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 AHCPCM302A, 'Provide information on plants and their culture'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide information on plants and their culture' 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 the issue | 1.1. Contact is initiated with the client when appropriate. 1.2. The client is assisted in explaining the issue by the use of attentive listening and questioning techniques. 1.3. The nature of the issue is clarified by gathering all relevant information from the client. 1.4. The issue is defined as closely as possible according to the amount of information gathered. 1.5. The client is advised that expert advice may be required to assist them further with their issue. |
2. Decide on preferred solution | 2.1. Options and/or strategies are identified and developed using available in-house and online reference material, product information, own experiences and sharing collective workplace knowledge. 2.2. Options and/or strategies are examined and evaluated according to sound problem-solving techniques. 2.3. The optimal solution is determined based on reasoned argument, appropriate evidence and sound cultural principles. |
3. Provide the preferred solution | 3.1. The recommended solution, method of application and probable outcomes are clearly explained to the client. 3.2. The original source of the plant and its cultural requirements is referred to where necessary. 3.3. Client requests for clarification or expansion are responded to by the use of attentive listening and questioning techniques. |