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 AURAAA001, 'Work in an automotive administration role'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in an automotive administration role' 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold and italicised text is used, further information is detailed in the range of conditions section. |
1. Meet automotive administration employment requirements | 1.1 Structure of automotive industry sector and relevant associations, occupations and job roles are identified 1.2 Company business requirements are interpreted and work conditions identified 1.3 Company organisational structure, and roles and responsibilities of team members and team leader, are identified 1.4 Own work role, personal responsibilities and accountabilities are clarified 1.5 Lines of authority and reporting requirements are identified and followed 1.6 Company expectations and requirements, including client focus and privacy and confidentiality requirements, are identified and followed |
2. Manage daily work activities | 2.1 Individual tasks are prioritised and completed according to work schedule, company standards, workplace procedures and team expectations, and within required timeframes 2.2 Assistance is sought from team leader when difficulties arise in achieving allocated tasks 2.3 Changes are made to workload or work priorities as required 2.4 Own work is monitored and adjusted according to feedback from supervisors |
3. Maintain a safe environment | 3.1 Safety requirements are identified and followed 3.2 Personal work space is kept in a clean, organised and safe condition according to workplace procedures 3.3 Potential hazards and hazardous practices are identified and reported to appropriate persons |
4. Contribute to a productive team environment | 4.1 Information and instructions relevant to team activities are identified and shared with team members to ensure work goals are met 4.2 Individual contributions to team activities are clarified and confirmed with team members 4.3 Assistance is provided to team members and constructive feedback is provided and encouraged 4.4 Improvements to work activities and variations in the quality of components and work practices are noted and reported to team leader according to workplace procedures 4.5 Causes of disharmony and other barriers to achievement are referred to team leader for resolution |
5. Identify own development needs | 5.1 Personal skills are assessed to identify strengths and improvement opportunities, and are matched against job role and company requirements 5.2 Personal goals are determined and potential automotive career path options explored and matched against personal goals 5.3 Steps are taken, in consultation with team leader or manager, to identify own learning needs for future work requirements 5.4 Opportunities to learn and develop required skills and knowledge for future automotive industry work are identified and acted on as required |