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 AHCCCF503A, 'Promote group formation and development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote group formation and development' 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 potential for group | 1.1. Community research is carried out to determine potential interest in forming group in a locality or region. 1.2. Members of existing groups are encouraged to use their networks of contacts to promote the group and program, and to obtain new members. |
2. Develop approach to create and maintain interest | 2.1. Community organisations and media are identified as potential avenues for promotion. 2.2. Program is promoted in region or locality to create interest in it and its objectives. 2.3. Approaches to diverse sections of the community are modified to cater for their perspectives and cultures. 2.4. People interested in forming new groups are brought together to explore their potential. |
3. Communicate group potential and achievements | 3.1. Environmental issues that have the potential to be addressed by the community and group are identified and promoted to raise interest. 3.2. Group and regional achievements are recorded and used to promote the group and the program. 3.3. Any tension and/or conflict between people in group formation and development is identified and addressed using appropriate and consistent conflict resolution approaches. |
4. Enlist members and volunteers | 4.1. Contacts are invited to join the group and program to increase community involvement and resources. 4.2. Interests and skills of community members are identified to introduce them to relevant program activities and others with mutual interests. 4.3. People who wish to form new groups are given advice, support and access to information and program resources to form the new group. 4.4. Approaches and dealings with individuals and groups include appropriate regard for cultural issues, equity and disability. 4.5. Minority interests within the group are managed to develop group cohesiveness in line with program requirements. |