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 HLTAYV609C, 'Perform ayurvedic health assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform ayurvedic health 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 |
1. Determine the scope of the assessment and the client's needs | 1.1 Establish the client's purpose for consultation and identify the symptoms 1.2 Determine the client's eligibility for service using clinic/practitioner policies 1.3 Clearly explain services able to be provided and limits of available services 1.4 Explore and clarify the client's expectation of the service/clinic 1.5 Identify factors likely to have a negative impact on assessment in consultation with the client and wherever possible implement strategies to minimise the effects of these factors 1.6 Explain personal abilities, level of professional competence and parameters of role to the client and practise within these at all times 1.7 Refer client to other health care providers where the needs of the client are identified as beyond the scope of the services able to be provided, or if in the opinion of the practitioner the needs of the client are best met by doing so 1.8 Identify and promote the rights of care of the client |
2. Obtain and record an accurate history of the client | 2.1 Seek information from the client for the client's history with all enquiries asked in a respectful, purposeful, systematic and diplomatic manner 2.2 Collect accurate and relevant in a well-organised form which can be interpreted readily by other professionals 2.3 Treat information as confidential and store securely at all times |
3. Manage the health assessment | 3.1 Obtain informed client consent prior to conducting tests in accordance with legislative requirements 3.2 Pursue abnormal findings and investigate these in a deliberate, logical and appropriate manner 3.3 Assess the reliability of data obtained and where possible clinical correlation with the client's complaints is established 3.4 Use questions to clarify results and gain further information in a manner relevant to the client's needs and test results 3.5 Base decisions to carry out laboratory tests on the integration of previously obtained clinical data and history 3.6 Adhere to the protocol required by the agency in ordering tests 3.7 Allow adequate time during consultation to gather critical information 3.8 Identify and minimise factors that may interfere with the information gathering process 3.9 Identify, establish and observe essential requirements for the maintenance of clinical and practitioner hygiene 3.10 Anticipate potential sensitivities of the client are and adapt approach accordingly to take these into account. 3.11 Take steps to ensure the client's sense of dignity is maintained at all times |
4. Make a comprehensive assessment of the client | 4.1 Apply trividha pariksha (threefold examination method) 4.2 Apply the eightfold examination method if further assessment if necessary 4.3 Determine causative factors of diseases 4.4 Determine different stages of disease 4.5 Determine the samprapti (pathogenesis in ayurveda) 4.6 Determine the different stages of progression of disease and state and location of ama 4.7 Perform ayurvedic differential diagnosis 4.8 Accurately record all information in a systematic manner in accordance with clinic guidelines. |