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 PSPGOV413A, 'Compose complex workplace documents'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Compose complex workplace documents' 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
1. Interpret and evaluate workplace information
1.1 Information is sourced from inside and outside the organisation in accordance with organisational requirements and sources analysed for reliability.
1.2 Cultural context of the information is distinguished and used to aid in interpretation.
1.3 Information is analysed for relevance to own work and assistance is sought with interpretation of complex materials in accordance with organisational procedures.
1.4 Assumed prior knowledge underpinning workplace information is identified and additional information is gathered if necessary to allow interpretation.
1.5 Implications of information are passed on to relevant personnel in accordance with legislation, policy and procedures.
2. Compose complex written materials
2.1 The purpose, objectives and format for the materials are determined in accordance with organisational requirements.
2.2 Information to inform the document is sourced, collated in a logical manner and assessed for relevance and inclusion.
2.3 Content, structure and sequencing of materials are determined in line with the purpose and intended audience.
2.4 Options/recommendations are considered for inclusion.
2.5 Possible impact on the target audience is assessed and potential criticism countered where necessary.
2.6 Written materials are composed, reviewed to confirm objectives, organisational and legislative requirements are met, and materials are submitted within required timeframes.
3. Edit written material
3.1 Intent of the communication is confirmed.
3.2 Content is checked and proofread for grammar, spelling and punctuation.
3.3 Communication is assessed in light of the needs of the intended audience.
3.4 Recommendations for improvement are made if necessary and explained/recorded in a manner that provides a learning opportunity for the future.
3.5 Information is amended if required, and submitted for approval in accordance with organisational policy and procedures.