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 HLTAMB004, 'Conduct advanced clinical assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct advanced clinical assessment' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Apply pathophysiological concepts to assess patient’s body system function | 1.1 Apply specialised knowledge of fluid and electrolyte imbalance to determine the patient’s health status 1.2 Demonstrate a specialised knowledge of acid base imbalance impacting the patient’s health status |
2. Identify any variations from homeostasis when assessing a patient’s physical health status | 2.1 Use specialised knowledge of homeostasis imbalance to recognise signs and symptoms indicating abnormal functioning of body systems 2.2 Update specialised knowledge of variations to cellular metabolism and apply when assessing patient for poor states of perfusion |
3. Conduct assessment of patients with specific conditions, disorders and injuries using advanced techniques | 3.1 Integrate comprehensive knowledge of pathophysiological concepts with assessment data and principles of management for specific conditions, disorders and injuries 3.2 Evaluate the need for advanced assessment techniques and potential impact on patient’s health status 3.3 Analyse assessment data and establish the need for and potential impact of pharmacological and/or fluid therapies on patient’s health status 3.4 Employ a process of critical analysis and diagnostic reasoning to make links between patients illness and/or injury and information found at the scene to facilitate treatment strategies |