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 PSPGSD401A, 'Identify and select government service delivery options'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify and select government service delivery options' 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. Assess the need for government services | 1.1 Self-introduction is made in accordance with organisational protocols. 1.2 Applicant circumstances and needs are assessed for complexity, urgency and eligibility so that priorities for service delivery can be identified. 1.3 Barriers are identified and assessed. 1.4 Professional rapport and mutual respect are established and maintained. 1.5 All relevant information is provided about the range of services available. |
2. Identify government service delivery options | 2.1 Personal details and relevant information about circumstances and environment are obtained, recorded and validated, within established guidelines. 2.2 Statutory or legislative provisions related to government services are identified and explained. 2.3 Accepted practice, duty of care obligations and the code of conduct of the organisation are followed and explained as required by organisational procedures. 2.4 Internal expectations about how the team plans to deliver government services are identified and reflected when interacting with the public. 2.5 Service options that match documented needs are identified. |
3. Match service delivery to needs | 3.1 Documented needs are used to identify the service option of best fit. 3.2 Individual differences, safety and diversity issues are identified and addressed. 3.3 Consent to receive services and exchange personal information is obtained in accordance with organisational policy and procedures. 3.4 A service offer is made based on up-to-date information on available options, consistent with entitlements under legislation, internal policy and guidelines. 3.5 Own roles and responsibilities and the rights and obligations of those receiving government services are communicated in accordance with organisational requirements. |
4. Address concerns/issues | 4.1 Questioning and conversation is conducted in a manner which promotes positive participation. 4.2 Active listening is employed to encourage open expression of thoughts and ideas. 4.3 Negotiation is undertaken when necessary and differences in views are accepted and considered in a way that values individual difference and encourages continuing dialogue. 4.4 Advice about communication difficulties is obtained from supervisor/appropriate officer and implemented. 4.5 Strategies to deal with aggression are applied in accordance with organisational policy and procedures. |
5. Make referrals | 5.1 Where there is a complexity of needs or there are issues outside the area of responsibility, support is obtained and referrals are made in accordance with organisational policy and procedures. 5.2 Networks are established and maintained, to ensure referrals to appropriate services. 5.3 Assistance is provided with access to services from within and outside the organisation in accordance with identified needs. |