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 PSPGEN018, 'Work with a coach or mentor'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with a coach or mentor' 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. Arrange for coaching or mentoring | 1.1 Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option. 1.2 Select coaching or mentoring in accordance with the identified benefits. 1.3 Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement. 1.4 Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring. 1.5 Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations. |
2. Work with a coach or mentor | 2.1 Establish ground rules and set realistic expectations. 2.2 Explore options to attain goals and prepare a plan to document the arrangement. 2.3 Manage time to achieve learning goals. 2.4 Monitor progress, achieve or adjust goals as required. |
3. Maximise coaching or mentoring results | 3.1 Take the initiative to build and maintain the coaching or mentoring relationship. 3.2 Obtain information and feedback from coach or mentor by asking questions. 3.3 Use active listening to ensure contact time is used productively and new learning is consolidated. 3.4 Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible. 3.5 Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw. |