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 CUFAIR501A, 'Explore issues on air'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Explore issues on air' 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 |
Prepare for discussion forums | 1. Prepare lines of questioning based on thorough analysis of research undertaken by production personnel 2. Where appropriate, discuss forum topics in advance with key participants to identify directions in which on-air discussion might go 3. If necessary, undertake further research to cover additional angles revealed in preliminary discussions with key participants 4. Ensure that participants are briefed about laws and regulations that may have an impact on what they say on air 5. In consultation with production personnel, identify where key participants will be seated in discussion forums that involve audience participation 6. Rehearse or role-play discussions with production personnel to identify gaps in preparation and refine proposed line of questioning accordingly |
Conduct discussion forums | 7. If appropriate, do a warm-up session to prepare an audience prior to the start of a discussion forum 8. Introduce topic and follow a line of questioning that allows differing opinions to be aired in a way that stimulates constructive debate among participants 9. Chair the discussion in the planned direction, but at the same time, ask questions that allow participants freedom to express their views 10. Identify additional lines of questioning by listening carefully to participants' comments and follow-through with questions that demonstrate thorough understanding of the topic under discussion 11. Resolve conflicts that arise between participants in a way that moves the discussion forward while acknowledging the validity of differing viewpoints and paying due respect to the public profile of individual participants 12. Adopt an interview style that elicits the best possible response from participants 13. Respond to cues from production personnel without disrupting the flow of discussion 14. Link audio and visual material as required 15. Wrap up discussions by summarising key points succinctly and clearly, and thanking participants for their contribution |
Evaluate discussion forums | 16. Participate in debriefing sessions with production personnel to identify strengths and weaknesses of discussion forums 17. Document the outcome of debriefing sessions according to enterprise procedures 18. Reflect on own performance and note areas for improvement |