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 BSBATSIL512A, 'Be a leader in the community'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Be a leader in the community' 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 | PERFORMANCE CRITERIA |
1. Lead by example | 1.1. Identify the qualities of effective community leaders 1.2. Analyse own leadership style and performance 1.3. Use knowledge and skills to communicate effectively and demonstrate respect for community values 1.4. Identify changes that may affect the organisation and the community and discuss their implications 1.5. Implement change in a culturally sensitive way 1.6. Identify how personal actions can impact on others |
2. Access information about the community | 2.1. Gather and analyse information on social, cultural and economic needs of all sections of the community 2.2. Follow protocols for information sharing |
3. Encourage others to participate in the organisation's activities | 3.1. Encourage the involvement of members of the community in the governance of the organisation 3.2. Encourage active community participation in the organisation 3.3. Promote a team and community approach to the activities of the organisation |
4. Determine the big picture on community issues | 4.1. Form opinions after researching the background to community issues 4.2. Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community 4.3. Consult Elders, traditional owners, government departments and others regarding community issues |
5. Provide directions and make decisions | 5.1. Identify and document options to address community and organisational issues 5.2. Present options for community discussion 5.3. Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes 5.4. Promote consensus where there is a difference of opinion 5.5. Inform Elders, traditional owners and others about how and why decisions are made 5.6. Implement and follow decisions made by the board |
6. Negotiate with others to promote community interests | 6.1. Give priority to community interests in dealing with government, business and other organisations 6.2. Represent the views of the board to others 6.3. Negotiate and document outcomes that represent the best possible solutions for the community at the time |
7. See both sides of community issues | 7.1. Analyse points of view expressed on an issue in terms of their impact on the community and the organisation 7.2. Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions 7.3. Support decisions that reflect the long-term wellbeing of the whole community |