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 AURA254280A, 'Operate in an automotive administration environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate in an automotive administration environment' 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. Determine potential career path and develop individual goals | 1.1. Occupational health and safety (OHS) requirements, including personal protection needs, are observed throughout the work 1.2. Structure of the relevant automotive sector, including roles and functions of industry/association bodies, is identified 1.3. Personal skills are assessed to identify strengths and weaknesses 1.4. Business expectations are researched 1.5. Personal expectations are identified and goals determined 1.6. Potential career paths in automotive are researched and matched with personal goals 1.7. Training needs are identified and incorporated into career planning |
2. Meet automotive administration employment requirements | 2.1. Business organisational structure and individual roles and responsibilities are identified 2.2. Obligations to employers and others, including confidentiality requirements are complied with 2.3. Lines of communication and authority are identified and complied with 2.4. Work practices comply with legislation, regulations, codes of practice and team expectations, policies and procedures |
3. Manage daily work activities | 3.1. Own work role and responsibilities are identified and complied with 3.2. Lines of communication with supervisors, peers and external persons are identified and utilised 3.3. Individual tasks are identified, prioritised and completed within designated timeframes and business standards according to work schedule 3.4. Assistance is sought from appropriate persons when difficulties arise in achieving allocated tasks 3.5. Changes are made to workload or work priorities where unforeseen circumstances or developments occur 3.6. Own work is monitored and adjusted according to feedback obtained from supervisors and comparison with established business and workplace standards 3.7. Personal workspace is kept in a well organised and in a safe condition in accordance with workplace standards 3.8. Potentially discriminating and/or hazardous practices and policies are identified and reported to appropriate team persons |
4. Contribute to a productive team environment | 4.1. Information and knowledge relevant to work is shared with team members to ensure designated work goals are met 4.2. Personal work objectives are identified and prioritised in accordance with team requirements 4.3. Constructive feedback received from other team persons is encouraged, acknowledged and acted upon 4.4. Variations in the quality of components and/or work practices from team standards are detected and reported to appropriate team persons in accordance with team procedures 4.5. Assistance is actively sought from or provided to other persons when difficulties arise 4.6. Communication techniques are used to gather and understand relevant instructions 4.7. Signs of potential interpersonal conflict are identified, constructively acted upon and/or referred to a supervisor where appropriate |