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 ACMCAN405A, 'Design and evaluate interpretive and learning programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and evaluate interpretive and learning 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
ELEMENT | PERFORMANCE CRITERIA |
1. Identify and design priority interpretive and learning programs | 1.1. Australian Regional Association of Zoological Parks (ARAZPA) and institutional interpretive and learning policies are accessed and reviewed, and draft program objectives are assessed in line with the institutional strategic plan. 1.2. Priorities for interpretive and learning programs are established in consultation with management. 1.3. Internal and external resources are identified and accessed to assist with development of specific program content. 1.4. Programs are designed in consultation with relevant personnel to meet the learning objectives of the target audience. 1.5. Draft program designs are presented to management to gain approval for further development. |
2. Develop and deliver interpretive and learning programs | 2.1. Communication methods and materials for delivery are developed, noting relevant occupational health and safety (OHS) requirements. 2.2. Staff members are trained and provided with ongoing professional development to deliver and support the programs. 2.3. Programs are trialled where appropriate and feedback is incorporated into the final draft. 2.4. Programs are printed or displayed and promoted in accordance with institutional policies and procedures. |
3. Review and evaluate the programs or materials | 3.1. Programs or other interpretive material are presented to relevant client groups. 3.2. Feedback from a variety of sources is collected, collated and analysed on a regular basis. 3.3. Programs or displays are improved and updated in accordance with institutional policies and procedures. |