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 AHCARB603, 'Interpret diagnostic test results'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Interpret diagnostic test results' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Compile diagnostic tool knowledge requirements | 1.1 Compile a portfolio of sample reports of diagnostic test results 1.2 Compile peer reviewed papers on the use of each diagnostic tool 1.3 Review the diagnostic tool specifications and user manuals 1.4 Research output ranges for each diagnostic tool 1.5 Identify key thresholds and benchmarks 1.6 Determine suitability of tool selection for purpose of test |
2. Analyse the data and testing methods | 2.1 Identify and evaluate testing methods used 2.2 Assess relevance, benefits and limitations of methodology used 2.3 Determine assumptions used 2.4 Determine currency of the equipment, software or system used 2.5 Access raw data and testing evidence where available 2.6 Verify data relevance and accuracy 2.7 Review references cited in the report 2.8 Record non-conforming practices and treatments 2.9 Identify instances of incorrect application of diagnostic tools 2.10 Highlight unsupported statements and factual errors 2.11 Detail significant omissions, errors and ambiguities 2.12 Detail inconsistencies and errors of logic 2.13 Identify variances to specifications 2.14 Detail incorrect use of arboricultural terminology |
3. Evaluate and critique test results | 3.1 Assess the suitability of the testing process as fit for purpose 3.2 Analyse the test results 3.3 Compare evaluation with original interpretation 3.4 Consider and account for anomalies 3.5 Determine the validity of outcomes of original report 3.6 Develop substantiated positions to inform critical analysis of test results 3.7 Determine further testing required to verify or falsify results 3.8 Document feedback on original results |
4. Prepare critique document the report | 4.1 Compile the analysis 4.2 Review the completeness and accuracy of the analysis 4.3 Record analysis outcomes and rationale 4.4 Document the analytical processes 4.5 Provide alternative analysis and conclusion 4.6 Document critique in a report 4.7 Present report in agreed format and within agreed timelines |