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 CPPACC5004A, 'Apply building codes and standards to accessible large-scale buildings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply building codes and standards to accessible large-scale buildings' 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 | ||
1Analyse the purpose and basic intent of the BCA. | 1.1 Objectives of the BCA and the purpose of the respective components of the code are researched and evaluated. 1.2 The deemed-to-satisfy (DTS) concept for construction to meet BCA requirements is researched and evaluated. 1.3 The hierarchy of commonwealth, state and territory building access legislation is identified and documented. | ||
2Locate and interpret the requirements of the codes and standards that are applicable to access compliance of specific projects. | 2.1 Relevant clauses from building access legislation that apply to specific projects are identified and documented. 2.2 Prescriptive requirements of the relevant legislative clauses are determined and documented. 2.3 Special requirements that may be applicable to specific areas are identified and documented. | ||
3Classify buildings. | 3.1 The class of building is determined according to BCA criteria and with regard to intended use. 3.2 BCA requirements for disability access are determined and documented. 3.3 Disability access requirements are interpreted for multiple classifications and documented. | ||
4Apply appropriate assessment methods to access compliance with the BCA. | 4.1 Appropriate assessment methods are selected to determine building access compliance with the intent of the BCA. 4.2 Alternative solutions to building accessibility problems that comply with BCA requirements are identified and documented. 4.3 Assessment methods used to determine whether a building solution to an accessibility problem complies with performance requirements or DTS provisions of the BCA are analysed and applied. 4.4 Assessment methods are identified and confirmed as appropriate to meet the DTS provisions of the BCA. | ||