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 CPPDSM4074A, 'Select and appoint contractors 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 'Select and appoint contractors 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
ELEMENT | PERFORMANCE CRITERIA | ||||
1Determine selection requirements. | 1.1 Selection purpose and context are discussed with relevant people to determine selection requirements. 1.2 Selection information is gathered to assist in understanding the selection process and types of contractors required. 1.3 Draft selection documentation is prepared and presented to relevant people to check that information is accurate and clearly addresses contract requirements. 1.4 Selection processes and time lines are negotiated and agreed with relevant people according to organisational requirements. | ||||
2Arrange selection process. | 2.1 Selection process and criteria comply with organisational and legislative requirements. 2.2 Relevant people involved in the selection process are nominated and organised according to organisational requirements. 2.3 Selection criteria are written in a clear, concise manner and comply with relevant legislative and organisational format requirements. 2.4 Reliable selection processes are used according to organisational requirements, making efficient use of time and resources. 2.5 Business equipment and technology are used to gather and organise evidence in a format suitable for analysis and interpretation. | ||||
3Assess and select contractors. | 3.1 Assessment and selection process is conducted according to organisational procedures. 3.2 Information obtained from each contractor is judged against specified selection criteria according to organisational requirements. 3.3 Appropriate interpersonal techniques are used to develop a professional relationship that reflects sensitivity to individual differences. 3.4 Contractor preferences, needs and expectations are clarified and addressed using appropriate consultative processes. 3.5 Selection decision is based on selection criteria and evaluation of sufficient evidence to enable a judgement to be made on the best candidate. 3.6 Personal limitations in interpreting selection criteria or making selection decision are identified and appropriate support is sought as required. | ||||
4Record and report results. | 4.1 Selection decisions are recorded and reported accurately according to legislative and organisational requirements. 4.2 Clear and constructive feedback is provided to candidates regarding the outcomes of the selection process and guidance on future options. | ||||
4.3 Relevant documentation is completed and processed according to legislative and organisational procedures. 4.4 Selection process is reviewed against established criteria in consultation with relevant people to improve and modify future assessment practices. | |||||