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 FPICOT5202B, 'Manage forestry information and interpretations programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage forestry information and interpretations programs' 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. Identify information and interpretations programs strategies | 1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing forestry information and interpretations programs are identified and followed 1.2. Additional information relevant to information and interpretations programs is sought and obtained as required 1.3. Strategies for information and interpretations programs are determined in line with clientgroups and organisational requirements 1.4. Mechanisms are established to monitor trends and developments in order to provide effective information and interpretations programs 1.5. Information on accurate evaluation of industry trends, client needs, community issues and organisational practices is gathered |
2. Plan information and interpretations programs | 2.1. Topics of information and interpretations programs are determined and developed in consultation with appropriate personnel 2.2. Information and interpretations programs are integrated with other relevant organisational programs and activities 2.3. Measurable performance indicators and mechanisms are determined and documented 2.4. Plan and its performance indicators are clearly documented and communicated to appropriate personnel 2.5. Communication with others is established and maintained in line with OHS requirements |
3. Promote information and interpretations programs | 3.1. Information and interpretations programs are promoted in line with documented plan and workplace procedures 3.2. Mechanisms are established, implemented and monitored to promote information and interpretations programs to appropriate personnel 3.3. Information on planned information and interpretations programs is made widely available to appropriate client groups 3.4. Promotional activities are monitored for effectiveness in consultation with client groups and appropriate personnel |
4. Evaluate information and interpretations programs | 4.1. Information and interpretations programs are evaluated against documented plan and objectives 4.2. Programs are analysed to verify effectiveness in meeting objectives and to identify improvements to future information and interpretations programs 4.3. Recommendations for future programs are prepared, based on consultation conducted and findings of analysis 4.4. Program processes are recorded and reported to the appropriate personnel |