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 AHCBUS403A, 'Support and review business structures and relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support and review business structures and relationships' 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. Identify and assist in establishing/reviewing a rural business structure
1.1. Options for the business structure are identified and legal and taxation ramifications assessed.
1.2. Administrative procedures are followed to ensure full compliance with the chosen structure.
2. Identify and assist in the review of roles and responsibilities within the business unit
2.1. Roles and responsibilities within the business are clearly communicated to members of the business unit.
2.2. Business organisational structure is established/reviewed in consultation with members of the business unit.
2.3. Roles and responsibilities of family members are reviewed regularly in accordance with succession and estate planning requirements.
2.4. Wills are prepared, updated and stored in accordance with organisational requirements.
3. Assist in the development and implementation of stress management strategies
3.1. Potential causes of stress within a rural business environment are identified.
3.2. Stress management strategies are developed in consultation with family and other employees.
3.3. Strategies are implemented to minimise stress within the family and the workplace.
3.4. Stress management strategies are reviewed regularly in accordance with organisational requirements.
4. Access rural networks and support group
4.1. Relevant rural networks and support groups are identified.
4.2. Appropriate interpersonal skills are used to facilitate and promote positive relations.
4.3. Relationships are developed and maintained to promote the rural business in accordance with organisational goals and objectives.
4.4. Networking opportunities are identified and accessed in accordance with organisational requirements.