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 HLTOHC001, 'Recognise and respond to oral health issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Recognise and respond to oral health issues' 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 specify the level of performance needed to demonstrate achievement of the element |
1. Identify variations in patient behaviour and habits | 1.1 Identify opportunities to observe patient behaviour, physical functions, capabilities and habits that may indicate oral health issues or associated pain or discomfort 1.2 Observe, listen for self-reports and question patient and family/or carer to determine whether the patient is experiencing pain or discomfort that may be associated with oral health issues 1.3 Access relevant information on contributing factors that may produce variation from normal behaviour |
2. Undertake basic visual oral check and questioning | 2.1 Obtain consent from the patient to conduct basic visual oral check and questioning from patient and/or family/carer 2.2 Ensure comfort of patient by developing trust and rapport, adapting environment and optimal time based on patient needs 2.3 Provide support for patient’s head or chin if necessary to enhance visual access without creating discomfort for the patient 2.4 Seek assistance from patient to open their own mouth to limit hand contact inside the mouth 2.5 Prepare and perform basic visual oral checks in line with own work role and use of standard precautions 2.6 Identify signs and symptoms of oral health issues that may indicate variation from normal and actively listen to and be aware of self-reports |
3. Follow up and promote ongoing oral health care | 3.1 Complete documentation and reporting processes, using information from patient, and/or family/carer or other relevant people as well as own observations in relation to oral health issues 3.2 Discuss oral health issues with patient and/or carer in line with organisation policies and procedures and respecting patient priorities and choices 3.3 Take appropriate action within work role, including liaising with supervisor in consultation with patient to ensure appropriate referral occurs 3.4 Use appropriate communication strategies to provide information relevant to promoting and maintaining good oral health 3.5 Provide instruction to support patients to take a self-care approach to oral health in line with individual needs where possible 3.6 Identify and address key barriers to management or self-management of oral health 3.7 Review and monitor oral health issues |