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 CULMS406C, 'Deliver information, activities and events'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver information, activities and events' 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 | Make preparations for the activity, event or program | 1.1 | Confirm details of the specific information, activities or events including objectives, target group and resources with relevant personnel | ||||
1.2 | Plan the sequence and methods for delivering the information, activity or event to achieve aims and objectives | ||||||
1.3 | Prepare facilities, resources and support materials for the delivery of the information, activity or event | ||||||
2 | Present information, activity or event | 2.1 | Explain the objectives of the information, activity or event to the audience | ||||
2.2 | Use interpretive and presentation techniques combining entertainment and learning to enhance the quality of the customer experience | ||||||
2.3 | Tailor presentation to meet the specific needs of different customers, including appropriate language and depth and scope of information | ||||||
2.4 | Take account of different learning styles in presenting information | ||||||
2.5 | Present information in a manner which demonstrates cultural and social sensitivity and promotes the concept of sustainability | ||||||
2.6 | Ensure activity is conducted in accordance with legislative requirements | ||||||
2.7 | Take a systematic approach to the presentation of current, accurate and relevant information, and adjust based on audience response, unexpected events or changes in circumstances | ||||||
2.8 | Encourage members of the audience to interact with the presenter, to ask questions and to seek clarification during the activity, event or program | ||||||
2.9 | Identify and resolve problems promptly, implement contingency plans or refer to appropriate personnel | ||||||
3 | Evaluate the activity, event or learning program | 3.1 | Seek participant feedback and reaction to the information, activity or event either formally or informally, in accordance with organisational procedures and evaluation methods | ||||
3.2 | Monitor participation levels and communicate information to relevant personnel | ||||||