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 CPPACC4013, 'Contribute to building development teams to ensure access for people with disabilities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to building development teams to ensure access for people with disabilities' 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 describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Review construction project documentation. | 1.1. | Project documentation relating to required part of building cycle is accessed and checked to ensure that it is complete and satisfies organisational requirements. |
1.2. | Project documentation is analysed to determine extent to which provision of access satisfies legislation, codes and standards. | ||
1.3. | Ambiguities in documentation are clarified according to organisational requirements. | ||
2. | Identify and convey issues and advice regarding adequacy of access provision to development team members. | 2.1. | Areas of potential non-compliance are identified and documented according to organisational requirements. |
2.2. | Advice is sought where required to assist in identifying and analysing unknown elements relating to construction plans, access requirements and disabilities. | ||
2.3. | Issues of concern to be clarified with development team regarding adequacy of access provision are identified according to organisational requirements. | ||
2.4. | Issues and supporting reasons are presented to development team using effective interpersonal skills and communication techniques. | ||
2.5. | Advice is provided to development team regarding adequacy of access provision according to organisational requirements using effective interpersonal skills and communication techniques. | ||
3. | Contribute to development team discussions on potential solutions to access provision. | 3.1. | Ongoing advice regarding potential solutions to issues regarding adequacy of access provision is provided to team in agreed format and according to organisational requirements. |
3.2. | Constructive contributions are made to all team discussions and processes, according to own competencies and organisational requirements. | ||
3.3. | Agreed decisions on access solutions made at development team meetings are documented, stored and maintained according to legislative and organisational requirements. | ||
4. | Review implementation strategies. | 4.1. | Agreed decisions are monitored to ensure timely and effective implementation. |
4.2. | Installation activities resulting from development team agreed decisions are monitored for effectiveness and compliance with required legislation, codes, standards and organisational requirements. | ||
5. | Report on compliance. | 5.1. | Construction is inspected on completion for access compliance as specified in the required legislation, codes and standards; and according to work health and safety (WHS) requirements. |
5.2. | Report on adequacy of access provision as specified in required legislation, codes and standards is provided to development team according to organisational requirements. | ||