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 CHCECE023, 'Analyse information to inform learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Analyse information to inform learning' 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 |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Gather and document information about children | 1.1 Undertake observations and gather detailed information about children’s learning, using a wide range of approaches 1.2 Ensure the assessment methods and tools used to gather information consider assessment principles 1.3 Gather information and observations over time and in a variety of spaces 1.4 Include the voices of educators, children, peers, families and other professionals where appropriate 1.5 Demonstrate inclusive assessment practices |
2. Monitor children’s learning and development | 2.1 Use information and observations to analyse and monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes 2.2 Identify children who may need additional support in order to achieve particular learning outcomes 2.3 Use summative assessment to reflect on children’s learning over a period of time 2.4 Collaborate with families and colleagues to support children’s learning 2.5 Develop a process to ensure that information and observations are gathered and used to inform planning for all children |
3. Use evidence to inform practice | 3.1 Use evidence to plan for children to learn through play, intentional teaching, modelling and the learning environment 3.2 Reflect on and improve own practices using evidence gathered |
4. Share information appropriately | 4.1 Implement strategies to ensure that children’s documentation can be shared with families 4.2 Follow confidentiality practices to ensure information is shared appropriately |