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 POLGEN031, 'Conduct an initial investigation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Manage incident scene | 1.1 | Assess situation to determine whether an investigation is required |
1.2 | Secure scene and evidence to facilitate investigation | ||
1.3 | Communicate resource requirements to internal and external stakeholders | ||
1.4 | Identify potential witnesses and persons of interest to support the investigation | ||
1.5 | Identify details of the scene for recording purposes | ||
2 | Gather information and evidence | 2.1 | Identify information that may be relevant to the investigation |
2.2 | Collect information in an ethical and professional manner | ||
2.3 | Collect potential evidence for recording and investigation purposes | ||
3 | Assess information and evidence | 3.1 | Determine relevance of information to investigation |
3.2 | Evaluate information and evidence to determine whether an offence has been committed | ||
4 | Manage exhibits | 4.1 | Handle exhibits to minimise contamination and maintain integrity |
4.2 | Adhere to continuity of evidence principles to preserve the evidentiary value of exhibits | ||
4.3 | Assess exhibits to determine whether further forensic analysis is required | ||
4.4 | Use evidentiary recording and collection equipment to manage and store exhibits | ||
5 | Interview victims and witnesses | 5.1 | Develop an initial interview plan to obtain information and support investigation |
5.2 | Assess welfare of victims/witness for referral purposes | ||
5.3 | Take statements from victims/witness | ||
5.4 | Review statements with victims/witness to ensure details and chronology have been accurately recorded | ||
5.5 | Assess statements to identify potential avenues of further inquiry within the investigation | ||
6 | Conduct an interviewwith persons of interest | 6.1 | Manage interview process in accordance with custody requirements |
6.2 | Plan interview in accordance with investigative requirements | ||
6.3 | Explain the interview process to person of interest to provide a caution and an understanding of legal rights | ||
6.4 | Use investigative interviewing techniques to identify and collect relevant information | ||
6.5 | Assess further options for judicial processes, taking into account the nature of the offence and evidence collected | ||
7 | Complete searches | 7.1 | Assess risk to protect safety of self, colleagues and public |
7.2 | Plan search according to legislative requirements and resource constraints | ||
7.3 | Conduct search of person, vehicle or place in a safe and lawful manner | ||