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 POLCOV049, 'Provide intelligence support to policing responses'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide intelligence support to policing responses' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Plan intelligence support for a response | 1.1 | Identify intelligence requirements for response purposes |
1.2 | Develop objectives of intelligence support to guide response | ||
1.3 | Determine intelligence processes required to achieve objectives | ||
1.4 | Identify partner agencies and stakeholders applicable to the response to support collaboration | ||
1.5 | Identify communication channels with stakeholders to facilitate the provision of support | ||
1.6 | Negotiate timelines with stakeholders for reporting purposes | ||
1.7 | Document intelligence support plan to provide rationale for resource use | ||
2 | Manage information | 2.1 | Collect information in accordance with intelligence support objectives |
2.2 | Collate information to meet multiple stakeholder requirements | ||
2.3 | Review information to determine relevance to response context | ||
2.4 | Disseminate information in accordance with information security requirements | ||
3 | Develop intelligence | 3.1 | Evaluate collated information to determine validity and reliability |
3.2 | Analyse information to develop inferences and insights | ||
3.3 | Identify gaps in intelligence to guide further information collection | ||
3.4 | Select information to provide timely and reliable intelligence | ||
3.5 | Draft and disseminate intelligence products to support defined response requirements | ||
3.6 | Assess new information against support objectives to establish intelligence relevance | ||
4 | Provide intelligence support | 4.1 | Organise intelligence products into logical and sequential formats |
4.2 | Determine currency and usefulness of intelligence support measures through stakeholder evaluation | ||
4.3 | Adjust intelligence support response to accommodate changing circumstances and requirements | ||
4.4 | Revise intelligence products to accommodate changing circumstances and requirements | ||
4.5 | Collaborate with stakeholders to improve quality of intelligence support | ||
5 | Review intelligence support responses | 5.1 | Seek evaluations from stakeholders to assist review of intelligence support responses |
5.2 | Document intelligence support evaluations to inform future analysis and reviews | ||
5.3 | Assess feedback for continuous improvement opportunities | ||
5.4 | Contribute to debriefs and post response evaluations to identify continuous improvement opportunities | ||