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 PSPTIS047, 'Use routine health terminology in interpreting (LOTE-English)'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use routine health terminology in interpreting (LOTE-English)' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Identify the context of health terminology | 1.1 Identify key features of the public and private health system, including key people and structures in healthcare. 1.2 Describe standard procedures specific to communication in general health and allied health contexts. 1.3 Outline the role and responsibilities of interpreters and others in general health and allied health contexts, including obtaining valid consent. 1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to health and allied health contexts. |
2. Develop understanding of health terminology | 2.1 Identify the fundamental word structure used in basic medical terms. 2.2 Recognise and explain abbreviations for basic health specific terms and associated processes. 2.3 Identify English and LOTE descriptors and euphemisms applicable to diagnosis and communication in healthcare. 2.4 Research and develop knowledge of health and allied health terminology in English and LOTE. 2.5 Use clear pronunciation of health and allied health specific terminology. |
3. Use appropriate oral or signed communication in health contexts | 3.1 Receive and understand oral or signed instructions, comments and advice using English and LOTE health terminology. 3.2 Seek clarification of correct use and meaning of terms and associated processes. 3.3 Use a range of English and LOTE health vocabulary and expressions correctly in interpreting. 3.4 Apply prosodic features, gestures and body language appropriate to the health context. |