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 PSPGOV311A, '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
ELEMENT | PERFORMANCE CRITERIA |
1. Arrange for coaching/ mentoring | 1.1 The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option. 1.2 Coaching/mentoring is selected in accordance with the identified benefits. 1.3 A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement. 1.4 Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan. 1.5 Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations. |
2. Work with a coach/mentor | 2.1 Ground rules are established and realistic expectations set with the coach/mentor. 2.2 Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement. 2.3 Coaching/mentoring input is used constructively in accordance with established goals. 2.4 Time is managed to achieve learning goals. 2.5 Progress is monitored and goals achieved or adjusted as required. |
3. Maximise coaching/ mentoring results | 3.1 The initiative is taken to build and maintain the coaching/mentoring relationship. 3.2 Productive questions are formulated and used to obtain information and feedback from coaching/mentoring. 3.3 Active listening is used to ensure coaching/mentoring time is used productively. 3.4 Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures. 3.5 New learning is consolidated to maximise coaching/mentoring results. 3.6 Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw. |