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 CPCCBC4035A, 'Initiate the heritage works process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Initiate the heritage works process' 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 project, location and surrounds. | 1.1. Location and nature of the restoration work to be undertaken are identified and recorded following consultations with the architect and site inspections. 1.2. Site access and egress for work location are noted and recorded. 1.3. Area to be disturbed is determined and surrounding areas are noted for possible work application effects and cover protection requirements. 1.4. Nature of the work is assessed and noted for possible use of heavy or bulky equipment. 1.5. Effect on public access is assessed and recorded to ensure protection of the public and the environment is undertaken. |
2. Consult with technical specialists. | 2.1. Consultations with the conservator, engineer or supervisor are conducted to discuss and clarify specific job requirements. 2.2. Specific risks and areas of concern arising due to the nature of the heritage and conservation aspects of the work are identified. 2.3. Agreed processes and timeframes are established to ensure effective communications between project team members. 2.4. Role responsibilities and requirements are discussed, understood and agreed with project team members. |
3. Consult with clients and stakeholders. | 3.1. Consultations are held with the client and other stakeholders, as appropriate, to clarify expectations regarding access to the site, performance of the work and timeframes. 3.2. Clients and stakeholders are consulted to ensure common understanding of the historical and/or cultural significance of the heritage building under restoration. 3.3. Appropriate communication channels and reporting processes are discussed and agreed, as appropriate, with the client and other relevant stakeholders. |
4. Clarify the impact of contractual requirements. | 4.1. Relevant contractual requirements affecting the performance of the restoration work are identified and clarified. 4.2. Relevant dispute resolution processes that are to be used if required are identified. |