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 CULMS001B, 'Work with Aboriginal or Torres Strait Islander cultural material'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with Aboriginal or Torres Strait Islander cultural material' 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 | Source Aboriginal or Torres Strait Islander cultural material | 1.1 | Identify cultural material which may be appropriate for exhibition or display within a given museum collection |
1.2 | Take steps to identify and confirm traditional ownership of cultural material and consult with appropriate community | ||
1.3 | When appropriate, use consultations with traditional custodians to determine suitable keeping place for materials not authorised for general exhibition | ||
1.4 | Negotiate permission and advice for the use of cultural material in accordance with cultural protocols | ||
1.5 | Complete administrative process in accordance with cultural protocols | ||
1.6 | Take account of issues and protocols in relation to the return of cultural material to local Aboriginal or Torres Strait Islander communities | ||
2 | Handle Aboriginal or Torres Strait Islander cultural material | 2.1 | Describe, move, store and maintain cultural material in accordance with the wishes and cultural requirements of custodians |
2.2 | Communicate specific cultural requirements to colleagues to ensure material is handled appropriately at all times and with the agreed involvement of traditional custodians or Indigenous people | ||
3 | Prepare Aboriginal or Torres Strait Islander cultural material for exhibition | 3.1 | Consult with custodians to determine culturally appropriate approaches to promotion, exhibition and display of material, including limitations on mode of exhibit |
3.2 | Develop culturally appropriate interpretive approaches in consultation with custodians | ||
3.3 | Develop exhibition support materials which take account of cultural protocols in consultation with custodians | ||
3.4 | Communicate requirements for the exhibition of cultural material to colleagues | ||