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 CPPACC5012, 'Prepare design briefs for accessible building work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare design briefs for accessible building work' 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. | Identify and assess client requirements for development project. | 1.1. | Client aspirations are elicited and confirmed using effective interpersonal skills and communication techniques, and are documented for later reference according to organisational requirements. |
1.2. | Contractual arrangements are negotiated, confirmed, documented and stored according to client and organisational requirements. | ||
1.3. | Design consequences of client’s aspirations are evaluated. | ||
1.4. | Impact of BCA class of development is determined according to applicable legislation. | ||
1.5. | Legislative requirements for access are determined according to class of development. | ||
2. | Identify and assess access limitations imposed by development. | 2.1. | Topographical limitations to accessible design are identified and documented. |
2.2. | Limitations to accessible design due to existing conditions are identified and documented. | ||
3. | Create an access design brief. | 3.1. | Client is interviewed and access design briefing questionnaire is completed according to organisational requirements. |
3.2. | Initial access design brief that reflects client’s aspirations for project are prepared. | ||
3.3. | Preliminary budget is prepared and incorporated into brief according to organisational requirements. | ||
3.4. | Brief is reviewed with required people according to organisational requirements. | ||
3.5. | Feedback received from review process is incorporated into brief. | ||
4. | Discuss access design brief with client. | 4.1. | Brief is presented to client and extent that it reflects client’s aspirations is checked and confirmed. |
4.2. | Brief is discussed with client and agreed ideas are progressively incorporated. | ||
4.3. | Brief is reviewed to ensure compliance with legislative requirements for disability access. | ||
5. | Distribute and store documentation. | 5.1. | Final agreed access design brief is prepared for client according to contractual arrangements and organisational requirements. |
5.2. | Brief and associated documentation are forwarded to client according to contractual arrangements. | ||
5.3. | Copy of brief and associated documentation are recorded and retained for future reference according to organisational and legislative requirements. | ||