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 AHCILM404, 'Record and document Community history'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Record and document Community history' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for interviews with Community members | 1.1 Determine purpose and objectives of interviews 1.2 Research background to topic and events 1.3 Identify people (narrators) who may be able to provide information on topic and events 1.4 Develop process for individual or group sessions with narrators according to topic and events to be covered 1.5 Develop and check basic questions for interviews with narrators 1.6 Obtain and check equipment, locations and other resources 1.7 Obtain permissions from Cultural Authority to conduct interviews about Community history and culture 1.8 Invite selected narrators |
2. Conduct interviews with Community members | 2.1 Explain oral history process to narrators to obtain their consent to record and use information provided 2.2 Set up and test recording equipment for operation 2.3 Identify recording media for later reference 2.4 Follow cultural protocols and use appropriate language 2.5 Use basic questions to initiate the interview 2.6 Take notes to identify supplementary questions and to support recording media 2.7 Manage interview process to obtain expected and unexpected information, including memories of incidents 2.8 Support narrator to express memories and opinions in an uncritical and positive setting 2.9 Provide positive feedback on the narrator's assistance 2.10 Manage the environment and distractions to maintain a positive response from the narrator 2.11 Manage session lengths to avoid tiring narrators and interviewer |
3. Transcribe and edit information | 3.1 Handle recorded media and transcripts to maintain recording quality and accuracy and security and privacy requirements 3.2 Transcribe interviews according to agreements with narrators 3.3 Provide draft written or oral transcripts to narrators for editing according to agreement with narrators 3.4 Complete editing according to narrator’s wishes 3.5 Record and manage information on narrator’s doubts or hesitancy on certain facts, and conflicting information between interviews separately from transcripts |
4. Store records | 4.1 Store recorded media and transcripts to maintain recording quality, accuracy, security and privacy requirements 4.2 Control access to records according to the narrator’s wishes |