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 PSPTIS086, 'Use chuchotage (whispered simultaneous) to interpret (LOTE-English)'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use chuchotage (whispered simultaneous) to interpret (LOTE-English)' 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. Receive and analyse source message | 1.1 Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues. 1.2 Identify and record key information to support recall. 1.3 Identify key concepts, and explicit and embedded cultural concepts. 1.4 Identify linguistic and non 1.5 Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas. |
2. Transfer message to target language | 2.1 Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance. 2.2 Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message. 2.3 Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery. 2.4 Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment. |
3. Evaluate interpreting performance | 3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 3.2 Determine impact of assignment on self and identify areas for improvement. |