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 CHCDIS007, 'Facilitate the empowerment of people with disability '.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate the empowerment of people with disability ' 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 define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate commitment to empowerment for people with disability
1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken
1.2 Identify ways society can affect the level of impairment experienced by a person with disability
1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts
1.4 Develop and adjust own approaches to facilitate empowerment
2. Foster human rights
2.1 Assist the person with disability to understand their rights
2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person-centeredness
2.3 Ensure the cultural needs of the person are identified, accepted and upheld
2.4 Identify breaches of human rights and respond and report according to organisation procedures
2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure
3. Facilitate choice and self-determination
3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert
3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other
3.3 Provide assistance to the person with disability to facilitate communication of their personal goals
3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices
3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf
3.6 Assist with accessing advocacy services and other complaint mechanisms as required