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 HLTAHW006, 'Facilitate and advocate for the rights and needs of clients and community members'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate and advocate for the rights and needs of clients and community members' 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.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify the rights, needs and options available to the client
1.1 Use culturally appropriate and safe communication to assist the client to identify their needs in relation to health issues and services
1.2 Support client to identify needs that are not being met by existing services or supports
1.3 Provide client with information about their rights and options for meeting their needs
1.4 Assist client to identify their preferred option and negotiate other options, as required
2. Assist the client to present their own needs
2.1 Assist client to make contact with relevant persons and agencies
2.2 Provide client with information and support them to present their rights and needs
2.3 Encourage client to communicate in their preferred language, and provide support as required
2.4 Assist client to put their views to relevant persons and agencies to meet their needs as required
2.5 Follow organisational procedures to arrange for interpreting and translation services as requested or required by clients
3. Advocate for the client when self-advocacy is not possible
3.1 Identify relevant individuals or agencies and contact them about the specific issue
3.2 Clearly represent the clientâ€™s point of view to those involved
3.3 Use clear, appropriate and accessible language that values and respects each individual
3.4 Discuss progress and outcomes with client
3.5 Use translation and interpretation services to ensure the clientâ€™s understanding and involvement in the process, as required
3.6 Maintain client confidentiality at all times when communicating client information
4. Liaise with health service providers to meet client and community needs
4.1 Inform multidisciplinary health service teams of ongoing and/or changing individual and community needs and issues that may impact on service provision
4.2 Communicate local community values, beliefs and gender roles to service providers, as required
4.3 Explain to service providers, as required, the role of traditional healers in the community
4.4 Consult health service providers about the organisation and delivery of health services in the community
4.5 Undertake consultation to provide clients with reasonable and timely access to general and specialist health services required outside their own community
5. Promote the rights, needs and interests of the client
5.1 Regularly discuss rights and needs of clients with other workers and supervisor
5.2 Make suggestions to other workers and supervisor about ways to improve services to clients
5.3 Implement changes as required