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 CPPDSM3016, 'Work in the property industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in the property industry' 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. | Interpret and comply with legislative, financial and procedural requirements. | 1.1. | Legislative, financial and procedural requirements relevant to organisation’s services are identified. |
1.2. | Key principles relating to consumer protection and trade practices within the context of own role are identified and interpreted. | ||
1.3. | Own interpretation and application of legislative, financial and procedural requirements are confirmed to ensure consistent and accurate understanding. | ||
1.4. | Situations requiring specialist advice are identified and assistance is sought as required. | ||
2. | Interpret and comply with ethical practices and rules of conduct. | 2.1. | Regulatory and industry standards, and codes of ethics and conduct are identified and interpreted. |
2.2. | Key principles relating to organisation’s ethical values are identified and interpreted in line with legislative and industry requirements. | ||
2.3. | Own interpretation and application of ethical and conduct requirements are confirmed to ensure consistent and accurate understanding. | ||
2.4. | Situations requiring specialist advice are identified and assistance is sought as required. | ||
3. | Interpret work role and responsibilities. | 3.1. | Own role and responsibilities are identified and confirmed with supervisor. |
3.2. | Work tasks are identified, scheduled and completed within designated timeframes. | ||
3.3. | Work practices are adapted to meet the specific needs of relevant people. | ||
3.4. | Feedback from clients and colleagues is sought and used to determine professional competency and quality of performance, and to identify key areas for improvement. | ||
3.5. | Information regarding learning and professional development is recorded and maintained. | ||
4. | Identify risks. | 4.1. | Potential and existing risks are identified and reported according to organisational procedures. |
4.2. | Recommendations on appropriate strategies to minimise risks and complaints are discussed with supervisor. | ||
4.3. | Limitations in identifying risks are identified and assistance is sought. | ||
4.4. | Information collection techniques are used to access information from individuals and groups on identified potential and existing risks. | ||
5. | Complete standard contractual documentation. | 5.1. | Standard documentation for property operations is completed according to legislative and organisational requirements. |
5.2. | Business equipment and technology are used as required to complete documentation. | ||
5.3. | Written information is prepared that complies with organisational standards of language, accuracy and relevance; and is used in an ethically and legally appropriate manner. | ||
5.4. | Property documentation and information systems are securely maintained. | ||
6. | Access information on industry employment and professional development requirements. | 6.1. | Industry employment and professional development requirements are accessed and interpreted to ensure own continuing professional development. |
6.2. | Employee and employer rights and responsibilities, including remuneration and awards, are accessed and interpreted. | ||
6.3. | Key industry and statutory organisations able to assist own professional development are identified and assistance is sought as required. | ||
6.4. | Industry competency standards and other relevant benchmarks are identified and reviewed to establish future professional development needs and priorities. | ||