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 TAATAS504B, 'Facilitate group processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate group processes' 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 | Establish group objectives and processes | 1.1 | The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified |
1.2 | Group input is initiated, confirming objectives | ||
1.3 | Group process techniques, activities and timelines are planned | ||
1.4 | Group purpose, processes, expectations and roles of members are discussed, negotiated and agreed to by the group as a whole | ||
1.5 | Resource requirements are identified and arranged | ||
1.6 | Recording processes are discussed and agreed by the group and confirmed with the client, where applicable | ||
1.7 | Appropriate evaluation methods are agreed upon and incorporated into the process to ensure group and client needs are met, where applicable | ||
2 | Manage facilitation | 2.1 | Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs |
2.2 | Appropriate facilitation skills are used to explore issues/ideas/perspectives in a supportive environment that encourages participation and productive contributions from all group members | ||
2.3 | All interactions with group members reflect sensitivity to social and cultural differences and any individual needs | ||
2.4 | Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference | ||
2.5 | Group members' knowledge, expertise and skills are acknowledged and utilised | ||
2.6 | Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided | ||
2.7 | Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines | ||
3 | Develop group outcomes | 3.1 | Proposed outcomes are sought from group members |
3.2 | Proposed outcomes are noted/documented for group to discuss and further develop | ||
3.3 | Facilitation skills are used to draw a collective and agreed outcome which responds to individual needs/perspectives | ||
3.4 | Outcomes are documented in accordance with agreed client/organisational and group requirements | ||
3.5 | Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate | ||
4 | Finalise group process | 4.1 | Feedback and reflection are used to identify and implement improvements to future practice in group processes |
4.2 | Evaluation methods are selected and used to identify effectiveness of group process | ||
4.3 | Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process | ||
4.4 | Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation | ||