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 CPPSIS5032, 'Capture new spatial data'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Capture new spatial data' 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. | Prepare for data collection. | 1.1. | Project and client specifications, organisational requirements, and available resources are identified and key activities and timeline scheduled accordingly. |
1.2. | Administrative and legal requirements for data collection are complied with and recorded according to organisational requirements. | ||
1.3. | Appropriate persons are informed about the project according to organisational requirements. | ||
1.4. | Equipment, supplies and technologies are selected according to project specifications. | ||
1.5. | Designated responsibilities are communicated to staff to ensure understanding of work tasks according to organisational requirements. | ||
2. | Gather spatial data. | 2.1. | Equipment is set up and operated according to manufacturer specifications and organisational requirements. |
2.2. | Entities are related to a reference system, and data and attributes are collected according to project specifications. | ||
2.3. | Metadata is documented according to industry-accepted standards and organisational requirements. | ||
2.4. | Discrepancies between specifications and actual activities are identified, recorded and reported. | ||
2.5. | Guidance is given to staff assisting in the data collection process as required and according to organisational requirements. | ||
3. | Maintain equipment. | 3.1. | Operational maintenance of equipment is undertaken according to manufacturer specifications and organisational requirements. |
3.2. | Contingencies that may affect equipment use are identified and reported. | ||
3.3. | Unsafe or faulty equipment is identified, and reported and referred for repair according to organisational requirements. | ||
3.4. | Tools and equipment are stored safely according to manufacturer specifications and organisational requirements. | ||
4. | Finalise collection process. | 4.1. | Attributes and topological structures are added to spatial data according to project specifications. |
4.2. | Data is recorded correctly and documentation completed according to project specifications and organisational requirements. | ||
4.3. | Data integrity and accuracy are checked and validated according to project specifications. | ||
4.4. | Data and documentation are stored according to organisational requirements. | ||