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 LGALAND401A, 'Apply the principles of ecologically sustainable development to council decisions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply the principles of ecologically sustainable development to council decisions' 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. Identify the principles and processes of ESD
1.1. Research is undertaken to identify the origins of ecologically sustainable development.
1.2. Research is undertaken to identify developments since the 1992 Rio Earth Summit at international, national, state and local levels.
1.3. Agenda 21 is analysed to identify the underlying principles and processes for ESD.
1.4. Key issues in the principles and processes of ESD are determined.
2. Identify how ESD can be incorporated into the organisation's decision-making processes
2.1. Research is undertaken on council's existing policies, protocols and decision-making processes and assessed against the principles and processes contained in Agenda 21, existing state and federal legislation, industry standards and council and community requirements and expectations.
2.2. Research is undertaken to identify any frameworks or best practice approaches developed by other councils or state and federal government agencies.
2.3. Research is undertaken to identify case studies of implementation of ESD by governments and/or councils.
2.4. Research outcomes are analysed for best practice approaches.
2.5. Existing council decisions are categorised according to their strategic, corporate or operational impact.
2.6. Social, economic, environmental and cultural implications of decisions are identified at each level.
3. Develop ESD indicators
3.1. The community is consulted to determine their views and values on sustainability and to identify appropriate targets and strategies for sustainable development.
3.2. Suggestions and ideas in relation to ESD are sought from work teams.
3.3. Expert opinion and advice are sought on ways council can apply the principles and processes of ESD to its decision making, especially in relation to the natural and built environment.
3.4. Relevant state and federal agencies are consulted on their policy position in relation to ESD.
3.5. A framework for measuring and monitoring council commitment to integrated decision making is established.
3.6. Appropriate qualitative and quantitative indicators are developed for social, economic and environmental factors.