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 ICPPRN497, 'Work with digital information'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with digital information' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Determine requirement to work with digital information | 1.1 Scope and level of requirement to work with digital information within own work role is correctly identified 1.2 Specific aspects of work tasks that require digital literacy are recognised |
2. Engage with digital information | 2.1 Digital information is used and shared responsibly according to established standards and protocols 2.2 Correct work processes are selected based on knowledge of digital work processes and general features of digital devices 2.3 Different digital formats and their associated requirements are correctly recognised and acted on |
3. Solve problems with digital information | 3.1 Problems with digital information are promptly identified, and possible reasons are explored 3.2 Nature of problem is identified based on knowledge of digital formats 3.3 Questions that need to be asked, and steps needed to solve the problem are correctly identified 3.4 Sources of information and assistance that could assist in resolving the problem are correctly identified 3.5 Information is accessed, correctly interpreted and used to resolve the problem |
4. Maintain currency of digital knowledge | 4.1 Opportunities to update knowledge about working digital information are correctly identified 4.2 Opportunities are accessed and used to improve quality of own work 4.3 Updated information is shared with others |