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 PSPGEN075, 'Build and maintain community relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- 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
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. Set the parameters for relationships | 1.1 Develop a contextual framework to assist in analysing and setting parameters for relationships. 1.2 Establish and agree upon the parameters and purpose for the relationships. 1.3 Allow flexibility for incorporation of new ideas and options. 1.4 Identify and manage the dynamics within and across relationships. 1.5 Identify and agree the benefits for both parties. 1.6 Identify constraints, including time, procedural and resource limitations and allocate resources. |
2. Provide information relating to community engagement | 2.1 Assess current community understanding of the roles and responsibilities of public officials and provide information to clarify the roles and responsibilities. 2.2 Explain the rights and responsibilities of individuals and communities to be involved in government processes and decision making. 2.3 Communicate organisation’s priorities, strategic direction, systems, decision making and approval processes. 2.4 Communicate opportunities for community involvement in processes and decision-making in ways suited to the diversity of the community. |
3. Build community engagement capacity | 3.1 Identify and address the skills and knowledge requirements of individuals and communities to engage with government with a range of strategies tailored to individual needs. 3.2 Identify, resource and promote opportunities for individuals and communities to develop their capacity to engage with government. 3.3 Develop and implement innovative strategies to identify and reach out to community groups and individuals who demonstrate low engagement with government. 3.4 Tap into informal and formal community networks to strengthen local capital and to ensure ongoing capacity. 3.5 Identify barriers to community engagement, formulate and implement solutions. |
4. Build community problem-solving capacity | 4.1 Provide information and opportunities for involvement in government processes and decision making to individuals and communities in accordance with their needs and preferences. 4.2 Identify and promote existing and new ways to engage with government in a variety of ways suited to diverse communities. 4.3 Develop mechanisms for communities to raise their own issues with government, implement and promote in accordance with community context. 4.4 Develop a range of strategies to address community issues in partnership with communities. 4.5 Implement mutually developed and agreed solutions to community issues. 4.6 Identify and use strategies for reporting developments to communities. |