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 RTD4811A, 'Provide information on environmental issues and policies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide information on environmental issues and policies' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Process a request for information on environmental issues and policies | 1.1 | Request is documented using the appropriate recording system. |
1.2 | Approval to access information is sought when necessary. | ||
1.3 | Appropriate response methods and format are researched and identified. | ||
1.4 | Request for information is forwarded to another person where appropriate. | ||
2 | Identify information sources | 2.1 | Relevant sources and locations of information are identified and researched. |
2.2 | Access to identified sources is obtained. | ||
3 | Organise self or others to extract information on environmental issues and policies | 3.1 | Information relevant to the particular request is located and extracted. |
3.2 | Resolutions to problems accessing information are discussed with designated person and implemented where appropriate. | ||
3.3 | Copy of extracted information is made. | ||
4 | Ensure information meets request | 4.1 | Information is assessed for its validity and reliability. |
4.2 | Where information is unclear or difficult to understand, clarification and assistance is sought. | ||
4.3 | Where available information is inadequate, additional information is obtained. | ||
4.4 | Different types of information are combined, where appropriate, to provide a response to a request. | ||
5 | Prepare report/correspondence | 5.1 | Report/correspondence format, plan and structure are developed. |
5.2 | Report/correspondence is written using clear and concise language. | ||
5.3 | Spelling, punctuation and grammar is checked and errors are amended. | ||
5.4 | Report/correspondence is formatted according to enterprise policies and procedures. | ||
5.5 | Report/correspondence is checked for accuracy and to ensure that it's intended meaning is readily understood by recipient. | ||
6 | Finalise report/correspondence | 6.1 | Review and sign off of report/correspondence is arranged with designated person where required. |
6.2 | Record of report/correspondence is made. | ||
6.3 | Report/correspondence is forwarded to client. | ||