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 CHCINF604C, 'Manage the organisation's information systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage the organisation's information systems' 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. Identify and address information requirements | 1.1 Identify information requirements in terms of their relevance to organisation and worker goals and objectives and expected outcomes for clients 1.2 Collect and analyse relevant information and use to inform decision-making 1.3 Identify, utilise and periodically evaluate sources of relevant information 1.4 Identify, evaluate and implement options for information collection and dissemination so maximum use is made of the organisation's resources and of the community |
2. Supervise day to day processes for collection, use, storage and dissemination of information | 2.1 Elicit, monitor and verify issues arising from day to day operation of information systems 2.2 Provide staff with information about relevant policies and procedures including confidentiality, ethics and security protocols, and advise management of any breaches 2.3 Provide advice on complex information requests as required 2.4 Develop, implement and evaluate processes and appropriate administrative procedures for dealing with information requests and exchange 2.5 Contribute to design of administrative procedures and policies |
3. Establish and manage systems to record, store, process and distribute information | 3.1 Develop and implement strategies to ensure all aspects of information collection and storage, dissemination and disposal comply with relevant organisation and statutory requirements 3.2 Periodically re-evaluate methods used to record and store information for effectiveness, efficiency, security and integrity, and introduce new methods as necessary 3.3 Analyse any substantial breakdowns in recording, storing and accessing information for cause and effect, and take corrective action to minimise impact 3.4 Establish and implement systems to ensure appropriate availability of information for clients and the organisation 3.5 Monitor currency, validity and usefulness of information and take appropriate actions for disposal or storage 3.6 Investigate available technology and analyse for application to day to day and specific operations 3.7 Inform staff appropriately about correct use of equipment in accordance with manufacturer's specifications and occupational health and safety (OHS) guidelines 3.8 Investigate staff access to training and operation of current and emerging technology and integrate into planning for day to day operations 3.9 Monitor application of correct operating and safety procedures on a regular basis and improve work practices as required to ensure compliance with OHS and other guidelines |
4. Support and supervise the development of information and educational resources | 4.1 Develop guidelines for production of educational and informational resources in consultation with clients and stakeholders 4.2 Recruit appropriate expertise to develop designated information and educational resources to optimise their impact 4.3 Provide opportunities for users of organisation information to advise on development of information and educational resources 4.4 Incorporate relevant cultural considerations in the development of information/education resources |