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 AHCILM505A, 'Map relationship of business enterprise to culture and country'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Map relationship of business enterprise to culture and country' 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. Establish reasons for entering/establishing business | 1.1. The reasons for entering business are described. 1.2. The relationship between culture and the reasons for entering business are mapped. 1.3. The business activity is explained as it relates to the structure of community and/or family grouping. 1.4. The business activity is explained as it relates to and with country. |
2. Interpret the legal parameters of the business organisation | 2.1. The organisational structure is defined. 2.2. The legal basis and appropriate documentation for the structure is identified. 2.3. The documentation is reviewed. 2.4. The powers and authorities of the business are analysed. 2.5. The legal limitations and requirements are described. |
3. Investigate the roles of key positions in the organisation and/or community | 3.1. Titles of key positions in the organisation and/or community are identified and listed. 3.2. The duties of these positions are summarised. 3.3. The source of power or responsibility for these positions is outlined. 3.4. The limitations of the duties and decisions that may be made by these positions are described. 3.5. The role of these positions are analysed in terms of the structure of the community and/or family grouping. 3.6. The role of these positions are analysed in terms of relationship to country. |
4. Evaluate the decision making process as it relates to the organisation and/or community | 4.1. The decision-making process required to be followed in the organisation and/or community is described. 4.2. The responsibilities of each position in this decision-making process are identified. 4.3. Decisions that have been made using this process are described. 4.4. The effectiveness of the decision making process is evaluated. 4.5. The dynamics of the processes in making these decisions are explained. 4.6. Recommendations as to how this process can be improved are made. |