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 AHCILM401A, 'Protect places of cultural significance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Protect places of cultural significance' 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. Communicate with stakeholders
1.1. Working relationships are developed with stakeholders that assist in the management of culturally significant places.
1.2. Communication approaches are developed that accommodate cultural views.
1.3. Views are regularly obtained on the way in which the cultural significance and resource can be conserved and used.
1.4. Views obtained are conveyed into enterprise and park/reserve planning process.
2. Conserve significance
2.1. Enterprise conservation policies and plans are used with stakeholder views to plan ongoing conservation actions.
2.2. Operational activities are developed and implemented to implement the conservation strategies and plans in a culturally sensitive manner.
2.3. Staff are organised to implement conservation actions that minimise deterioration and damage.
2.4. Staff are supervised during restoration projects.
2.5. Resources are obtained for conservation and restoration activities.
2.6. Submissions are made to the enterprise budget process for funds to implement the conservation and restoration activities.
3. Manage incident
3.1. Operational plans are developed to manage incidents consistent with plan of management and risk management analysis.
3.2. Staff responsibilities are assigned to manage types of incidents.
3.3. Equipment and supplies are obtained and maintained to enable effective response to incidents.
3.4. Staff are trained in the management of the types of incidents for which they have an involvement.
3.5. Submissions are made to the enterprise budget process for funds to support the incident management activities.