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 DEFFOR006, 'Conduct electronic data search and analysis'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct electronic data search and analysis' 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
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Reduce and describe data | 1.1 Identify electronic forensic data to be analysed. 1.2 Reduce the data, identify possible artefacts and describe these in a suitable form to support the development of interpretations. 1.3 Decrypt data if appropriate. 1.4 Review the reduction and description processes to determine their appropriateness, and make improvements where necessary. 1.5 Save data not used in the reduction and description processes for future reference. |
2. Analyse and interpret data | 2.1 Interpret the data using appropriate thinking processes based on deduction, induction and/or problem solving techniques. 2.2 Analyse electronic storage devices for artefacts, i.e. any kind of tangible electronic byproduct produced during user or system activity that may become evidence. 2.3 Apply sound reasoning to ensure consistency of interpretations based on the data. 2.4 Base interpretations on the factual quantitative and qualitative data. 2.5 Develop a reconstruction of events using analysis techniques. |
3. Develop conclusions and recommendations | 3.1 Test and review possible interpretations to ensure they are credible and consistent with relevant data. 3.2 Refine and consolidate interpretations to strengthen inferences drawn. 3.3 Clearly state assumptions in the arguments leading to inferences. 3.4 Formulate sound inferences, probable predictions, interpretations and/or explanations from facts and the tested interpretations. 3.5 Ensure transparency in the investigation process by formulating inferences through a clear chain of reasoning. 3.6 Review inferences to identify and address any fallacies in reasoning. 3.7 Assess the relationship between the data developed and the probable interpretations to ensure validity and compliance, and report orally and/or in writing, formally or informally. 3.8 Develop and report conclusions and recommendations, addressing both strategic and tactical issues. |