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 PSPTIS082, 'Interpret through communication media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Interpret through communication media' 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. Prepare environment and participants
1.1 Prepare resources appropriate to communication medium and make necessary adjustments to work environment.
1.2 Consult technical support staff to establish equipment conditions and gain access to become familiar with specific technology.
1.3 Manage technology and confirm the process and purpose of the assignment.
1.4 Seek information about the people and context and identify and address issues that may affect the process or outcome.
2. Adapt delivery to equipment
2.1 Conduct initial introductions and confirm process of interpreting by telephone or video link and relevant roles and conditions.
2.2 Adjust volume and position of equipment for audibility or visibility and adjust delivery accordingly.
2.3 Identify and use terms of address appropriate to the medium.
2.4 Identify physical challenges posed by the communication medium and make recommendations to address them.
2.5 Act assertively to address technological problems.
3. Manage discourse
3.1 Use overt strategies to manage communication flow in a culturally appropriate manner.
3.2 For spoken languages, take notes to support retention and recall and seek clarification or repetition when necessary.
3.3 Use a range of strategies to adjust and adapt to rapidly changing emotions, circumstances and technical challenges.
3.4 Use overt strategies to manage communication breakdown.
3.5 Monitor workplace health and safety issues arising from using communication equipment and take preventive action.
4. Evaluate delivery
4.1 Evaluate suitability of technology chosen and own adaptation of delivery to the technology.
4.2 Determine personal impact of assignment and identify need for debriefing and counselling.
4.3 Discuss issues and solutions and explore process improvement strategies.