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 CSCOFM202A, 'Monitor people in care or custody'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Monitor people in care or custody' 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 | ||||
1Supervise people in care and custody. | 1.1 Ensure assignments comply with all instructions, conditions and procedures. 1.2 Monitor care and supervision to ensure it protects personal dignity, safety, welfare and individual rights. 1.3 Check that care and supervision is consistent with security procedures and any special needs and conditions. | ||||
1.4 Report concerns about the physical and emotional condition of people in care immediately. 1.5 Complete clear and accurate records that are in the format required. 1.6 Comply with safety and security procedures at all times. 1.7 Provide information to people in care to reduce confusion and distress. 1.8 Ensure communication is clear and readily understood. 1.9 Make adjustments for cultural needs where this helps communication and understanding. 1.10 Report information to others according to the procedures and the requirements of the assignment. | |||||
2Escort and transfer people. | 2.1 Check escort and transfer arrangements and ensure they are consistent with the requirements and conditions of the assignment. 2.2 Make adjustments to escort or transfer arrangements to take into account special conditions or arrangements. 2.3 Check that records needed for the transfer are correct and available. 2.4 Transfer people in a manner that protects their personal dignity, individual rights and allows for special conditions. | ||||
3Provide protection from risk and harm. | 3.1 Check and confirm special needs of people in care with instructions. 3.2 Assess requests for assistance according to the nature and degree of the risk and the kind of assistance required. 3.3 Report risks, requests for assistance and additional needs and concerns promptly to authorised officer. 3.4 Maintain safety, health and security standards at all times according to instructions and procedures. 3.5 Report hazards to prevent further injury. 3.6 Provide calm, confident and reassuring assistance when required. 3.7 Ensure that people needing assistance are made comfortable and safe from further injury. 3.8 Give information of the actions taking place and the reasons for them to the people involved. | ||||
3.9 Arrange transfer of people for specialist attention and protection promptly and effectively. 3.10 Help emergency and specialist services according to instructions. 3.11 Complete incident reports clearly and accurately and record them according to procedures. | |||||