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 AHCARB801, 'Contextualise diagnostic tests'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contextualise diagnostic tests' 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. Research diagnostic testing principles and processes | 1.1 Research peer-reviewed documentation and relevant case studies 1.2 Develop competency in correct and functional operation of diagnostic testing equipment 1.3 Interpret underpinning scientific principles of test processes 1.4 Determine diagnostic assumptions and limitations of testing process for selected diagnostic tool |
2. Analyse requirements and calibrate processes | 2.1 Analyse quantification, variance and tolerance requirements for selected diagnostic tool 2.2 Research calibration baselines and seek verification where required 2.3 Verify appropriate calibration processes have been performed |
3. Determine project parameters and execute a diagnostic test project | 3.1 Select one or more appropriate testing processes for each of the primary domains: tree anatomy, physiology, pathology, tree dynamics and the edaphic environment 3.2 Contextualise testing for each domain with appropriate selection of diagnostic tools 3.3 Define scientific research method using a basis of hypothesis testing, measurement of functional relationships, and observational research as required 3.4 Investigate scientific literature resources referenced by current science of each primary domain 3.5 Describe efficacy of test in terms of primary domain 3.6 Conceive and execute a diagnostic test project |
4. Interpret testing results | 4.1 Express testing results in performance metrics for each of the selected diagnostic tools 4.2 Interpret results against normal and anticipated ranges 4.3 Confirm predictive responses in terms of pre treatment results to projected post treatment outcomes 4.4 Articulate meaning of results within context of primary domain |
5. Provide prognosis and document management plans | 5.1 Provide an informed prognosis 5.2 Research management options and lag time 5.3 Formulate a report that documents management plans |