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 LGACORE101B, 'Access learning and career development opportunities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Access learning and career development opportunities' 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. Conduct self assessment of current competencies | 1.1 Current competencies are assessed against a checklist of competencies required in current job or role, as noted in relevant documents. 1.2 Results of self-assessment are discussed with supervisor and other relevant personnel. 1.3 Competency development needs are identified and discussed with relevant personnel. |
2. Identify possible job/career pathways | 2.1 Current and future job/career goals are identified in consultation with relevant personnel. 2.2 Information gathered in self-assessment of current competencies is considered when identifying job/career goals. 2.3 Immediate and future goals are set in consultation with relevant personnel. 2.4 Realistic time lines for achieving job/career goals are established and documented. |
3. Plan appropriate strategies for achieving job/career goals | 3.1 Opportunities to experience other jobs or roles in council are identified and planned for where possible. 3.2 Additional competencies required to achieve job/career goals are identified and strategies are planned. 3.3 Additional required training and development are identified, documented and agreed to by relevant personnel. 3.4 A structured training plan is devised and agreed to in consultation with relevant personnel. |
4. Actively seek and participate in on-the-job training | 4.1 Appropriate information is obtained and examined before undertaking new tasks. 4.2 Support is promptly sought when work-related difficulties arise. 4.3 Learning opportunities are identified and planned for to enhance on-the-job training. 4.4 Feedback is actively and regularly sought on performance and progress. 4.5 Opportunities to experience other jobs or roles in council or within current department are identified and accepted where possible. 4.6 Willingness to accept and complete new tasks is demonstrated. |
5. Maintain record of learning and competency development | 5.1 Information regarding learning and competency development is recorded in accordance with council and workplace requirements. 5.2 On-the-job demonstration of competencies is recorded in order to build a portfolio of current competencies. |