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 CPPACC4022A, 'Work effectively as an access consultant'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively as an access consultant' 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 | ||
1Interpret and comply with legislative, financial and procedural requirements. | 1.1 Legislative, financial and procedural requirements relevant to access consulting services are identified and interpreted in accordance with client needs and organisational requirements. 1.2 Key principles relating to disability access are identified and interpreted in accordance with legislative and industry requirements. 1.3 Own interpretation and application of legislative, financial and procedural requirements are confirmed with relevant persons to ensure consistency and accuracy. 1.4 Situations requiring specialist advice are identified and assistance is sought as required in accordance with organisational requirements. | ||
2Interpret and comply with ethical practices and codes of conduct. | 2.1 Regulatory, industry and association standards, codes of ethics, practice and/or conduct are identified and interpreted in accordance with organisational requirements. 2.2 Key principles relating to organisational ethical values are identified and interpreted in accordance with legislative and industry requirements. 2.3 Own interpretation and application of ethical and conduct requirements are confirmed with relevant persons to ensure consistency and accuracy. 2.4 Situations requiring specialist advice are identified and assistance is sought as required in accordance with organisational requirements. | ||
3Interpret work role and responsibilities. | 3.1 Own role and responsibilities are identified and confirmed with relevant persons in accordance with organisational requirements. 3.2 Work tasks are identified, scheduled and completed within designated timeframes in accordance with client and organisational requirements. 3.3 Understanding of and respect for individual differences is reflected in all work, and work practices are adapted as appropriate to meet the specific needs of relevant persons. 3.4 Feedback from clients and colleagues is sought in regard to own professional competency and performance, and used to identify key areas for improvement. 3.5 Information regarding learning and professional development is recorded and maintained in accordance with organisational requirements. | ||
4Identify risks involved in working as an access consultant. | 4.1 Potential risks are identified and reported to relevant persons in accordance with organisational requirements. 4.2 Recommendations on appropriate strategies to minimise risks and complaints are discussed with relevant persons. 4.3 Limitations in identifying risks are identified and assistance is sought from relevant persons in accordance with organisational requirements. 4.4 Appropriate information collection processes are used to access information from individuals and groups on potential risks. | ||
5Develop understanding of industry employment requirements. | 5.1 Industry employment requirements, including competency standards and other relevant benchmarks, are identified and interpreted to establish future professional development needs and priorities to ensure own continuous professional development. 5.2 Employee and employer rights and responsibilities, including remuneration and awards, are accessed and interpreted. 5.3 Key industry and statutory organisations able to assist own professional development are identified and assistance is sought as required. | ||
6Promote the provision of access for people with disabilities. | 6.1 Opportunities are identified during the performance of the access consulting role to inform and educate people on issues relating to the provision of access for people with disabilities. 6.2 Legislative requirements for the provision of access for people with disabilities are advised in a positive manner using effective interpersonal skills and communication techniques. 6.3 Requests for further advice and information on the provision of access for people with disabilities are responded to in accordance with organisational requirements. | ||
7Prepare a quotation. | 7.1 Scope of the proposed service requirement is analysed to understand the extent of the task. 7.2 The capability to provide the proposed service is assessed against personal and organisational competencies. 7.3 The cost of delivering the proposed service is estimated and documented in accordance with organisational requirements. 7.4 The quotation to provide the service, addressing capability and price, is prepared in accordance with organisational requirements. | ||
8Complete standard contractual documentation. | 8.1 Standard documentation for access consulting operations is completed in accordance with legislative and procedural requirements. 8.2 Business equipment/technology is used as required to complete documentation in accordance with applicable occupational health and safety (OHS) and organisational requirements. 8.3 Written information meeting organisational standards of language, accuracy and relevance is used in a legally appropriate manner. 8.4 All documentation and information systems are securely maintained in accordance with confidentiality, legislative and organisational requirements. | ||