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 CSCORG002, 'Communicate effectively'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate effectively' 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 | 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 section. |
1. Exchange information for specific purposes | 1.1 Use communication techniques that achieve effective and purposeful exchange of information. 1.2 Use effective listening and speaking skills to confirm understanding. 1.3 Communicate information accurately in the time required and to all relevant people. 1.4 Provide constructive feedback where required. 1.5 Identify and correct contradictions, ambiguity, uncertainty or misunderstandings using a range of sources and references. 1.6 Include appropriate non-verbal techniques in communication and interaction. |
2. Adapt communication to people and situations | 2.1 Identify the audience and adapt communication approaches to suit people and situations. 2.2 Consider possible language or literacy difficulties during communication with others. 2.3 Consider possible cultural differences or personal values when problems or misunderstandings occur during communication. 2.4 Seek support when difficulties communicating effectively arise. 2.5 Include cultural awareness, sensitivity and discretion in communication and interaction. |
3. Communicate effectively in the work group | 3.1 Participate in meetings, briefings and group working sessions to maintain understanding and group support. 3.2 Identify any potential communication barriers between members of the work group. 3.3 Encourage positive involvement and contributions from all involved. 3.4 Give clear, accurate and informative messages to group members to ensure that information can be easily understood and acted on. 3.5 Identify issues and problems and resolve them within the group. 3.6 Respond appropriately to instructions and feedback. |
4. Communicate in writing | 4.1 Produce formal written material that meets the needs of the audience. 4.2 Write and/or enter information using communication systems. |
5. Maintain the security of information | 5.1 Take appropriate precautions when communicating confidential or sensitive information. 5.2 Disclose information only to those who have a right and need to know it, and when proof of identity has been obtained. 5.3 Maintain the security of records when handling and storing them. 5.4 Follow security breach procedure if the security of information is not being maintained or information is being misused. |