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 PUAECO002A, 'Process emergency incident calls and enquiries'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Process emergency incident calls and enquiries' 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. Receive incoming incident calls/enquiries | 1.1 Routine and emergency incident calls/enquiries are answered promptly using standard agency answering protocols and telephony system, relatedequipment and computer aided dispatch system, in accordance with organisational policies and procedures. 1.2 Relevant information of the caller/incident/enquiry is established in accordance with organisational policies and procedures. 1.3 Factors which may affect the caller's ability to provide accurate information are assessed and taken into consideration. 1.4 Type of incident call/enquiry is determined quickly and accurately, and call authenticity is determined, in accordance with organisational protocols. 1.5 Details of the incident call/enquiry are obtained and accurately logged, in accordance with organisational policies and procedures. 1.6 Appropriate response is ensured by interacting with other relevant personnel. |
2. Provide information to caller/s in possible danger | 2.1 Potential danger to caller/s is assessed quickly and accurately. 2.2 Safety information appropriate to the situation and caller's needs is communicated clearly. |
3. Locate an incident | 3.1 Organisation's area/s of operational responsibility is identified. 3.2 Appropriate directories, maps and databases are used to find incident location/s. 3.3 Calls/enquiries are concluded in accordance with organisational policies and procedures. |
4. Action received request | 4.1 Request for assistance is actioned in accordance with organisational policies and procedures. 4.2 Information is summarised and communicated using clear and appropriate language, in accordance with organisational policies and procedures. 4.3 Follow-up procedures and notifications to other emergency services or agencies are implemented as required. |
5. Operate equipment | 5.1 Appropriate equipment is chosen for the task, context and needs of the incident. 5.2 Equipment is used and operated safely in accordance with organisational and manufacturer's instructions. 5.3 Faulty equipment is identified and reported in accordance with organisational policies and procedures, and alternative strategies are employed when necessary. |