 Identify and assess offendersâ€™ history, skills, resources and needs.
1.2 Investigate risks and opportunities for development based on offender assessment.
1.3 Encourage offenders to cooperate actively in the analysis of offending behaviour and directions for change.
1.4 Encourage offenders to take responsibility for changing behaviour by establishing personal goals and determining strategies for achieving them.
1.5 Acknowledge offendersâ€™ preferences and decisions and respond to them positively.
1.6 Use personal goal-setting techniques to identify and prioritise areas for action.
1.7 Assess special needs and make referrals to suitable and available services.
1.8 Record and refer offender information and decisions accurately.
1.9 Identify issues arising from involuntary participation and resistance and discuss the consequences with the offenders.
2. Develop plan to achieve offender goals
2.1 Provide information on the services available to offenders and ensure it is clearly explained and designed to promote cooperation.
2.2 Explore and clarify offendersâ€™ expectations and address potential obstacles to encourage realistic goals.
2.3 Explain and negotiate guidelines, conditions and requirements to gain agreement on conditions and compliance.
2.4 Assess the need for specialised assistance or referral and negotiate these with offenders.
2.5 Encourage offendersâ€™ self-management and active involvement in decision making.
2.6 Ensure that appropriate support is provided to offenders in developing plans.
3. Implement offender management plans
3.1 Identify, assess and allocate resources required by the plan.
3.2 Review all aspects of the implementation of the plan and provide documents and information to all services involved in implementing the plan.
3.3 Negotiate and conduct referrals with other services according to agreed criteria and protocol.
3.4 Assist offenders in individual negotiations with other services to achieve agreed outcomes.
3.5 Provide guidance and support when addressing obstacles to achieving goals.
3.6 Explore possible consequences of behaviour and decisions with offenders and give encouragement for responsibility in decision making.
3.7 Seek specialist advice when required and incorporate advice into the strategies to achieve goals.
4. Monitor and review offender progress
4.1 Review goals and objectives against achievements and measures of progress.
4.2 Make adjustments to plans where required.
4.3 Acknowledge offenders' achievements and provide encouragement and constructive feedback.
4.4 Identify and allocate additional resources needed for further progress.
4.5 Encourage offenders to engage in personal evaluation and reflection.
4.6 Encourage and support offenders' plans.
4.7 Establish and explain the boundaries of confidentiality to offenders.
4.8 Confirm information obtained from the offender and record it comprehensively.