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 BSBATSIC511, 'Plan and conduct a community meeting'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and conduct a community meeting' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Negotiate the basis of a meeting and plan event
1.1 Undertake consultation on purpose, location, date and time of proposed meeting with appropriate people
1.2 Develop a broad agenda and list of invited guests in consultation with appropriate people
1.3 Communicate details of meeting to the community, invited guests and other key people and groups
1.4 Plan transport and other arrangements to maximise attendance
1.5 Address requirements of people with special needs to ensure equity and access
2 Conduct meeting
2.1 Follow community procedures for choosing a chairperson for the meeting
2.2 Follow agenda and relevant meeting protocols
2.3 Acknowledge all points of view through appropriate meeting processes of discussion and documentation
2.4 Encourage full participation
2.5 Seek consensus in decision-making
2.6 Manage difficult situations appropriately
3 Record decisions
3.1 Clearly outline meeting decisions being voted on to those present
3.2 Clarify recommended actions resulting from decisions with participants
3.3 Identify people and organisations responsible for actions
3.4 Record decisions and recommended actions
4 Communicate outcomes
4.1 Share meeting outcomes with board, members and relevant others
4.2 Encourage participants to use their networks to communicate information provided and decisions made at the meeting
4.3 Follow up people and organisations identified as responsible for actions to ensure they understand what is required
4.4 Report outcomes to participating Elders, community members and organisations through established channels