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 LGAEHRH305A, 'Present environmental health education information'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Present environmental health education information' 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. Presentation or data collection conforms to council's plans and strategies | 1.1. Positioning of the activity is understood and clarification of objectives is sought where applicable. 1.2. Target group needs and communication methodology are understood. 1.3. Most likely questions, responses and promotion strategies are anticipated and discussed in briefing. |
2. Prepare and collect presentation or data collection material for use in communication campaign | 2.1. Material is prepared according to council's environmental health education and promotion strategy and other council communication protocols. 2.2. Council's privacy policy conditions are addressed by the data collection/survey material. 2.3. Promotion/collection material is cost-effective, current and accurate to meet campaign needs. |
3. Undertake campaign preparation arrangements | 3.1. Locations for group presentations are booked according to anticipated numbers, optimum access and suitability of premises. 3.2. Support materials and media, presentation aids and specialist support speakers are coordinated. 3.3. Door-to-door, community network or neighbourhood campaigns are timed and planned for optimum impact. 3.4. Enquiries or follow up at venue or council premises are anticipated and response arrangements are communicated to relevant staff. |
4. Present information to groups or individuals | 4.1. Information is presented in accordance with campaign plan, including support from specialists in the field as appropriate. 4.2. Enquiries are directed to those appropriately qualified to respond. |
5. Collect information from target groups or individuals | 5.1. Requirements for information to support community needs are accurately communicated. 5.2. Respondent enquiries are appropriately dealt with or followed up by qualified respondents. |
6. Analyse and report results of campaign | 6.1. Achievements against objectives, issues raised for action and stakeholder concerns are included in reports and presentations. 6.2. Issues requiring further action are communicated to those preparing future plans and strategies. |
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