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 PUAFIR518, 'Conduct and record a Bushfire Attack Level (BAL) assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct and record a Bushfire Attack Level (BAL) 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 | Analyse cause and effect of bushfireattack on buildings | 1.1 | Objectives of planning and building legislation and standards covering development in areas exposed to bushfire are reviewed to identify measures to improve performance of buildings when subject to bush fire attack |
1.2 | Requirements for Bushfire Attack Level (BAL) assessment are identified and complied with including Work, Health and Safety (WHS)/Occupational Health and Safety (OHS), legislative, organisational and certification requirements | ||
1.3 | Interaction between fuel, topography and weather is assessed for the site and potential bushfire behaviour and its impact on people and property is determined | ||
1.4 | Potential fire impact on buildings including construction durability and immediate environment is determined | ||
1.5 | Sources of combustion are identified to determine how they influence the BAL | ||
2 | Correlate information about site conditions | 2.1 | The location of the site being assessed is identified |
2.2 | Fire Danger Index (FDI) and/or wind speed is determined for the site | ||
2.3 | Vegetation classification, type and height is determined for the site | ||
2.4 | Distance from vegetation to building sites is measured, in accordance with organisational procedures | ||
2.5 | Slope of land under vegetation is measured, in accordance with organisational procedures | ||
3 | Determine BAL for site | 3.1 | Relevant FDI, vegetation classification and type, distance to vegetation and slope are used to determine BALs applicable to the site |
3.2 | BALs appropriate to the site are verified, in accordance with organisational procedures | ||
3.3 | Details of BAL assessment is documented and reported, in accordance with organisational procedures | ||