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 CHCPOL5A, 'Manage research activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage research activities' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | 1. Initiate research efforts | 1.1 | The need for further research is identified and defined and proposals developed in consultation with relevant stakeholders |
1.2 | Research concepts, designs and proposals are developed and tested with relevant stakeholders according to needs, timeframes, resources and desired outcomes | ||
1.3 | The feasibility of research proposals is assessed against determined criteria | ||
1.4 | Opportunities are provided to encourage participation in research activities | ||
1.5 | Issues related to ethics, validity and reliability are incorporated in research designs | ||
2 | 2. Identify and acquire resources | 2.1 | Strategies are devised and implemented to obtain and make use of the necessary human, financial and physical resources to ensure research outcomes |
2.2 | All written and oral submissions are made to obtain the resources and address the standard requirements of funding and the usual practice of the organisation | ||
3 | 3. Supervise research being undertaken | 3.1 | A work plan and budget is implemented taking account of resource and time constraints and negotiated with all research workers, and participants, if relevant |
3.2 | Progress against the work plan and budget is monitored on a regular basis and changes made as necessary | ||
3.3 | Opportunities for feedback, support, advice and debriefing for research workers are created and acted on to ensure the quality of the outcomes | ||
3.4 | Opportunities are created for stakeholders to evaluate the research findings and process | ||
4 | 4. Interpret and act on analysis of research | 4.1 | The analysis and recommendations are derived from the research and satisfy the desired outcomes |
4.2 | The validity and reliability of the research findings is tested against the original research plan and confirmed with key stakeholders | ||
4.3 | Where appropriate, recommendations are made for actioning research results | ||