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 POLFOR001, 'Apply specialised forensic science techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply specialised forensic science techniques' 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. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1.1 Identify physical characteristics of biological evidence materials to determine their evidentiary value. 1.2 Identify physical characteristics of non-biological evidence materials to determine their evidentiary value. | |
2.1 Select advanced forensic techniques for the examination of trace/gross biological and non-biological evidence material. 2.2 Identify presumptive and/or confirmatory tests to determine sequence of forensic processing. 2.3 Conduct field based presumptive and/or confirmatory tests to determine the evidentiary value. 2.4 Select enhancement techniques and their sequence to maximise evidentiary value. 2.5 Conduct enhancement techniques to assist in location, recording, collection and interpretation of physical evidence. | |
3.1 Identify options for comparative analysis technique/s to maximise evidentiary value. 3.2 Select comparative analysis technique/s to maximise evidentiary value. 3.3 Conduct comparative analysis examinations to establish an opinion on inclusion/exclusion or insufficiency. 3.4 Verify examination results to substantiate the opinion on individualisation, inclusion/exclusion or insufficiency. 3.5 Record examination and results to substantiate the opinion. | |
4.1 Assess crime/incident scene to select photographic technique/s. 4.2 Apply photographic techniques in a methodical and sequential manner to record scene/incident/evidence. 4.3 Apply light theory to determine techniques for photographic recording of evidence. 4.4 Manage continuity of photographic images used for specialist examinations. | |
5.1 Assess human body to locate evidence. 5.2 Select enhancement techniques and their sequence to locate, record and collect evidence. 5.3 Apply forensic techniques to record and collect evidence from human body. 5.4 Interpret the nature of wounds/injuries to inform the investigation. 5.5 Interpret characteristics of human body associated with death to inform the investigation. 5.6 Compare available information with examination of human body to verify or disprove information. | |
6.1 Review examination results for reliability and justification. 6.2 Evaluate significance of the evidence to form a conclusion or opinion within the context of the investigation. 6.3 Gather further information on evidence to validate conclusions/opinions. 6.4 Collate information related to the forensic investigation for reporting purposes. |