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 AURAFA003, 'Communicate effectively in an automotive workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate effectively in an automotive workplace' 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. Prepare to communicate | 1.1 Purpose of communication is established and relevant information is identified 1.2 Non-verbal information is examined and interpreted, as required 1.3 Suitable communication method is chosen to suit audience and purpose 1.4 Relevant information is prepared and prioritised in a logical manner |
2. Participate in routine verbal communication | 2.1 Information is conveyed clearly in verbal exchanges using language, tone and pace appropriate to audience and purpose 2.2 Automotive terminology, including vehicle and component descriptions, is used accurately and according to industry conventions 2.3 Verbal exchanges with others are conducted in a courteous and professional manner 2.4 Active listening and questioning techniques are used to clarify and confirm understanding 2.5 Own opinions are clearly expressed and those of others are listened to without interruption |
3. Carry out routine written and non-verbal communication | 3.1 Accurate and factual information is conveyed clearly in written and other non-verbal communication 3.2 Non-verbal techniques appropriate to the situation are used effectively in interactions with others 3.3 Intended meaning is clarified with recipients as required |
4. Operate workplace communication system | 4.1 Workplace communication device appropriate for the task is selected according to workplace procedures 4.2 Key functions of workplace communication system are used according to equipment specifications and workplace procedures |
5. Contribute to workplace communication | 5.1 Requests for information from colleagues are responded to in a timely manner 5.2 Contributions are made to work group activities and meetings 5.3 Clarification is sought from supervisor or colleagues relating to instructions or information as required 5.4 Feedback from supervisor or colleagues is sought and incorporated into own communication |