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 CPPDSM4020A, 'Present at tribunals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Present at tribunals' 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 | |||
1Prepare for tribunal. | 1.1 Process for making an application to the relevant tribunal or court is followed. 1.2 Documentation required for application to the relevant tribunal is accurately completed. 1.3 Evidence and other documentation required for tribunal or court are prepared and reviewed in line with agency practice. 1.4 Advice from appropriate assisting professionals is sought in preparing for tribunal hearing, as required, in line with agency practice. 1.5 Pre-tribunal briefings are participated in as appropriate and required. | |||
1.6 Procedure to follow where a matter has been settled prior to the hearing is implemented in line with agency and legislative requirements. | ||||
2Participate in conciliation processes for grievances and disputes. | 2.1 Purpose and role of conciliation is clarified within particular tribunal and case context. 2.2 Opportunities are explored to resolve grievances and disputes through conciliation. 2.3 Conciliators are provided with complete and accurate information regarding the grievance or dispute. 2.4 Clear and concise formal case statements are prepared and provided for the conciliator. 2.5 Opportunities are taken to obtain relevant information from other parties during the conciliation process. 2.6 Realistic assessments are made of conciliated offers against the likely outcome of continuing with the conciliation process and any subsequent rulings from the adjudicating body. | |||
3Use appropriate tribunal etiquette. | 3.1 Appropriate manner of entering and departing the tribunal room is used. 3.2 Appropriate manner of addressing the tribunal is used. 3.3 Relevant legal and industry language is used where appropriate. | |||
4Present case before tribunal. | 4.1 Rules and procedures of the tribunal are applied. 4.2 Case is outlined in a clear and concise manner to the tribunal. 4.3 Evidence is given and routine examination of witnesses is undertaken appropriately. 4.4 Relevant decisions and precedents are referred to appropriately. 4.5 Respondent submissions are responded to appropriately. 4.6 Questions and directions from the tribunal are responded to appropriately. 4.7 Statement of reasons for tribunal decision is requested in line with tribunal and agency practice. | |||
5Act as a witness. | 5.1 Pre and post-tribunal briefings and debriefings are participated in as appropriate and required. 5.2 Evidence provided reflects questions and directions asked by tribunal or legal representatives. 5.3 Evidence is provided using factual descriptions and presented clearly and concisely. 5.4 Conduct is according to requirements of tribunal processes and proceedings. 5.5 Liaison with appropriate legal representatives is maintained. 5.6 Appropriate and required documentation and reporting are undertaken and stored according to agency practice. | |||