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 POLINV002, 'Conduct police investigations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct police 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. Manage investigation information | 1.1 Organise information using jurisdictional information management systems. 1.2 Collect information using information collection methods. 1.3 Assess information for reliability and relevance to investigation. 1.4 Analyse information to progress the investigation in accordance with investigation plan. 1.5 Evaluate information to determine evidentiary and investigative value. 1.6 Record information to comply with security and evidentiary requirements. 1.7 Record critical decisions to account for investigation activities. |
2. Conduct investigations in accordance with investigation plan | 2.1 Compile investigation documentation to provide an ongoing reference for stakeholders. 2.2 Evaluate investigation direction to support objectives of the investigation. 2.3 Assess information in terms of impact on investigation activities and direction. 2.4 Adjust investigation activities and direction of investigation to respond to changing circumstances and requirements. 2.5 Conduct briefings/debriefings with stakeholders for information sharing purposes. 2.6 Pursue identified avenues of enquiry in accordance with identified resource allocation. 2.7 Develop alternative directions for investigation when existing avenues of enquiry have been exhausted. |
3. Identify persons relevant to investigations | 3.1 Identify, trace, implicate and eliminate persons relevant to investigations. 3.2 Evaluate avenues of inquiry to support the identification of witnesses and suspects. 3.3 Gather evidence and intelligence by interviewing persons related to investigations. |
4. Manage profiles | 4.1 Build and assess profiles by continually capturing information and intelligence about persons relevant to investigations. 4.2 Identify techniques and resources required to capture further information/intelligence on persons relevant to investigations. 4.3 Secure additional resources to continue to build profile(s) of persons relevant to investigations. 4.4 Conduct risk assessments of persons relevant to investigation on a continual basis. 4.5 Inform stakeholders of profiles relevant to investigations. |
5. Facilitate the confiscation of assets | 5.1 Analyse information to identify assets for confiscation. 5.2 Develop plan to facilitate asset confiscation operation. 5.3 Prepare information and documentation to support confiscation of assets. 5.4 Communicate with stakeholders to inform them of information, changing circumstances and requirements. |