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 ICPPRP284, 'Produce PDF files for online or screen display'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Produce PDF files for online or screen display' 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 Prepare file | 1.1 Document 1.2 Purpose and audience are established and cultural, equity or gender requirements determined from brief or client 1.3 Changes required in media size and format are chosen from predefined settings 1.4 Relevant fonts for online readability are selected, text is formatted, chunked and article threads added as required for ease of online reading 1.5 Navigation plan or display timing is developed, and required elements 1.6 Document is checked to ensure correct layout and that all elements are printable 1.7 Unnecessary elements and blank pages are deleted, if not required 1.8 Document is proofed for colour, positioning, bleed allowance, grammar and text |
2 Create PDF | 2.1 Final file media is identified, and correct Distiller pre-set job options and colour management settings are chosen 2.2 Document is opened and exported to PDF or postscript file for conversion in Distiller 2.3 PDF file is exported to correct folder, opened and checked against requirements of the brief |
3 Edit file | 3.1 Text corrections are made using text touch-up tool, as required 3.2 Images are edited using touch-up object tool, as required 3.3 Page orientation is changed, pages inserted and deleted, as required 3.4 Bookmarks are added and named or edited with magnification added, as required |
4 Perform navigation | 4.1 Menus are created for major themes, with buttons and graphics consistently placed and easily identifiable by users 4.2 Internal and external links with actions are added according to the brief requirements 4.3 Navigation is consistent and traceable to ensure maximum usability and user confidence 4.4 Users are given more than one navigational option for moving through the document |
5 Perform file management | 5.1 Fonts and graphics are embedded where possible for greater portability 5.2 All additional files are saved in correct folder and in appropriate format 5.3 All unused elements or pages are removed to reduce file size |
6 Display settings | 6.1 Screen display preferences are set as required to fit brief 6.2 Magnification is set for consistency of display 6.3 Transactions are applied as desired to fit brief 6.4 Actions |
7 Finalise document | 7.1 Final file is saved to correct folder and opened to check for correct screen display and magnification 7.2 All links, bookmarks and actions are tested for functionality 7.3 Navigation is assessed for intuitive usability 7.4 Document is tested in a range of environments and platforms for consistency and predictable display 7.5 File naming conventions are logical and comparable for cross-platform use |