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 PUADEFIN001A, 'Process information into intelligence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Process information into intelligence' 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. Organise information | 1.1 Instructions to conduct the processing activity are received and details are confirmed with supervisor as necessary 1.2 Intelligence outputs are identified in accordance with user and client requirements 1.3 Security requirements are maintained throughout the process in accordance with standard procedures 1.4 Work timelines are confirmed to ensure that outputs will be available; if not advice is sought from supervisor 1.5 Information or data is converted for use in the analytical process 1.6 Collected information is evaluated in accordance with standard procedures 1.7 Information gaps are identified and reported to supervisor 1.8 Benchmarks and evaluation criteria appropriate to the intelligence requirement are identified 1.9 Occupational health and safety (OH&S) requirements, and safety precautions are applied throughout the process 1.10 Legal requirements for activities are identified and applied during the process |
2. Analyse and interpret information | 2.1 Appropriate thinking process is used to interpret the information 2.2 Assumptions that have been made about the processing of information are stated in a way that is clear, justified and consistent with work objectives 2.3 Analytical and diagnostic techniques are selected that are reliable and appropriate to the intelligence requirement 2.4 Trends are identified and analysed in light of environmental and cultural factors relevant to the particular situation 2.5 Analysed information is interpreted to identify relevance to the operation 2.6 Interpretations are made based on the factual, quantitative, and qualitative information 2.7 Possible interpretations are tested, refined and consolidated to review credibility and consistency with new information |
3. Develop inferences | 3.1 Assumptions in arguments leading to inferences are clearly stated to inform clients and users 3.2 Inferences are formulated from tested interpretations and facts 3.3 Chain of reasoning in formulating inferences is clear to ensure transparency to clients and users 3.4 Inferences are reviewed to identify and address any fallacies in reasoning 3.5 Recommendations on intelligence analysis outcomes are developed and reported to inform clients and users |
4. Review analysis processes | 4.1 Results and conclusions are reviewed with relevant person/s wherever possible 4.2 Analysis processes and outcomes are evaluated in accordance with client and user requirements 4.3 Processes are managed and adjusted in accordance with evaluation and feedback from clients and users 4.4 Information and detail related to analysis and evaluation is reported to appropriate parties in accordance with standard procedures |