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 CHCDFV402C, 'Manage own professional development in responding to domestic and family violence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage own professional development in responding to domestic and family violence' 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
1. Work within a domestic violence framework
1.1 Plan work practices to ensure maximum consideration is given to client and worker safety
1.2 Ensure all work undertaken accords with prevention strategies and accepted models of intervention and demonstrates consideration and understanding of the underpinning values and philosophies of domestic violence work and the nature of domestic violence, including its effects, its social, historical, political and economic context and its place in the criminal justice system
1.3 In all work demonstrate commitment to assist clients to deal with their issues through enhancing skills, accessing appropriate support and working with others in the community who share client's issues and concerns
1.4 In all work demonstrate understanding of the rights andresponsibilities of the individual, the family, the community, and society and the worker's limitations, strengths and professional boundaries
1.5 In all work demonstrate consideration of the interrelationship of issues affecting clients in a domestic violence context
2. Model high standards of performance
2.1 Use own performance as a positive role model for others within the occupational group and the community as a whole
2.2 Acknowledge personal and professional values and attitudes regarding domestic violence and how they impact/conflict in practice, when planning and implementing work activities
2.3 In all work demonstrate respect and understanding of individual differences and work processes are adapted as appropriate to meet the cultural, linguistic and any specific needs of the client
2.4 Use organisation and professional standards, procedures and values in providing services to clients affected by domestic violence and reflect community needs
2.5 Recognise and report breaches of organisation codes of ethics/and or practices in accordance with professional andorganisation standards and procedures
3. Develop and maintain professional competence
3.1 Assess personal knowledge and skills in the domestic violence area against occupational units of competency and other relevant standards to determine development needs and priorities
3.2 Regularly use self assessment and reflection on practice to monitor own performance against established personal performance standards and to identify strengths and weaknesses
3.3 Use feedback from clients, their family and colleagues to identify and develop ways to improve competence in responding to domestic violence
3.4 Identify personal development strategies to recognise and respond effectively to domestic violence, and plan and implement to maintain currency of professional competency
3.5 Identify, acquire and apply new developments and trends in responding to domestic violence, and the associated skills and knowledge
3.6 Participate in support processes to obtain professional feedback and to monitor occupational health and stress
3.7 Use networking to identify and build relationships with associated and relevant individuals and organisations
3.8 Participate in professional networks and associations to obtain and maintain personal knowledge and networks