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 PUACOM006, 'Plan and conduct a public awareness program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and conduct a public awareness program' 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. | ||
1 | Plan public awarenessand information presentation | 1.1 | Details of audience requirements are confirmed to ensure the presentation meets client expectations |
1.2 | Objectives of the presentation and respective roles of those involved are determined in consultation with relevant personnel | ||
1.3 | Presentation is structured to meet the needs of the audience, anticipated questions and subject matter to be presented | ||
1.4 | Subject matter is clarified to confirm information is current and accurate | ||
1.5 | Equipment, aids and resources for the audience are identified and organised | ||
2 | Conduct public awarenessandinformation presentation | 2.1 | Information is accurate, culturally appropriate and is presented clearly and logically |
2.2 | Aids and equipment are used to help the audience understand the information being presented | ||
2.3 | Presentations are conducted using recognised principles of group learning appropriate to audience characteristics | ||
2.4 | Feedback from audience and observers is used to assist in assessment of performance and program content | ||
2.5 | Publications suitable to audience and sources of additional information are provided | ||
2.6 | Questions asked are answered and supplemented with relevant information | ||
2.7 | Queries outside area of responsibility or expertise are referred to relevant area and/or personnel | ||
3 | Conduct visits to facilitiesandspecific locations of interest | 3.1 | Facilities, locations and/or equipment are prepared, prior to demonstration or tour to promote a positive public image, to meet organisational standards and Work, Health and Safety/Occupational Health and Safety (WHS/OHS) guidelines |
3.2 | Information given is accurate and provides comprehensive coverage of the facility, its location and equipment being discussed and/or demonstrated | ||
4 | Store resources and complete records | 4.1 | Equipment and resources are stored, in accordance with organisational procedures |
4.2 | Records of presentations and/or demonstrations are completed, in accordance with organisational procedures and requirements | ||
5 | Evaluateand review presentations and demonstrations | 5.1 | Improvements to own delivery of presentations are sought and recorded |
5.2 | Recommendations for improvement to presentations and/or demonstrations and associated resources are made to relevant personnel | ||