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 PSPGEN001, 'Work in a public sector environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work in a public sector environment' 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. Access and use legislation and guidelines
1.1 Access the range of legislation and guidelines common to employment in a public sector organisation.
1.2 Identify the key principles contained in the legislation and guidelines.
1.3 Clarify information in order to confirm own understanding.
1.4 Apply the principles contained in legislation and guidelines to individual workplace practice.
2. Access and use organisational information
2.1 Identify the staffing and organisational structure.
2.2 Identify and clarify procedures for dealing with staff at all levels of the organisation.
2.3 Identify procedures for dealing with clients.
2.4 Identify sources of assistance and types of assistance available from each source.
3. Work with diversity
3.1 Demonstrate appreciation of the differences between colleagues through workplace behaviour.
3.2 Use effective communication styles to take account of workplace diversity and reflect the principles of emotional intelligence.
3.3 Make contribution to the workgroup to utilise personal strengths and take any opportunities provided to develop new competencies.
3.4 Meet the requirements of multicultural awareness and anti discrimination legislation.
4. Investigate career options
4.1 Identify personal working and learning styles, values and attitudes and weigh against the requirements of current and potential work opportunities.
4.2 Identify and prioritise personal work goals.
4.3 Seek advice on future work/career options.
4.4 Identify a range of possible career paths and undertake initial planning to map out broad competency areas and experiences required to pursue them.
4.5 Plan personal development to prepare for career options.
4.6 Seek and access learning opportunities in line with personal work goals.