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 LGACPRV502A, 'Design a crime prevention initiative'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design a crime prevention initiative' 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. Facilitate processes to select preferred options for action | 1.1 Potential options are assessed for their resource implications, including their potential fit with current organisational and political trends. 1.2 Existing data and information relevant to the identified issues are researched and analysed to inform the selection of options. 1.3 Existing initiatives are assessed for appropriateness and fit to the identified issues. 1.4 Risks are identified and ranked in terms of level of threat applicable to a particular option and extent of harm associated with that option. 1.5 Feasibility and priority of options are determined in terms of organisational and community capacity, funding possibilities, resource availability and potential to effectively address the identified issues. 1.6 Options for a crime prevention initiative are selected after careful consideration of all factors and appropriate consultation with stakeholders. |
2. Develop an action plan for a crime prevention initiative | 2.1 Advice and guidance regarding the development of the action plan are sought when necessary from supervisors and other experts. 2.2.The initiative's scope and parameters are determined, including clear, realistic and achievable targets and the means for assessing the initiative's achievement. 2.3 Implementation strategies are planned that will optimise the potential to resolve identified issues within the organisation's capacity and political realities, and minimise the potential for unintended outcomes. 2.4 Plans and timelines for implementation are developed that are realistic and cost effective, and that promote long-term durability of the initiative. 2.5 Policies, procedures and protocols are written that will best facilitate implementation of the initiative. 2.6 Contingencies are considered and planned for. 2.7 Internal and external organisational resources required to support implementation are identified, their availability established and arrangements negotiated for their use. 2.8 Evaluative framework and processes are consistent with the initiative's objectives, context and available resources and expertise, and meet stakeholder needs and funding body requirements. 2.9 A comprehensive action plan is documented that supports the organisation's strategic intentions, priorities and practices, promotes collaborative partnerships and reflects best practice in crime prevention. |
3. Facilitate endorsement of a crime prevention initiative | 3.1 Desired outcomes based on community perceptions and evidence of needs and risk factors are negotiated with key people. 3.2 Details of the crime prevention initiative are communicated and promoted to all relevant people and organisations in a manner that facilitates understanding, promotes action and engenders support. 3.3 Level of ongoing support and commitment to the initiative from key stakeholders, community groups and other involved organisations are determined. 3.4 If applicable, a pilot program is implemented and evaluated and the action plan is modified as necessary to meet stakeholder needs. 3.5 Approval for funding of the initiative is obtained from relevant sources. |