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 ACMACR407A, 'Conduct community awareness programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Conduct community awareness programs' 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. Contribute to the development/improvement of community awareness programs
1.1. Community consultation is conducted.
1.2. Specific information needs and expectations of the community are identified.
1.3. Suggestions for changes/improvements to community awareness programs are provided.
1.4. Contributions are made to the production of new and/or improved program materials and methods.
1.5. Reports on progress of community awareness programs are publicised and community input/feedback is encouraged.
2. Plan community awareness programs
2.1. Details of community requirements and expectations are clarified and confirmed to ensure programs meet their needs.
2.2. Objectives of programs are determined in consultation with relevant personnel.
2.3. Research to gather materials for presentation is conducted.
2.4. Draft programs are structured and checked with supervisor where required.
2.5. Programs are finalised and accepted in accordance with organisational policies and procedures.
2.6. Relevant equipment, aids and materials to be used are identified, sourced and organised.
3. Deliver community awareness programs
3.1. Information is presented in a clear and logical sequence.
3.2. Programs are conducted using effective public speaking techniques, age-appropriate information and recognised principles of group learning appropriate to the community.
3.3. Relevant equipment is operated correctly and marketing aids and materials are used effectively to assist the community in understanding the programs.
3.4. Opportunities are provided for the community to seek clarification on points.
3.5. Questions are answered and supplemented with relevant information where possible.
3.6. Queries outside the area of responsibility or expertise are referred to relevant personnel/area.
4. Evaluate the delivery of community awareness programs
4.1. Community understanding and responses to the programs are assessed.
4.2. Feedback from the community and observers is analysed.
4.3. Recommendations for changes/improvement to the community awareness programs are made.