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 LGACPRV501A, 'Assess crime prevention needs within community groups or geographic areas'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assess crime prevention needs within community groups or geographic areas' 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
1. Consult with stakeholders about crime and public safety issues
1.1 Consultations with the full range of stakeholders are based on establishing relationships that are culturally acceptable and respectful of established values, issues and structures within communities and organisations and are designed to promote the inclusion of all groups.
1.2 Communication strategies that are sensitive to the needs of different individuals and groups are used and adapted to optimise inclusion and participation.
1.3 Differences in views and perspectives in relation to perceptions of crime and public safety issues and how they might be addressed are treated with respect and sensitivity.
1.4 Communication with stakeholders is undertaken honestly and ethically to promote optimal outcomes that reflect the needs and interests of individuals and communities.
1.5 Consultations with stakeholders reflect organisational strategies, policies and protocols.
2. Analyse specific crime and public safety issues to establish their scope and parameters
2.1 Current and emerging trends and community perceptions in relation to personal safety, criminal behaviourand relevant social issues are identified.
2.2 Relevant research is undertaken to establish the nature, scope and impact of selected issue(s).
2.3 Existing research, theoretical approaches and best practice in crime prevention are used to inform, guide and focus the data collection and analysis processes.
2.4 Data collected is analysed and synthesised with particular reference to the establishment of causal factors and their interrelationships.
2.5 Approaches to investigating issue(s) include the use of cultural and age-group relevant strategies that are inclusive of all potential stakeholders.
3. Formulate a number of potential options to address the identified needs
3.1 Information from stakeholders and research processes is synthesised to provide a clear focus and understanding of the identified issues.
3.2 Theories of causation relevant to contemporary crime prevention practices are used as a basis for the formulation of a number of potential initiatives to address the identified issue(s).
3.3 Potential options are formulated for their potential to address the causal factors, their congruency with community preferences and needs, and their potential for risks and unintended outcomes.
3.4 Formulation of potential options involves an analysis of current crime prevention initiatives and the potential for upgrading or expanding these to address identified needs.
3.5 A range of potential options is communicated to stakeholders in effective and appropriate ways.