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 AHCLPW401A, 'Process applications for changes in land use'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Process applications for changes in land use' 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 client requirements | 1.1. The proposed changes in land use are discussed with and confirmed with the landholder. 1.2. The catchment characteristics are reviewed and discussed considering the proposed land use. 1.3. Current impacting legislation and policies are explained to the landholder. 1.4. Possible strategies are discussed with the landholder and the best option confirmed. |
2. Determine scope of the request | 2.1. Profile of site determined from survey and aerial photographs. 2.2. Initial inspection checks against legislative or procedures according to enterprise guidelines and industry best practice. 2.3. Native vegetation types checked against maps and local guidelines. 2.4. Threats to local species are checked against local resources. 2.5. Soil and water impact reviewed against proposed land use and industry principles. 2.6. Cultural heritage issues noted according to agency guidelines and best practice procedures. |
3. Present finding | 3.1. Applicant is provided with technical data following program guidelines. 3.2. Concurrence is communicated relating to the formal application following program guidelines. 3.3. Applicant is informed of specific requirements relating to submitting a formal application. 3.4. Self-assessment process communicated and confirmed following program guidelines. 3.5. Potential risks associated with proceeding with process communicated based on program guidelines. |