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 CPCCCM1014A, 'Conduct workplace communication'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct workplace communication' 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. Gather, convey and receive information. | 1.1. Verbal and written instructions are gathered, received and responded to with correct actions. 1.2. Instructions are conveyed accurately. 1.3. Work signage interpretation and other safety (OHS) requirements are responded to with correct action. 1.4. Information is conveyed in English, and the information is interpreted and message confirmed. 1.5. Questions are used to gain additional information and to clarify understanding, using appropriate communication transfer techniques. |
2. Carry out face-to-face routine communication. | 2.1. Routine instructions and messages are received and followed. 2.2. Workplace procedures are carried out to company requirements in communication with others. 2.3. Information from a range of sources is accessed and interpreted using a variety of communication modes. 2.4. Information is selected and sequenced correctly. 2.5. Verbal and written reporting is completed where required. |
3. Apply visual communication. | 3.1. Visual communication is used that follows accepted industry practice or social conventions. 3.2. Attention of communicating parties is obtained, confirmed and/or acknowledged. 3.3. Intention of the visual communication is clarified and confirmed at each step. 3.4. Visual communication that is unclear or ambiguous is questioned or visually cancelled. 3.5. Instances of unclear visual communication are followed up to avoid repeated problems. |
4. Participate in simple on-site meeting processes. | 4.1. Correct process for on site meetings is identified and followed to predetermined or agreed procedures. 4.2. Responses are sought and provided to others in the group. 4.3. Constructive contributions are made. 4.4. Goals or outcomes are identified and/or recorded. |