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 MSS408008, 'Analyse data for relevance to organisational learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Analyse data for relevance to organisational learning' 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
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Identify learning from own organisation data | 1.1 | Obtain data from appropriate data systems. |
1.2 | Examine data for discontinuities, trends and other possible signs of assignable cause. | ||
1.3 | Examine selected data events to determine root causes of data events. | ||
1.4 | Communicate root causes of data events to relevant stakeholders. | ||
2 | Identify learning from value stream data | 2.1 | Identify data which is or could be available from other value stream members. |
2.2 | Identify data which might be useful but is not available and seek access to it. | ||
2.3 | Obtain and examine available data for discontinuities, trends and other possible signs of assignable cause. | ||
2.4 | Examine selected data events to determine root causes of data events in liaison with appropriate value stream personnel. | ||
2.5 | Communicate root causes of data events to relevant stakeholders. | ||
3 | Capture learning | 3.1 | Review root causes to determine implications for organisational learning. |
3.2 | Ensure learning is captured by organisation’s systems. | ||
3.3 | Obtain involvement and required approvals from relevant process/system owners. | ||
3.4 | Check that learning flows to all relevant stakeholders. | ||
4 | Apply learning to team/organisation | 4.1 | Review management systems for their impact on organisational learning. |
4.2 | Brief relevant process/system owners on changes and obtain required approvals. | ||
4.3 | Check learning is used in daily operations. | ||
4.4 | Review use of learning in liaison with appropriate value stream personnel and update in knowledge system. | ||
4.5 | Identify implications for training and procedures. | ||
4.6 | Recommend improvements to value stream/organisation knowledge system. | ||