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 BSALC401A, 'Interact with other parties'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Interact with other parties' 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 of Competency | Performance Criteria |
Prepare for liaison | • Work activities are planned and prioritised • Required background information is obtained and relevant documents are prepared and checked by instructing legal practitioner • Review of background information and relevant documents is arranged with designated person • Plan of action is developed with instructing legal practitioner • Required background reading/research is undertaken to ensure readiness for liaison • Third party liaison takes place, where appropriate |
Organise self or other to arrange appointment | • Appointment between parties is arranged, where appropriate • Critical venues and dates are documented according to a firm’s policies and procedures • Appointments are verified in advance and verification is documented |
Undertake liaison | • Liaison is undertaken in line with a firm’s confidentiality and security policies and procedures • Requests from other parties for information are fulfilled as planned with instructing legal practitioner • Information is exchanged where appropriate as planned with instructing legal practitioner • Non-disclosable information is not communicated and where any doubt exists as to the information’s status, it is not communicated • Unexpected problems of a legal nature are referred to the instructing legal practitioner |