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 LGACPRV505A, 'Promote evidence-based approaches to support crime prevention initiatives'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote evidence-based approaches to support crime prevention initiatives' 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. Integrate evidence-based approaches into professional practice | 1.1. Sources of information on crime prevention theories and best practice principles are located efficiently and critically analysed in order to inform decision making. 1.2. Information technologies that can enhance the effective use of data in decision making are actively sought and used. 1.3. Data collection and information generating practices, implemented as part of local crime prevention initiatives, are critically examined to assess the quality of information available to inform decision making. 1.4. Existing evidence from research and experience is critically appraised for its validity and usefulness to decision making in crime prevention practices. 1.5. Plans for the design, implementation and evaluation of crime prevention initiatives reflect the systematic and effective integration of the best available evidence to support the chosen course of action. |
2. Foster the use of evidence-based approaches in crime prevention | 2.1. Agreements in relation to the resource requirements of evidence-based practices that support the development of crime prevention policies and initiatives are negotiated, in line with resource availability. 2.2. Obstacles or restrictions to the acceptance of evidence-based approaches to crime prevention practice are identified and addressed. 2.3. Networks are developed and maintained to support the dissemination of accurate information about crime prevention. 2.4. Strategies to encourage the adoption and integration of evidence-based approaches to crime prevention practices are developed. |
3. Use research and practitioners' experience to promote evidence-based practice in crime prevention | 3.1. Systematic reviews and analyses of crime prevention information and research literature are undertaken in order to identify new areas where research activity is warranted. 3.2. Collaborative partnerships are sought to facilitate the development of research initiatives that address identified areas of need. 3.3. Practices based on the experience of practitioners are actively encouraged and evaluated for their effectiveness. 3.4. Opportunities within influential networks for the public dissemination and discussion of issues relating to crime prevention research and evaluation are actively sought and utilised. |
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