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 HLTEN522B, 'Contribute to the registration and assessment of donors'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to the registration and assessment of donors' 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. Register donors | 1.1 Ask the donor questions clearly and in an appropriate manner, level and pace and in a manner that encourages the donor to provide full answers 1.2 Check donor understanding of information and seek alternate approaches when necessary 1.3 Compare information provided by donor with existing records and identify discrepancies 1.4 Seek further details to clarify discrepancies 1.5 Enter relevant information clearly and accurately into the donor record 1.6 Explain the nature and purpose of procedures in a clear and appropriate manner 1.7 Answer donor questions and seek feedback of understanding of the nature and purpose of procedures before seeking informed consent 1.8 Provide accurate information about the nature and sequence of session activities appropriate to the donor's needs and concerns 1.9 Maintain the confidentiality of the donor |
2. Assess donor suitability to give blood and blood components | 2.1 Explain the purpose and importance of health screening to the donor in a clear and accurate manner, pace and level appropriate to the needs and concerns of the donor 2.2 Identify donor status and refer to relevant person when the donor requirements are outside legitimate responsibility 2.3 Ask questions, precisely as written, in a manner that encourages the donor to provide full answers 2.4 Refer to an appropriate person when the donor is not able or willing to provide the information needed for assessment 2.5 Information provided by the donor is assessed against specified criteria 2.6 Where information is obtained which indicates that the donor may be unsuitable, the reason for seeking further guidance is explained clearly and sensitively and accurate information is passed on to the appropriate person 2.7 Answer all donor questions clearly, accurately and in a manner that meets the donor's needs and concerns 2.8 Give appropriate support, information and advice to donors assessed as unsuitable 2.9 Enter all information clearly and accurately in the donor record 2.10 Maintain the confidentiality of the donor |
3. Observe and report any irregularity in behaviour | 3.1 Observe irregularities in potential donor behaviour 3.2 Determine type of situation and appropriate action 3.3 Take action to ensure safety of all persons in the immediate vicinity 3.4 Alert appropriate staff person and seek assistance if necessary 3.5 Document the incident 3.6 Report the incident to designated person |
4. Contribute to the update of donor selection criteria | 4.1 Document inconsistencies, omissions and ambiguities of donor information 4.2 Report inconsistencies, omissions and ambiguities to the designation person |