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 PSPCOM501A, 'Prepare for community engagement'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare for community engagement' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Develop an analytical framework | 1.1 The context within which community engagement may ethically be undertaken and the underpinning policy drivers are identified. 1.2 Key stakeholders are identified and consulted to ensure the framework is culturally appropriate and addresses key community characteristics. 1.3 The task and objectives are defined in accordance with organisational requirements for the engagement program. 1.4 Resources are allocated to implement the framework according to the requirements of the task and budgetary constraints. 1.5 The framework is developed to meet the requirement to assist in analysing and understanding the community. |
2. Define the target community | 2.1 Research techniques are identified in accordance with community engagement information requirements and community preferences. 2.2 Information is gathered and analysed according to the requirements of the research strategy, and the target community(s) is defined with sufficient breadth and depth to meet community engagement program requirements . 2.3 Community research is conducted and the community(s) is defined in accordance with public sector ethical standards in order to build community trust and confidence. |
3. Assess community features | 3.1 Community diversity is acknowledged and respected in accordance with public sector diversity guidelines and/or codes of practice. 3.2 The community's formal and informal leadership structure is identified, and protocols and cultural practices are acknowledged and adhered to. 3.3 Community makeup and structures are detailed, and relationships are established through formal and informal community networks in accordance with organisational policy and procedures. 3.4 Barriers to involvement by the community in the engagement process are identified, and strategies to address them are developed in accordance with community engagement program requirements. 3.5 Risks and issues in relation to engaging with the community are identified, and strategies are developed to address them in accordance with program requirements. |
4. Build a community profile | 4.1 An environmental scan is conducted to examine demographic, social or economic indicators or trends that may impact on community engagement, and the results included in the profile. 4.2 The composition of the community and its leadership structures are detailed in the profile. 4.3 The community's formal and informal networks and its formal and informal cultural practices are identified in the profile. 4.4 Barriers to community engagement and risks/issues, including prior experiences and recommendations for addressing them, are detailed in the profile. 4.5 The profile is validated with stakeholders in accordance with organisational policy and procedures. |