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 CPPSIS6027A, 'Design spatial information services project deliverables'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design spatial information services project deliverables' 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
1 | Scope spatial design requirements. | 1.1 | Client instructions are analysed to determine specific needs and spatialdata requirements. |
1.2 | Spatial data requirements and constraints are identified through further consultation with client and outcomes are recorded according to organisational guidelines. | ||
1.3 | Site assessment is conducted, when required, to clarify the scope of the job and outcomes are recorded according to organisational guidelines. |
2 | Plan spatial design project. | 2.1 | Project objectives, deliverables, constraints and principal work activities are defined and documented according to written spatial data specifications and client requirements. |
2.2 | Information is included in the plan relating to identified risks and contingencies, resources, technology details and techniques to be used to collect data in the specified format. | ||
2.3 | Information on the validation process is specified in the plan to verify the integrity of the required spatial data. | ||
2.4 | Design is interpreted to identify spatial data components to be controlled or monitored. | ||
2.5 | Hazards and risks in the work site are identified according to organisational guidelines and OHS and legislative requirements. | ||
2.6 | Pertinent legal and statutorystandards are considered and adhered to. | ||
2.7 | Organisation of appropriate resources, equipment, materials and transport required for the project is designated to relevant personnel. | ||
2.8 | Research on background analysis is documented. |
3 | Analyse, compute and design. | 3.1 | Work is allocated to appropriate personnel and supervisory processes, checks and measures are implemented. |
3.2 | Project management mechanisms are implemented to measure, record and report progress of activities in relation to the agreed schedule and plans. | ||
3.3 | Calculations and analysis are undertaken for product development. | ||
3.4 | Design is prepared according to organisational and approving authorities’ guidelines and requirements. | ||
3.5 | Contingencies and constraints are managed to ensure project meets specifications. | ||
3.6 | Progress is reviewed throughout project life cycle, with agreed changes implemented to ensure consistency with client needs, project scope, objectives and constraints. | ||
3.7 | Quality assurance processes are implemented based on the project plan. |
4 | Present analysis, computations and design. | 4.1 | Product is validated for presentation. |
4.2 | Outputs are validated against client requirements. | ||
4.3 | Metadata is created according to organisational guidelines. | ||
4.4 | Written specifications of design are communicated to relevant personnel and stored according to organisational guidelines. |