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 CSCORG008, 'Gather and report complex information'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Gather and report complex information' 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 section.
1. Gather information
1.1 Consult and validate information and documentation with key people and information systems.
1.2 Use effective interpersonal and communication strategies to establish relationship of trust with key people.
1.3 Identify negative responses and adopt strategies to respond constructively to them.
1.4 Determine the purpose, process and expectations of inquiries and confirm agreement with key people.
1.5 Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.
1.6 Use effective questioning strategies to enable a comprehensive and relevant exchange of information.
1.7 Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.
2. Analyse information
2.1 Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.
2.2 Sort, collate and prioritise information according to the purpose and issues of the inquiry.
2.3 Formulate conclusions, recommendations and outcomes consistent with the information available.
2.4 Justify conclusions and recommendations with the available evidence and present them in the required style and format.
3. Report on inquiries
3.1 Gather information on inquiries from a range of relevant and valid source material.
3.2 Validate and authorise the information in the report, using a range of sources and methods.
3.3 Use information from other source material ethically, accurately and in context.
3.4 Use expression and language that is clear, concise and appropriate to the occasion and requirements
3.5 Prepare and distribute reports within agreed timeframes.
3.6 Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format.