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 AHCLPW403A, 'Inspect and monitor cultural places'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Inspect and monitor cultural places' 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. Prepare for inspection | 1.1. Significance of place is sourced from conservation and management plans. 1.2. According to operational request, specific facilities and equipment for inspection are determined. 1.3. Appropriate checklists relating to condition of fabric and surrounds are obtained to suit the application. |
2. Carry out comprehensive inspection | 2.1. Condition of fabric is inspected for deterioration and damage. 2.2. Non-conformity with conservation and management plans and Occupational Health and Safety (OHS) are recorded. 2.3. Observed deterioration and damage to the fabric is evaluated to determine short-term and long-term impact on the significance of the place. 2.4. Maintenance works for the cultural place is determined and scheduled. 2.5. Records are checked for accuracy. 2.6. Potential safety risks, hazards and situations are identified and detailed. |
3. Submit report and recommendations | 3.1. Situations requiring urgent action are addressed in accordance with conservation/management plan enterprise guidelines. 3.2. Draft reports are provided to stakeholders in oral and/or written formats. 3.3. Concise and accurate report are prepared and submitted to management. 3.4. Existing management systems are reviewed particularly regarding frequency and scope of inspection. 3.5. Recommendations for future action are consistent with conservation/management plan and industry standards and best practice. 3.6. Collected data and information is submitted for inclusion on information management system. |
4. Monitor surroundings | 4.1. Condition of surrounds and setting of the place or area is monitored for deterioration, damage and for biological or geophysical changes. 4.2. Deterioration and damage to surrounds and setting of place or area is evaluated to determine short-term and long-term impact on the significance of the place. 4.3. Required restoration or modification of biological aspects of the setting, including indigenous and exotic species, are planned to maintain the cultural and natural significance. 4.4. Required restoration or modification of geophysical aspects of the setting and surrounds, including replacement of soils and protection of landforms are planned to maintain the cultural and natural significance. 4.5. Maintenance, restoration and modification of fabric, setting and surrounds is integrated to maintain the cultural (both indigenous and non-indigenous), and natural significance of the place or area. |
5. Monitor stakeholder views on significance | 5.1. Stakeholders are periodically consulted to determine their views on the significance and maintenance of the place and area. 5.2. Visitors are periodically consulted to obtain their views on the place and area. 5.3. Changes in views and/or stakeholders are identified. 5.4. Changes in views are assessed for impact on cultural significance, approach to maintenance, restoration and modification, and current and proposed uses of the place or area. 5.5. Assessment of changed views is reported to enterprise and Burra Charter processes or indigenous places guidelines. |