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 PUACOM006B, '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
ELEMENT | PERFORMANCE CRITERIA |
1. Plan public awareness/ information presentation | 1.1 Details of the audience's, requirements and expectations are confirmed and clarified to ensure presentation meets client requirements 1.2 Objectives of presentation and respective roles of those involved are determined in consultation with relevant personnel. 1.3 Presentation is structured taking into account characteristics of the audience, including ethic composition, anticipated questions and the subject matter to be presented. 1.4 Relevant information is accessed and familiarity with subject matter is confirmed to ensure all information imparted is current and accurate. 1.5 Required equipment aids and resources appropriate to the audience are identified and organised. |
2. Conduct public awareness/ information presentation | 2.1 Information is accurate, culturally appropriate and is presented in a clear manner, in logical sequence. 2.2 Aids and equipment are used effectively and correctly to help the audience gain knowledge and retain the information. 2.3 Presentations are conducted using recognised principles of group learning appropriate to the audience characteristics. 2.4 Feedback from audience and observers is used to assist in assessing own performance and program content. 2.5 Current publications suitable to audience, and sources of additional information are provided to enable follow-up. 2.6 Questions asked are answered and supplemented with relevant information. 2.7 Queries outside the area of responsibility or expertise are referred to the relevant area. |
3. Conduct visits to facilities/specific locations of interest | 3.1 Facilities, locations and/or equipment are prepared prior to demonstration/tour to meet organisation standards and occupational health and safety guidelines, and to promote a positive public image. 3.2 Information given is accurate and provides comprehensive coverage of the facility/location/equipment being discussed or demonstrated. |
4. Store resources and complete records | 4.1 Equipment and resources are stored according to organisation procedures. 4.2 Records of presentations/demonstrations are completed in line with organisation requirements. |
5. Evaluate/review presentations and demonstrations | 5.1 Improvements to own delivery of presentations are implemented within operational constraints. 5.2 Recommendations for improvement to presentations/demonstrations and associated resources are made to relevant personnel. |