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 CPPACC4018A, 'Prepare, deliver and evaluate public education sessions on access'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare, deliver and evaluate public education sessions on access' 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 | ||
1Identify the information requirements of the target group. | 1.1 The information requirements of the target groups of public education sessions are identified. 1.2 Existing resources are reviewed for suitability in relation to the target group. 1.3 The specific information requirements of the target group are researched. | ||
2Plan and develop educational presentations on disability access. | 2.1 Presentation outcomes are determined with the sponsor or client and are agreed upon. 2.2 Presentation strategies are chosen to match the characteristics of the target audience, the subject matter to be presented, the location and the delivery method. 2.3 Presentation aids and materials are selected to enhance audience understanding of key concepts and ideas. 2.4 Presentation text and aids are prepared using appropriate media and allowing time to review and revise prior to the presentation. | ||
3Deliver the presentation. | 3.1 The desired outcomes of the presentation are explained and discussed with the target audience. 3.2 Presentation aids, materials and examples are used effectively to support target audience understanding of key concepts and ideas. 3.3 The verbal and non-verbal communication of participants are monitored to gauge participant engagement with the presentation. 3.4 Variations in verbal and non-verbal communication are used to maintain participant involvement. 3.5 Opportunities are provided for participants to seek clarification on key issues and concepts and the presentation is adjusted to meet participant needs and preferences. 3.6 Key concepts and ideas are summarised to facilitate participant understanding. | ||
4Evaluate the presentation. | 4.1 Audience understanding and response to the content and presentation format of the education session are assessed. 4.2 Feedback from the audience and observers of the education session is sought and analysed. 4.3 Adjustments necessary to improve the content and delivery of future presentations are considered and implemented as appropriate. | ||