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 CULMS002B, 'Research and evaluate 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 'Research and evaluate 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 | Research the context of Aboriginal or Torres Strait Islander cultural material | 1.1 | Identify relevant sources of information on cultural material and the context for its interpretation |
1.2 | Use formal and informal research techniques in a culturally appropriate manner to access information | ||
1.3 | Critically evaluate the validity of the range of interpretations of cultural material and the cultural relevance to its traditional custodians | ||
2 | Assess post-colonial interpretation of Aboriginal or Torres Strait Islander cultural material | 2.1 | Critically evaluate the ways in which different aspects of post-colonisation history have affected the interpretation of Aboriginal or Torres Strait Islander cultural material |
2.2 | Critically evaluate collections in relation to the context in which materials were collected and interpreted and the respect shown for cultural protocols in sourcing, handling and exhibiting cultural material | ||
2.3 | Assess ways in which interpretations by those other than traditional custodians may have impacted on communities and/or individuals | ||
3 | Develop approaches to the interpretation of Aboriginal or Torres Strait Islander cultural material | 3.1 | Identify and explore potential new and appropriate approaches to the interpretation of cultural material based on knowledge and understanding of consultation with traditional custodians and respect for their wishes |
3.2 | Integrate the concept and practice of community consultation within interpretive approaches | ||
3.3 | Develop substantiated positions for interpretive approaches | ||
3.4 | Enhance interpretative approaches by challenging and adapting own ideas | ||
4 | Communicate new approaches to stakeholders | 4.1 | Identify key stakeholders in the interpretation and exhibition of cultural material, including traditional custodians |
4.2 | Consult and negotiate ways with stakeholders in culturally appropriate ways to interpret Aboriginal or Torres Strait Islander cultural material in accordance with wishes of traditional custodians | ||