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 HLTAHA019, 'Assist with the monitoring and modification of meals and menus according to individualised plans'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assist with the monitoring and modification of meals and menus according to individualised plans' 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 define the essential outcomes
The Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify conditions and specific needs of client groups
1.1 Identify the conditions commonly encountered by the client group requiring an individualised plan or dietary modification
1.2 Identify groups at risk of nutritional deficiencies and nutrient imbalance contributing to common lifestyle diseases and disorders
1.3 Identify dietary factors associated with common lifestyle diseases and/or diet related chronic diseases and other nutrition-related conditions, food intolerances, allergies
1.4 Identify special nutritional and dietary needs for conditions encountered by the client group
1.5 Report dietary and nutrition issues and needs to the dietitian
2. Modify meals and menus according to individualised plan
2.1 Consult with dietitian to address the identified risks and needs of client groups
2.2 Modify meals and menus to meet the nutritional and dietary needs of the client group using relevant guidelines
2.3 Assess meals and menus for their suitability for texture modification to meet special nutritional and dietary needs, using relevant guidelines
2.4 Incorporate sufficient choices of dishes and drinks in to menus for special needs, using relevant guidelines
2.5 Provide information regarding individualised plan to client when appropriate and as directed by dietitian or relevant health professional
3. Monitor and report on client status and acceptance of individualised plan
3.1 Provide feedback about changes to, needs, food preferences and individualised plan to food services and to dietitians
3.2 Report the acceptability, tolerance and consumption of meals by the client to the dietitian or relevant health professional
3.3 Identify problems which may affect the clientâ€™s ability to eat or drink to the dietitian and/or other relevant health professional, according to organisation policies and procedures
3.4 Provide feedback on consistently poor client meal choices to the dietitian
3.5 Follow systems designed by a dietitian to monitor, document on client nutritional status
3.6 Monitor the nutrition status of clients using standard and validated tools and nutritional indicators
3.7 Report the progress of client nutritional status to the dietitian, and/or other health professional according to organisational protocols and timeframes