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 CSCOFM309A, 'Process offender induction'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Process offender induction' 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 | ||||
1Process offenders' reception. | 1.1 Organise the reception of offenders according to the requirements of the sentence plan and organisation's procedures and guidelines. 1.2 Use communication strategies to set up a calm, positive and relevant exchange of information and to relieve anxiety and distress. 1.3 Confirm correct identification and accurate documentation of the offenders through effective two-way communication and from gathering information from a range of identified sources. 1.4 Collect, check, confirm, complete and pass on relevant paperwork according to organisational procedures and reception duties. 1.5 Maintain security and safety and implement emergency procedures where necessary. | ||||
2Determine the priority needs of offenders. | 2.1 Identify and respond to the routine immediate needs of offenders according to operating procedures and local guidelines. 2.2 Provide offenders with information that is tailored to their capacity to absorb and designed to calm and reassure. 2.3 Observe offenders and note any signs of distress, anxiety, aggression and apathy. 2.4 Observe offenders and note signs of impairment of functioning. 2.5 Accurately record behaviour or signs that arouse concern and report that information to the appropriate people. 2.6 Initiate emergency alerts according to the degree of urgency and emergency procedures. 2.7 Provide personal and basic requirements according to offenders' needs and the conditions of the service. | ||||
2.8 Refer offenders to specialist services according to offender needs and set procedures. 2.9 Administer offenders' property according to organisational procedures. | |||||