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 CULLB708C, 'Manage information access'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage information access' 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 | ||
1 | Monitor and evaluate customer information requirements | 1.1 | Develop and improve mechanisms to maintain data on collection use and customer access demands |
1.2 | Ensure evaluation mechanisms focus both on own collection and external sources | ||
1.3 | Take into account the organisation's directions, plans and priorities in monitoring and evaluation | ||
2 | Develop and maintain policies and strategies for information availability and access | 2.1 | Develop policies, based on evaluation, and which take account of anticipated developments and provide for unexpected developments |
2.2 | Develop policies which meet current organisational priorities and strategies | ||
2.3 | Evaluate potential resource implications and ensure policies fall within current budgetary and other resource constraints | ||
2.4 | Maintain awareness of technological and other trends and their potential impact on medium and long-term policy development | ||
3 | Implement and manage information access policies | 3.1 | Identify barriers to information access and develop strategies to overcome them in accordance with organisational policies |
3.2 | Establish processes to coordinate and control collection of information, licensing arrangements and other agreements | ||
3.3 | Provide opportunities for maximum input from staff and the formal and informal sharing of staff knowledge and expertise | ||
3.4 | Monitor and assess short and long term implications of policies and strategies and take appropriate action | ||
4 | Develop and manage cooperative information access activities | 4.1 | Establish and maintain liaison and working arrangements with other information providers to explore and facilitate resource sharing and other cooperative activities |
4.2 | Share research findings, information and ideas with others to facilitate cooperative arrangements | ||
4.3 | Meet the organisation's responsibilities in relation to national initiatives and standards | ||
4.4 | Initiate appropriate cooperative arrangements to bring identifiable benefits to customers | ||
4.5 | Ensure co-operative activities reflect awareness of relevant local, national and international issues, standards and protocols, and legal and ethical issues | ||
5 | Manage change in relation to information access | 5.1 | Initiate change in a timely way to address information access arrangements |
5.2 | Introduce and implement change in consultation with all relevant parties | ||
5.3 | Ensure detailed plans for the implementation of change provide for assessment of the impact on communication and training needs and processes | ||