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 POLFOR002, 'Conduct complex forensic crime and incident scene investigations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct complex forensic crime and incident scene investigations' 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. Develop plan for complex crime/incident scene investigation | 1.1 Establish type and nature of incident to determine the methodology and resource requirements. 1.2 Conduct an initial assessment of the incident to identify potential risks. 1.3 Assess the incident to determine what additional services may be required to progress the investigation. 1.4 Assess the forensic investigation plan continually to adjust to developments within the incident scene and/or new information. 1.5 Analyse information to develop a forensic investigation plan. |
2. Manage complex crime/incident scene investigation | 2.1 Conduct an initial assessment of scene/s to prioritise the order of examination and collection of evidence. 2.2 Perform a methodical search to identify and locate physical evidence. 2.3 Determine the sequencing of evidence collection and the use of resources to maximise evidentiary value. 2.4 Apply evidence collection techniques and sequencing to preserve evidence and prevent contamination. 2.5 Evaluate the evidence collection techniques to identify whether further evidence collection is required. 2.6 Interpret physical evidence and available information in order to develop a hypothesis. 2.7 Perform reconstructions and/or testing regimes to test hypothesis. 2.8 Negotiate stakeholder requirements throughout the forensic investigation. 2.9 Assess the incident continually to identify and manage potential risks. |
3. Apply specialist forensic techniques | 3.1 Assess evidence to determine whether specialist forensic techniques and evidence enhancement methods are required. 3.2 Select recording methods to maximise evidentiary value. 3.3 Record characteristics of evidence for further specialist analysis. 3.4 Select collection and preservation techniques to protect evidence and prevent loss or cross contamination. 3.5 Apply evidence enhancement methods to maximise evidentiary value. 3.6 Facilitate the analysis of evidence by specialists for interpretation/identification purposes. |
4. Review examination critically | 4.1 Summarise information gathered during the forensic investigation to develop initial interpretations. 4.2 Assess the outcomes of the forensic investigation to reach a conclusion for recording and reporting purposes. 4.3 Analyse the outcomes of the examination to inform the current investigation. 4.4 Review forensic investigation and outcomes of examination to determine whether investigative needs have been met. 4.5 Liaise with stakeholders to determine whether further forensic investigation is required. |