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 AHCPER506, 'Develop a relocalisation or transition project'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop a relocalisation or transition project' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify key issues in the transition community | 1.1 Research the community and the bioregion to identify most pressing transition issues 1.2 Research history of dealing with these issues 1.3 Research ways in which other communities or bioregions have dealt with these issues 1.4 Research existing solutions to the problems identified |
2. Work with transition community to devise an energy descent action plan | 2.1 Involve local community in the issues identified through community consultation 2.2 Reach out to as many people as possible in the community to ensure all views are canvassed 2.3 Support the development of a core group to distil the community work 2.4 Support development of new groups to explore preferences at the individual and family level 2.5 Coordinate the participation of diverse interest groups and individuals in the ongoing development of the project 2.6 Maintain communications and resolve conflicts as required |
3. Develop a strategy or an Energy Descent Action Plan | 3.1 Collate feedback from groups and organisations 3.2 Prepare a strategic plan to address the issues identified 3.3 Prepare an Energy Descent Action Plan (EDAP), if required, containing all the issues, strategies and actions to be undertaken 3.4 Include a timeline and benchmarks for energy descent action so that the community can follow progress |
4. Circulate the strategy or EDAP for comment | 4.1 Carry out a process of community consultation and feedback on the EDAP 4.2 Take comments and evaluate responses 4.3 Update and re-circulate the EDAP as required |
5. Publish the strategy or EDAP | 5.1 Launch the strategy or EDAP in a culturally appropriate manner that involves as many members of the community as possible 5.2 Make the strategy or EDAP available in different forms for different audiences including summaries and graphic representations 5.3 Support the role out of the action strategies and continue to encourage participation |