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 AHCILM302A, 'Provide appropriate information on cultural knowledge'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide appropriate information on cultural knowledge' 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. Investigate cultural knowledge | 1.1. Cultural knowledge is accessed through reference to an appropriate person according to community guidelines and cultural protocols. 1.2. Key principles, values and practices of cultural knowledge are determined and recorded according to community protocols. 1.3. The relationship between cultural knowledge and management of country is defined according to community protocols. 1.4. Ownership of and parameters for transferring cultural knowledge are established according to community protocols. |
2. Identify locations and patterns of plants and animals in a specific area | 2.1. Relationships between land, rivers, lakes and sea management practices and seasonal cycles are identified and documented in an accessible record. 2.2. Common and indigenous names are used to describe plants and animal according to community guidelines and cultural protocols. 2.3. Relationships between spirituality and people to complement the accessible record are noted. 2.4. Appropriate people are used to confirm findings. |
3. Identify plants, animals and resources used for medicine and food | 3.1. Bush foods and medicines for a specific area are identified and recorded. 3.2. Common and indigenous names are used to describe plants and animal according to community guidelines and cultural protocols. 3.3. Plant and animal samples are collected for future identification. 3.4. Issues in relation to indigenous access and use are defined and documented. |
4. Relate information on cultural knowledge to others | 4.1. Information on cultural knowledge is provided to those who are authorised to possess that knowledge according to community guidelines and cultural protocols. 4.2. Information on cultural knowledge is related in an appropriate format and medium according to community guidelines and cultural protocols. 4.3. Requests for disclosure of information on cultural heritage that infringes intellectual property rights of a group or community are referred to appropriate persons according to community guidelines and cultural protocols. 4.4. Requests for disclosure of information on aspects of cultural knowledge by unauthorised individuals are appropriately declined. |