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 PUATEA002, 'Work autonomously'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work autonomously' 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 | Undertake work activities | 1.1 | Work requirements are identified, and activities are undertaken, in accordance with organisational procedures |
1.2 | Instructions and directions are identified and implemented | ||
1.3 | Communication is maintained with team leader or supervisor advising of progress of task activity | ||
1.4 | Personal safety and the safety of others is maintained, in accordance with organisational procedures | ||
1.5 | Legal requirements and/or the ramifications of work activities are communicated to the team leader or supervisor | ||
1.6 | Work area is determined or selected, in accordance with organisational procedures | ||
1.7 | Equipment is operated, in accordance with manufacturers' specifications | ||
1.8 | Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) and organisational policies and procedures are applied | ||
2 | Accept responsibilities | 2.1 | Responsibilities are accepted, in accordance with organisational policies and procedures |
2.2 | Team leader is appraised of the outcome of work task activity | ||
2.3 | Any activity that exceeds the scope of the defined task is referred to the team leader or supervisor | ||
3 | Set performance requirements | 3.1 | Performance requirements are based on organisational objectives and goals and agreed to with the team leader or supervisor |
3.2 | Performance requirements are reviewed with the team leader or supervisor | ||
4 | Maintain team performance | 4.1 | Individual performance is monitored against organisational performance requirements and appropriate action is taken to maintain performance, as required |
4.2 | Performance of others is monitored, in accordance with organisational procedures and appropriate action is taken through coaching and mentoring to ensure team objectives and goals are met | ||
4.3 | Feedback and constructive advice is provided to the supervisor or team leader | ||
4.4 | Issues which cannot be rectified or addressed are referred to the supervisor or team leader for action, in accordance with organisational policies and procedures | ||
4.5 | Supervisor or team leader is advised of any changes in work priorities or tasks | ||
4.6 | Documentation relevant to team and individual performance is completed, in accordance with organisational procedures | ||
5 | Act as a team leader | 5.1 | Responsibility for the performance of the team is accepted |
5.2 | Work goals are set, tasks are identified and are presented to team members | ||
5.3 | Instructions and directions are communicated to team members clearly and unambiguously | ||
5.4 | Team members' concerns and queries are recognised, discussed and dealt with | ||
5.5 | Legal requirements or ramifications of work activities are communicated to team members | ||
5.6 | Duties, rosters and responsibilities are allocated to team members having regard to the competency required to undertake assignments or tasks, in accordance with organisational policies and procedures | ||
5.7 | Feedback on own performance is sought | ||
5.8 | Level of authority is recognised and adhered to when acting as a team leader | ||
5.9 | Operational debriefing is conducted, in accordance with the organisational procedures | ||