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 CSCOFM311, 'Supervise female offenders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Supervise female 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
1 Support female offenders in maintaining relationships
1.1 Assist female offenders to maintain contact with family, friends and support networks.
1.2 Facilitate contact between female offenders and networks in the community according to organisation’s procedures.
1.3 Encourage female offenders to confidently and positively manage themselves and their relationships .
1.4 Provide support to female offenders in a manner that maintains the integrity of self-management and personal dignity.
2 Maintain professional relationship with female offenders
2.1 Communicate with female offenders in a manner appropriate to the offenders’ needs and circumstances.
2.2 Develop and maintain appropriate relationships with officers, service agencies and personal support.
2.3 Respond positively, appropriately and consistently to female offenders’ requests and concerns.
2.4 Manage and maintain professional boundaries.
3 Facilitate self awareness of offender’s behaviour
3.1 Establish and maintain acceptable boundaries of behaviour.
3.2 Provide feedback to female offenders to assist them to identify the impact of their behaviour on self and others.
3.3 Assist female offenders to identify unacceptable patterns of behaviour and negotiate change.
3.4 Provide positive reinforcement of acceptable behaviour and acknowledge progress toward change.
3.5 Utilise support networks to support changes in behaviour.
4 Provide supervision to female offenders
4.1 Conduct interviews with female offenders according to organisation requirements.
4.2 Use communication strategies with female offenders to promote effective interaction.
4.3 Identify and use a range of communication styles to respect and reflect the diversity of the workplace and working with female offenders.
4.4 Observe female offenders’ routines and monitor changes and identify needs and potential risks.
4.5 Refer to specialist services where needs and risks are identified.