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 CHCYTH301E, 'Work effectively with young people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work effectively with young people' 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. Develop a professional rapport with young people
1.1 Conduct interactions with young people in a fair, just, humane and positive manner
1.2 Use communication strategies with individuals for effective interaction and problem solving
1.3 In all work demonstrate a consistent commitment to young people
2. Address issues associated with the culture of young people
2.1 In all actions and decisions, take into account the culture of the young person
2.2 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
2.3 Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately
2.4 Select activities and resources to promote cross cultural awareness
2.5 Establish guidelines that are relevant to the culture and background of the young person
3. Recognise that youth culture is distinct
3.1 In all interventions, take account of youth culture the young person identifies with
3.2 Select activities and interventions to fit both individual and/or group needs of particular young people
3.3 Assist young people to negotiate positive outcomes within a political framework
3.4 In all interventions, take account of their economic impact on young people
3.5 In all work demonstrate a commitment to addressing any economic disadvantages young people experience