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 PUAEMR001, 'Establish context for emergency risk assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish context for emergency risk assessment' 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 | Identify objectives and scope by research and consultation | 1.1 | Objectives and scope are identified using emergency risk management standards and guidelines |
1.2 | Stakeholder roles and required scope inputs are determined, in accordance with organisational policies and procedures | ||
1.3 | Budget, timeframe and schedule for research and consultation are determined, in accordance with organisational policies | ||
1.4 | Community information is obtained, in accordance with organisational policies and procedures | ||
2 | Identify and consult with stakeholders | 2.1 | Stakeholders are identified, in accordance with organisational policies and communication procedures |
2.2 | Existing and potential liaison networks are identified and evaluated for relevance | ||
2.3 | Stakeholder networks are developed using a range of strategies | ||
2.4 | Communication and consultation are established, in accordance with organisational policies and procedures | ||
2.5 | Communication options are evaluated and selected to develop a communication plan | ||
3 | Clarify roles and requirements with stakeholders | 3.1 | Stakeholder roles and their participation are clearly defined and emphasised in seeking their cooperation |
3.2 | Stakeholders are informed of the aims, objectives, risk management context and structure within which they must operate | ||
3.3 | Stakeholder needs are determined with conflicting requirements being identified, recorded and communicated to relevant personnel | ||
4 | Develop risk criteria with stakeholders | 4.1 | Social, environmental, financial and timeframe constraints are identified in consultation with stakeholders |
4.2 | Legal, technical and political considerations are identified in consultation with stakeholders | ||
4.3 | Reasons and selection of criteria are negotiated and agreed with stakeholders | ||
4.4 | Risk criteria and practical constraints are determined taking into account the community’s acceptance of risk | ||
4.5 | Community expectations of acceptable risk are established | ||
5 | Monitor and review | 5.1 | Hazard and risk assessment context and evaluation criteria are monitored, in accordance with organisational policies and procedures |
5.2 | Risk assessment evaluation criteria are reviewed, in accordance with industry standards and guidelines | ||