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 PSPGEN040, 'Work with interpreters'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work with interpreters' 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. Identify interpreting needs
1.1 Identify the need for interpreting services, the type of service and client preferences in consultation with the client or client representative.
1.2 Determine the purpose of interpreting to ensure the competency of the interpreter meets organisational requirements.
1.3 Identify interpreting language and determine any specific requirements to support interpreting service.
1.4 Advise client, where client refuses interpreting services but they are needed for communication, that communication cannot proceed and negotiate access to interpreting services at least for interviewer or defer communication.
1.5 Record details of interpreting needs.
2. Make preparations for using interpreting services
2.1 Identify and clarify legal and ethical responsibilities relating to the use of interpreters if necessary.
2.2 Coordinate client appointments with interpreter bookings to ensure the need for interpreting services is met in accordance with client needs.
2.3 Allocate additional time to appointments to allow for interpreting needs.
2.4 Provide full details of interpreting requirements at time of booking to ensure efficiency and effectiveness of process.
2.5 Arrange any specific requirements to support interpreting service in accordance with client and organisational needs.
3. Conduct a meeting/ interview using interpreting services
3.1 Make positioning arrangements in consultation with the interpreter, and confirm the role and ethical requirements of the interpreter.
3.2 Make introductions, and provide time for the interpreter and client to familiarise themselves to ensure a good understanding of language and other cultural issues.
3.3 Direct communication to the client.
3.4 Inform client of a need for clarification from the interpreter before it is sought.
3.5 Use judgment to address or refer problems resulting from cultural/societal differences, situational or ethical issues.
3.6 Close the meeting and debrief the interpreter as required.
4. Monitor the safety and wellbeing of interpreters
4.1 Conduct induction of interpreters into environment.
4.2 Monitor safety of interpreters.
4.3 Provide safety equipment as required in accordance with the environment.
4.4 Protect interpreters from physical contact or harassment from clients.
4.5 Monitor stress levels of interpreters and offer debriefing and/or counselling services as required.