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 PSPTIS511A, 'Demonstrate language proficiency in different subjects and cultural contexts'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate language proficiency in different subjects and cultural contexts' 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. Conduct negotiations in different languages. | 1.1. Establish rapport by using appropriate courtesy protocols, identifying common ground and observing social, cultural and business conventions of the specific language. 1.2. Provide explanations, information and supporting details about specific products or services. 1.3. Use a range of language functions to conduct negotiations, including introducing formal talk, using turn-taking skills, and agreeing and disagreeing tentatively. 1.4. Use prosodic features, gestures and body language effectively. 1.5. Exchange and agree to information, including details of personnel, dates, quantities, products and services. 1.6. Support negotiations by using any relevant visuals, graphics and other approaches in keeping with the requirements of particular subjects or cultural contexts. |
2. Deliver presentations in different languages. | 2.1. Deliver presentations in a style relevant to the purpose and objectives, audience characteristics, occasion and venue. 2.2. Present information in a logical and concise manner using sequencing and linguistic linking. 2.3. Support presentations with public speaking techniques. |
3. Participate in social and cultural activities. | 3.1. Use language and language functions appropriate to given social and cultural activities. 3.2. Adapt and modify communication strategies and language functions according to the situation and client requirements. |
4. Provide summaries of complex communication. | 4.1. Provide summaries of the purpose and meaning of the original utterance. 4.2. Use communication strategies and language functions that support immediate and unhindered communication. 4.3. Make appropriate comments between parties to check and clarify meaning. |