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 LGAPLEM403A, 'Attend requests for building and planning information and advice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Attend requests for building and planning information and advice' 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 nature and type of service requests
1.1. Requests are assessed to establish if they are within the jurisdiction and ability of the building or planning area of relevant authority and are then referred as appropriate.
1.2. Requests are assessed to establish necessity for compliance with statutory requirements.
1.3. Time required to service requests is established to identify if an immediate response will satisfy requirements.
1.4. Requests requiring additional research are prioritised and recorded to ensure important matters are finalised promptly.
2. Research information relevant to service requests
2.1. Accurate research and action are undertaken in priority order to obtain required information or result.
2.2. Sources of relevant information are correctly identified.
2.3. Information is collated to enable preparation of a satisfactory response to the request.
2.4. Professional advice is identified and incorporated where appropriate.
2.5. Affected relevant authorities are consulted.
3. Determine suitable response
3.1. Response is prepared within statutory constraints and levels of authority that protects council interests.
3.2. Response facilitates discussion and consultation so that client expectations can be satisfied.
3.3. Relevant form of response is selected within council policies and procedures.
4. Communicate information and advice
4.1. Written information and advice provided are clear and concise to minimise the need for follow-up action.
4.2. Verbal advice is presented clearly and in a courteous manner so that the need for follow up is minimised.
4.3. Advice given is recorded according to council procedures.
4.4. Discretionary advice on major issues is made available according to council policy and procedures.