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 POLGEN022, 'Conduct an initial investigation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Conduct an initial investigation' 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. Where bold italicised text is used, further information is detailed in the range of conditions section.
1. Manage incident/crime scene
1.1 Conduct a risk assessment to protect safety of self, colleagues and public.
1.2 Assess scene to determine whether initial investigation is required.
1.3 Secure scene and evidence to facilitate investigation and preserve integrity of evidence.
1.4 Establish communication links with internal and external stakeholders to facilitate investigation.
1.5 Identify and communicate resource requirements to internal and external stakeholders.
1.6 Recognise and adhere to the chain of command particular to the scene.
1.7 Identify potential persons of interest and potential witnesses to support the investigation.
1.8 Identify and interpret details of the scene for recording purposes.
2. Assess information and evidence related to incident/crime scene
2.1 Assess identified information for potential relevance to investigation.
2.2 Identify and gather potential evidence for recording and investigation purposes.
2.3 Evaluate information and evidence to determine whether an offence has been committed.
2.4 Evaluate information and potential evidence to determine its evidentiary value.
3. Manage exhibits
3.1 Handle exhibits to minimise contamination and maintain integrity.
3.2 Adhere to continuity of evidence principles to preserve the evidentiary value of exhibits.
3.3 Assess exhibits to determine whether further forensic analysis is required.
4. Use evidentiary equipment
4.1 Select evidentiary equipment that is suitable for evidence collection requirements.
4.2 Inspect serviceability/usability of evidentiary equipment.
4.3 Check evidentiary equipment to identify any issues that may impact on the use of the equipment.
5. Manage interviewee
5.1 Identify potential interviewees.
5.2 Develop an initial investigation plan, taking into account interviewee credibility and accessibility.
5.3 Assess welfare of interviewee for referral purposes.
5.4 Take statements from interviewee.
5.5 Assess statements for potential relevance and use in investigation.
5.6 Review statements with interviewee to ensure detail and chronology have been accurately recorded.
6. Conduct an interview
6.1 Plan interview, taking into account impacting factors.
6.2 Explain the interview process to interviewee to provide an understanding of legal rights and investigative interviewing processes.
6.3 Use investigative interviewing techniques to identify and collect relevant information.
7. Conduct searches
7.1 Determine search options in accordance with legislated police powers.
7.2 Conduct risk assessment to protect safety of self, colleagues and public.
7.3 Plan search according to investigation requirements and resource constraints.
7.4 Conduct searches in a manner that minimises risk to self and organisational reputation.
8. Manage persons of interest
8.1 Process persons of interest with due diligence to duty of care.
8.2 Assess detention options taking into account the individual person of interest.
8.3 Consider options for initiating judicial processes, taking into account the nature of the offence and evidence collected.