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 CPPSIS6009A, 'Educate the public on spatial information services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Educate the public on spatial information services' 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 information requirements. | 1.1 Need for provisionof information is determined from review of common public enquiries, industry requirements and new spatial information services trends and issues. 1.2 Information requirements are determined through discussion with clients, general public, local government and relevant interest groups. 1.3 Relevant legislation and organisational guidelines are incorporated into information requirements. 1.4 Specific educational objectives based on public needs are determined. 1.5 Specific target groups for education on SIS are identified for education. 1.6 Skills and knowledge are updated to accommodate changes in public information requirements. | ||||
2Determine appropriate medium to educate public. | 2.1 Designated education medium is checked against cost efficiency guidelines. 2.2 Designated education medium is designed to produce clear and understandable communication, making information easily accessible to target groups. | ||||
3Provide education to public on SIS issues. | 3.1 Accurate information is provided in a clear and relevant manner according to the learning needs of the target group. 3.2 Target group is given opportunities to confirm understanding and seek clarification. 3.3 Reliable documentation and information sources suitable to target group and nature of SIS issues, including legislative and OHS implications are provided for ongoing reference. 3.4 Details on organisational services to assist in future service provision are provided as required. 3.5 Information on community, government and industry services available to the target group is provided as required. | ||||
4Review and evaluate education. | 4.1 Education is evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes. 4.2 Continued education is encouraged and documentation on education processes is maintained according to organisational guidelines. | ||||