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 AHCPMG502A, 'Define the pest problem in a regional or broader context'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Define the pest problem in a regional or broader context' 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. Define the land management and/or production process for the area affected by the target pest problem | 1.1. Consultation with other land users, regional land management bodies and other relevant stakeholders in the affected area is documented. 1.2. Desired land management and/or production outcomes are identified. 1.3. Performance criteria for measuring land management and/or production outcomes are determined. 1.4. Critical activities required to achieve the desired outcomes are identified. 1.5. Land management and/or production process is mapped against the annual planning cycle. 1.6. Land management and/or production process budget is determined. |
2. Analyse the pest problem | 2.1. Target pest(s) distribution within the affected area is determined in consultation with other stakeholders. 2.2. Target pest distribution data supplied by stakeholders is validated. 2.3. Factors that influence the target pest(s) population and distribution within the affected area are described. 2.4. Pest life cycle is mapped. |
3. Determine critical control points for management of the pest problem | 3.1. Periods of greatest risk in the land management and/or production process are identified in consultation with other stakeholders. 3.2. Periods of target pest vulnerability within its life cycle are identified. 3.3. Land management and/or production process map and target pest life cycle map are consolidated. 3.4. Critical points for controlling pest populations and/or changing land management or production practices within the annual planning cycle are determined in consultation with other stakeholders. |
4. Analyse the impacts of the pest | 4.1. Economic losses resulting from the pest presence are measured or estimated in consultation with other stakeholders. 4.2. Environmental impacts from the pest presence are measured or estimated in consultation with other stakeholders. 4.3. Potential risks relating to disease or toxicity are defined. |