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 AHCILM508A, 'Propose a negotiated outcome for a given area of country'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Propose a negotiated outcome for a given area of 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. Identify, select and define relevant issues related to the given area of country | 1.1. Community, government and agency perspectives, and issues likely to impact on proposals are accurately identified. 1.2. The implications and impact of issues and perspectives on the given area of country are identified. 1.3. Priority areas for further research, assessment and clarification of issues are recommended. 1.4. Proposals for given area of country are defined in terms of context, issues to be addressed, expected outcomes, possible complications, precedents and key stakeholders. 1.5. With the support of elders and other key stakeholders, an outline of the scope and appropriate processes for conducting negotiated outcomes for that area of country are detailed. |
2. Gather and analyse information on given area of country | 2.1. Information required to support proposals is identified according to community protocols. 2.2. Information required to support proposals is gathered, analysed and interpreted according to community and agency guidelines and best practice procedures. 2.3. An analytical framework for the development of an appropriate approach to the proposal is developed. 2.4. Legislation, national and international protocols and conventions relevant to the given area of country are investigated and implemented, where appropriate. 2.5. The implications for own people from these examples are described in ways that stakeholders can understand. |
3. Formulate and communicate proposals for given area of country | 3.1. A range of options is developed for the proposal, including mechanisms for implementation, monitoring and evaluation. 3.2. The range of options is communicated in a timely and understandable way to those who are party to the negotiations. 3.3. Relevant people to be included in the negotiation are kept informed of progress of work and consulted as appropriate. 3.4. Recommendations are made for options based on likely effectiveness, implementation time frame and costs (including infrastructure), interaction with other proposals (existing or being developed), and consistency with government legislation and policy. 3.5. Examples of instances where other indigenous peoples have used international legal systems to support environmental issues in their own countries are collated. |
4. Complete a proposal for a negotiated outcome for a given area of country | 4.1. Proposal is documented according to community and agency guidelines and best practice procedures. 4.2. Possible alternatives to use are described ensuring compatibility with legal and administrative circumstances for the area of country. 4.3. Relevant people to be included in the negotiation are consulted on final draft proposal and implications for the community. 4.4. Proposal is completed following endorsement from key stakeholders for given area of country. |