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 CSCOFM305A, 'Supervise offenders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Supervise 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
1Monitor security and behaviour.
1.1 Maintain contact with offenders to observe and monitor offender behaviour, responses and environment and to identify potential problems, conflict or stress.
1.2 Clarify and provide information to offenders about court imposed conditions and compliance with correctional requirements to help them comply with conditions.
1.3 Negotiate and maintain standards of security, safety, health and hygiene and act promptly and effectively on breaches or risks concerned with these matters.
1.4 Identify, investigate and report breaches of orders according to organisation's procedures and guidelines.
1.5 Respond to potential risks and implement intervention strategies according to guidelines, priorities and degree of urgency.
1.6 Report changes to requirements and routine promptly and give information about the changes to everyone who needs to know according to the degree of risk.
2Monitor needs and concerns.
2.1 Use active communication on an ongoing basis to gain information that will assist in identifying offender's needs, problems and concerns.
2.2 Respond to expressions of needs and concerns to promote confidence and trust and a positive approach to addressing concerns.
2.3 Identify and assess changes in the mood and behaviour of offender for their impact on the welfare, safety and security of the offender and the environment.
2.4 Analyse offender information for security, safety and welfare implications.
2.5 Assess security, safety and welfare information, report promptly to the authorised people and take appropriate action.
2.6 Respond to emergencies according to the nature of the risk and degree of urgency.
2.7 Create ongoing opportunities for the offender to express concerns and problems while providing appropriate support.
2.8 Report information about offender's needs, concerns and behaviour to appropriate specialists and seek support or make referrals according to protocol and agreed practice.
3Supervise offenders with special needs.
3.1 Adapt communication with offender to reflect and respect different cultural values, practices and communication levels.
3.2 Use forms of address and manners that acknowledge the sensitivities, circumstances and expectations of others.
3.3 Check values and beliefs for potential conflict or difficulties in being objective and professional.
3.4 Encourage colleagues and offenders to respect differences and values and to be fair and tolerant with people from different cultures and experiences.
3.5 Demonstrate non-discriminatory behaviour at all times and keep actions consistent with organisation's anti-discrimination policies and procedures.
3.6 Seek support from suitable advisers and agencies when required and requested.