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 LGACOM403B, 'Conduct public educational presentations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct public educational presentations' 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. Contribute to the development of educational and information strategies | 1.1. Specific information needs of the public are identified. 1.2. Suggestions for changes to existing educational programs are documented and submitted for discussion with relevant personnel. 1.3. Contributions are made to the production of educational or information material. 1.4. Material to be used or distributed in public presentations is checked for accuracy and completeness. |
2. Plan and organise public presentations | 2.1. Aims and objectives of presentations are documented and clarified with stakeholders. 2.2. Presentations are planned taking into account characteristics of audience and subject matter to be presented. 2.3. Required equipment and other resources are identified and organised. 2.4. Relevant organisations are contacted to gain information. 2.5. Technical and/or administrative support is accessed to assist in the organisation of the presentation. |
3. Conduct public presentation with appropriate media | 3.1. Information is presented in a logical sequence. 3.2. Equipment is operated correctly and used effectively. 3.3. Appropriate aids are used to help the audience understand the presentation. 3.4. Language used is appropriate to the characteristics of theaudience. 3.5. Questions and concerns raised by audience members are responded to clearly and effectively. 3.6. Difficult situations that may occur during the public presentation are managed professionally and ethically. |
4. Evaluate presentations | 4.1. Audience understanding and response is assessed. 4.2. Feedback from audience and observers is analysed. 4.3. Recommendations for improvement to the presentations are documented and discussed with relevant personnel. |