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 CPPACC8008, 'Contribute to design of accessible built environment and infrastructure'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to design of accessible built environment and infrastructure' 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. | Define and plan scope of own contribution to design project. | 1.1. | Nature of project, location and demographics of occupants or users are researched and noted. |
1.2. | Service levels, fees and timelines for reviews of design documentation at different stages of development projects are confirmed with clients. | ||
1.3. | Access and use compliance requirements and project’s access and use design policy and brief are reviewed and confirmed with client, design team and other key stakeholders. | ||
1.4. | Systems for the exchange, naming and storage of project design documentation and for communicating with the design team, client and stakeholders are planned and implemented. | ||
2. | Review design documentation at required stages of design process. | 2.1. | Level of service for review of design documentation at different stages of design process is confirmed and applied. |
2.2. | Design documentation is received, named and stored following agreed protocols, at different stages of design process according to service level agreement. | ||
2.3. | Design documentation is examined in relation to access and use compliance requirements and the project’s access and use design policy and brief, and anomalies in access and use provisions are detected. | ||
2.4. | Details of access and use design issues are researched or deduced and noted. | ||
2.5. | Report on access and use issues is prepared, distributed and discussed according to service level agreement, and further actions are agreed with client. | ||
3. | Develop solutions to access and use design issues. | 3.1. | Best practice solutions relevant to reported access and use issues are sourced and analysed in relation to project’s access and use design policy and brief. |
3.2. | Practical and effective solutions to access and use issues are explored and sketches made or explanations noted. | ||
3.3. | Solutions are presented and explained to client, design team and other stakeholders, as required, to facilitate selection of best solution. | ||
3.4. | Selected solutions are developed and specifications detailed, including compliance references, exclusion report or management plan as required. | ||
4. | Consult and report on project finalisation. | 4.1. | Access and use issues arising during the construction phase of projects are analysed and solutions proposed to design team, client and stakeholders. |
4.2. | Accepted access and use design modifications are recorded with exclusion report or management plan as required. | ||
4.3. | Access and use report is prepared for finalisation of project, detailing recommended and ‘as built’ access and use solutions with rationale for selected solutions and changes. | ||
4.4. | Information valuable to ongoing debate and development of access and use principles, standards and solutions is documented and disseminated to relevant professional communities. | ||