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 HLTCOM502B, 'Develop professional expertise'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop professional expertise' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Seek out and apply traditional, alternative and scientific information | 1.1 | Utilise a variety of methods to collect and evaluate data in the clinical setting |
1.2 | Access and evaluate literature on the theory and practice of traditional, alternative and scientific medicine | ||
1.3 | Give case presentations and/or literature reviews in a public/peer setting | ||
2 | Implement reflective learning practices | 2.1 | Evaluate, compare and contrast new treatments, protocols and other new ideas |
2.2 | Transfer skills and competencies to new contexts | ||
2.3 | Use knowledge of the historical, theoretical and philosophical aspects of the field of practice to improve existing practices | ||
2.4 | Identify strengths and weaknesses and implement measures to improve these | ||
3 | Contribute to the development of professional practices | 3.1 | Establish links with other healthcare professionals using a knowledge of local, community and hospital based services |
3.2 | Maintain membership of relevant professional association/s | ||
3.3 | Actively pursue participation in professional development activities | ||
3.4 | Monitor progress of professional on a regular basis | ||
4 | Critically evaluate specific research | 4.1 | Describe research strategies |
4.2 | Identify stakeholders and their communication needs | ||
4.3 | Identify research requirements | ||
4.4 | Analyse research information and data | ||
4.5 | Report research | ||