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 AHCCCF409, 'Participate in assessments of project submissions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Participate in assessments of project submissions' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research the applicable program guidelines
1.1 Review policy and program information required to participate in the assessment of projects within a region or State/Territory
1.2 Identify own role and responsibilities within applicable program guidelines and legislative requirements
1.3 Build own knowledge of policy and program information and legislative requirements to understand program aims and goals
1.4 Identify changes in policy and program information for impact on assessment processes
2. Review submissions
2.1 Review project submissions in the context of policy and program information before the assessment committee meeting
2.2 Complete personal review and ranking of projects for the assessment committee meeting
3. Participate in committee assessment process
3.1 Identify projects which meet program guidelines
3.2 Identify and review submissions seeking further funding for existing projects under separate criteria
3.3 Give assessments of projects a balanced consideration to ensure equity and fairness in the process
3.4 Review and rank projects in terms of the priorities and other factors defined in the program guidelines
3.5 Use active listening approaches and appropriate questioning techniques to develop an understanding and a team approach
3.6 Select projects for recommendation
4. Maintain integrity of assessment
4.1 Maintain confidentiality requirements of the assessment process
4.2 Follow ethical and legislative standards and procedures in the assessment process