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 AHCPER321, 'Demonstrate permaculture practices to small groups of learners'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Demonstrate permaculture practices to small groups of learners' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify audience for demonstration
1.1 Identify characteristics of audience to cater to their needs
1.2 Confirm numbers and, if possible, names of individuals
1.3 Identify time allowed for demonstration
1.4 Identify location and facilities where demonstration will take place
2. Identify topic for demonstration
2.1 Identify topic/s for demonstration
2.2 Research topic/s and clarify best demonstration location and facilities
2.3 Develop order of demonstration, from patterns to details
3. Develop demonstration methods and resources
3.1 Develop participatory planning activities for the sessions
3.2 Develop participatory learning activities for each topic
3.3 Prepare materials and equipment, including enough of everything for the audience size
3.4 Develop review and revision activities for longer sessions
3.5 Confirm all materials, tools and equipment is present and in working order, including safety equipment for the demonstration
4. Conduct demonstration
4.1 Conduct a site and safety briefing
4.2 Conduct a group introduction session for names and stories of participants
4.3 Clarify the planning of sessions for the participants
4.4 Clarify each learning activity and then conduct it
4.5 Conduct review and revision activities as required
4.6 Close the session and clean up in a participatory way that includes session participants
5. Take feed-back from audience
5.1 Conduct a review of the demonstration/s
5.2 Collect feed-back information and address any issues identified
5.3 Use feed-back in future demonstration planning