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 PUALIO002B, 'Provide local community, cultural and geographic information to other agencies and tourists'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide local community, cultural and geographic information to other agencies and tourists' 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. Respond to requests for relevant community information from other police officers or government workers | 1.1 Request is acknowledged and satisfied or acknowledged with reason for lack of immediate response 1.2 Requests for information concerning "secret business" is declined as inappropriate for the uninitiated 1.3 Requests for information concerning appropriate behaviour by officers are answered directly or after consultation with community elders |
2. Identify local people to other officers | 2.1 Persons are identified by European and/or Aboriginal name 2.2 Persons are identified in terms of blood relationships 2.3 Where relevant, persons are identified in terms of Aboriginal skin name and/or kin relations 2.4 Where relevant, persons are identified in terms of dreaming or clan membership |
3. Identify local places and access routes to tourists, workers from other government departments and other police officers | 3.1 Local place names are explained, and places are pointed out or indicated visually on a map or diagram 3.2 Best access routes are explained or shown and likely dangers pointed out, taking into account weather and/or road conditions 3.3 Culturally significant places and significant places and applicable access/avoidance protocols and/or required permits detailed |
4. Explain local cultural structure to other officers when operationally relevant | 4.1 Local language groups/people are identified 4.2 Local skin groups and kin relations are explained 4.3 Local kinship terms and avoidance relations are explained |