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 PSPCOM503A, 'Build and maintain community relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Build and maintain community relationships' 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
1. Set the parameters for relationships or partnerships
1.1 A contextual framework is developed to assist in analysing and setting parameters for relationships/partnerships in accordance with organisational policy and procedure.
1.2 The parameters and purpose for the relationships/partnerships are established and agreed.
1.3 The emergence of new ideas and options are allowed for in the flexibility of the purpose.
1.4 The dynamics within and across relationships/partnerships are identified and managed.
1.5 Benefits for both parties are identified and agreed in accordance with organisational policy and procedure.
1.6 Constraints are identified, including time, procedural and resource limitations, and resources are allocated in accordance with organisational requirements.
2. Provide information relating to community engagement
2.1 Current community understanding of the roles and responsibilities of public officials is assessed, and information is provided to clarify the roles and responsibilities in accordance with organisational policy and procedures.
2.2 The rights and responsibilities of individuals and communities to be involved in government processes and decision making are explained in a manner accessible to the audience.
2.3 Government/agency priorities, strategic direction, systems, decision making and approval processes are communicated using language, materials and timelines to suit the audience and the occasion.
2.4 Opportunities for community involvement in government/agency processes and decision making are communicated in ways suited to the diversity of the community.
3. Build community engagement capacity
3.1 The skills and knowledge requirements of individuals and communities to engage with government are identified and addressed with a range of strategies tailored to individual needs.
3.2 Opportunities for individuals and communities to develop their capacity to engage with government are identified collaboratively, resourced and promoted in accordance with organisational policy and procedures.
3.3 Innovative strategies are developed and implemented to identify and reach out to those who have not yet connected with government, and those who have had a previous poor experience in attempting to engage with government.
3.4 Informal and formal community networks are tapped into to strengthen local capital and to ensure ongoing capacity.
3.5 Barriers to community engagement are identified and solutions formulated and implemented in accordance with organisational policy and procedures and community context.
4. Build community problem-solving capacity
4.1 Information and opportunities for involvement in government processes and decision making are provided to individuals and communities in accordance with their needs and preferences.
4.2 Existing and new ways to engage with government are identified and promoted in a variety of ways suited to diverse communities.
4.3 Mechanisms for communities to raise their own issues with government are developed, implemented and promoted in accordance with organisational policy and procedures and community context.
4.4 A range of strategies to address community issues is developed in partnership with communities.
4.5 Mutually developed and agreed solutions to community issues are implemented in accordance with organisational policy and procedures.
4.6 Strategies for reporting developments to communities are identified and utilised.