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 CUAAIR401, 'Conduct interviews'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct interviews' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan and prepare for interviews | 1.1 Identify the main purpose of an interview and factors that may affect how the interview is conducted 1.2 Research interview topics and interviewee backgrounds by reading and making notes from various information sources 1.3 Develop, and organise in a logical sequence, questions that elicit information relevant to the topic 1.4 Refine questions by anticipating answers interviewees may give 1.5 Seek expert advice on issues that could result in a breach of relevant legislation and broadcasting codes of practice 1.6 Discuss interview line of questioning with relevant personnel 1.7 Write short links to introduce topics and interviewees and to forward promote interviews 1.8 Discuss line of questioning with interviewees and obtain prior agreement to broadcast interview where appropriate 1.9 Book facilities and equipment required to conduct interviews according to enterprise procedures and production requirements |
2. Conduct interviews | 2.1 Establish an atmosphere that elicits the best possible response from interviewees, and check recording location is safe 2.2 Adopt an interview style appropriate for the format, topic, interviewee and target audience 2.3 Select and use microphones correctly and safely in studio and non-studio locations to optimise quality of recordings 2.4 Introduce interviewees, follow prepared line of questioning and listen to answers to identify further questions that could be asked 2.5 Conduct unplanned lines of questioning, if necessary, to enhance quality and content of interviews 2.6 Recover presentation errors and respond to equipment malfunction with minimum disruption to flow of interview 2.7 Bring interviewees back to the topic being discussed if necessary 2.8 Provide a brief recap on the topic and interviewee for listeners who may not have heard the start of the interview 2.9 Wrap up interviews in the given time and thank interviewees for their contribution |
3. Evaluate own performance | 3.1 Listen back to interviews and note areas for improvement 3.2 Seek feedback from relevant personnel on quality and content of interviews 3.3 Refine interviewing techniques to accommodate own performance assessment and feedback from colleagues and listeners |