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 CHCEDS411A, 'Use high-level communication skills in the education workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use high-level communication skills in the education 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
ELEMENT | PERFORMANCE CRITERIA |
1. Use clear oral andwritten communication | 1.1 Ensure instructions are clear and concise for the intended audience and task 1.2 Adjust communication methods and style to cater for individual and cultural difference 1.3 Seek and provide clarification of communications when necessary 1.4 Interpret complex information to make it meaningful to others |
2. Contribute to the development of effective communication within the education organisation | 2.1 Consider special communication needs in developing strategies to avoid discrimination 2.2 Evaluate and revise communication skills to ensure they are effective 2.3 Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher 2.4 Promote the use of effective listening skills in within the education community |
3. Represent the education organisation to an audience as directed by teacher | 3.1 Select, prepare and present information to promote the education organisation in an accurate way 3.2 Deliver presentations in a clear and sequential manner, within time constraints 3.3 Use electronic and other media to enhance presentations 3.4 Invite participation from the audience to enhance the presentation where appropriate 3.5 Express ideas clearly and concisely, with language adjusted to meet audience needs 3.6 Match body language and verbal messages 3.7 Respect and consider differences of opinion in a manner that encourages and values the contributions of others |
4. Facilitate formal and informal discussions and meetings as directed by teacher | 4.1 Adhere to agreed venue and times when conducting formal discussions 4.2 Set and follow agendas/objectives for meetings and discussions 4.3 Provide relevant information in advance to participants to facilitate meeting outcomes 4.4 Identify and acknowledge contributions from all participants 4.5 Use effective questioning, speaking, listening and non-verbal communication techniques 4.6 Identify and cater for specific communication needs of participants |
5. Produce quality written material | 5.1 Present written documents in a logical and sequential way that matches the audience and purpose 5.2 Write documents in a clear and succinct manner 5.3 Write materials to conform to the education organisation standards 5.4 Construct documents using current organisation templates, guidelines and terminology 5.5 Present alternative views, approaches, and options for consideration by the reader 5.6 Formulate conclusions based on facts contained within documents 5.7 Align recommendations with presented information 5.8 Acknowledge references using the recognised reference standard of the education organisation |