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 AURAMA002, 'Communicate business information 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 business information 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. Communicate information verbally | 1.1 Purpose of verbal communication is determined and communication style is chosen to suit audience and purpose 1.2 Information is delivered verbally using clear, succinct and unambiguous language and accurate industry terminology 1.3 Listeners are questioned to verify that information provided has been received and understood accurately 1.4 Clarification, rephrasing or additional explanations are provided as required 1.5 Verbal information received from others is listened to carefully, and clarified and confirmed with the speaker as required |
2. Communicate information in writing | 2.1 Purpose or objectives of written communication are determined and communication style is chosen to suit audience and purpose 2.2 Written text is drafted using correct vocabulary, grammatical structures and conventions 2.3 Text is logically structured, formatted and presented following workplace procedures 2.4 Text is checked to confirm that key messages are clear, succinct and unambiguous and meet intended purpose 2.5 Written information received from others is read carefully and information is clarified as required |
3. Communicate in meeting | 3.1 Purpose of meeting is identified and clarified as required 3.2 Meeting is attended and positive contribution to outcomes is made according to workplace meeting procedures and own level of responsibility 3.3 Own responsibilities relating to meeting outcomes are carried out according to workplace meeting procedures |
4. Present information to others | 4.1 Purpose for presenting information to others and features of the target audience are identified and clarified 4.2 Information to be presented is planned and organised logically 4.3 Resources needed to present information are identified and selected 4.4 Resources are checked prior to presenting information to ensure that they are functioning properly 4.5 Presentation is conducted as planned and appropriate responses to audience questions and feedback are provided 4.6 Audience feedback on presentation is reviewed to improve future practice |
5. Discuss and resolve a workplace issue | 5.1 Key factors and issues relating to a workplace issue are analysed 5.2 Key discussion points and suitable approach to discussion are planned 5.3 Discussion is conducted according to planned approach with solutions or outcomes acceptable to both parties negotiated and agreed 5.4 Required follow-up action is carried out according to workplace procedures and further discussions with other parties conducted as required 5.5 Solutions or outcomes are documented according to workplace procedures. |