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 CPPACC8001A, 'Research and analyse access and use requirements for people with diverse disabilities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Research and analyse access and use requirements for people with diverse 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
Develop and manage a knowledge bank on access to the built environment for people with disabilities
Sources of information on the requirements of people with disabilities to enable access to and use of the built environment are researched and evaluated.
Sources of information on compliance requirements for access to and use of the built environment are researched and evaluated.
Forums for discussion and debate regarding effects of disabilities on access to and use of the built environment are researched and used.
Processes are put in place to ensure access to and currency of information regarding legislative changes and best practice solutions.
Information management system is developed and maintained to ensure currency and availability of information in knowledge bank.
Information is shared and discussed with internal or external personnel as required.
Analyse effects of disabilities on access to and use of the built environment.
Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed.
Functional abilities and needs of people with sensory impairment are researched and requirements for access and use are analysed and confirmed.
Functional abilities and needs of people with cognitive impairment are researched and requirements for access and use are analysed and confirmed.
Advancements in ergonomic practices and data are monitored and relevant information is applied to analysis of requirements for access to and use of the built environment.
Analyse compliance requirements for access to and use of the built environment.
Content and application of relevant legislation, codes and standards are analysed in relation to ergonomic principles and access and use requirements of people with disabilities.
Content and application of relevant government development policies and urban planning regulations are analysed in relation to ergonomic principles and access and use requirements of people with disabilities.
Conflicting compliance provisions and access issues that are not the subject of legislation are identified, and access solutions are analysed and critiqued in relevant forums.
Contribute to the development of the access consulting sector.
Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined.
Research findings on best practices in access and use provision are documented and shared with colleagues and relevant professionals within the framework of access governance.
Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made.
Opportunities for improvement of access and use provisions are sought and contributions made.