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 PUAECL007, 'Define crisis context'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Define crisis context' 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 | Define key concepts in emergency management | 1.1 | Identify, analyse and contrast emergency contexts through the examination of contemporary major incidents |
1.2 | Examine the history of emergency management to identify common models, themes and strategies | ||
1.3 | Evaluate the responsibility of governments to provide emergency management and/or public safety in Australia and overseas | ||
1.4 | Justify the legitimate exercise of power by governments in an emergency | ||
2 | Identify responsibilities of stakeholders | 2.1 | Identify legislated emergency responsibilities for Australian local, state and federal governments and their agencies |
2.2 | Characterise the roles and arrangements that not for profit organisations and the private sector can undertake in an emergency | ||
2.3 | Compare contributions that individuals, communities and organisations can make in an emergency | ||
3 | Apply theoretical concepts of emergency management and crisis leadership | 3.1 | Identify and assess the roles that emergency management professionals undertake within an all hazards all agencies approach |
3.2 | Outline and compare strategies used in emergency management in the planning, preparedness, response and recovery stages | ||
3.3 | Determine the best strategies for a specific emergency management context with consideration to spheres of control and origin being displayed | ||
3.4 | Use emergency doctrine and terminology to define and resolve problems in an emergency | ||
4 | Access and communicate crisis knowledge | 4.1 | Identify and source doctrine requirements for crisis response and/or recovery and demonstrate how it would be applied |
4.3 | Identify and use strategies to communicate relevant legislation and policy in an emergency context to stakeholders | ||
4.4 | Create a communications plan that demonstrates how to influence stakeholders | ||