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 SFICOMP203B, 'Promote sustainable use of local marine and freshwater environments'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote sustainable use of local marine and freshwater environments' 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. Plan a presentation or display | 1.1. Opportunities to present information that meetwork plan objectives are identified and support is gained from the supervisor. 1.2. Main purpose of presentation or display is identified. 1.3. The type of presentation or display selected is appropriate for the audience and opportunity. 1.4. Resources that will enhance the presentation or display are located and arrangements are made for their use. 1.5. An appropriate medium for the presentation or display is selected and organised. 1.6. The presentation or display is designed and/or constructed according to required procedures. 1.7. Information collected and prepared for presentation or display purposes is consistent with legislative requirements and cultural significance. 1.8. Planned presentation or display is approved by the supervisor or team leader. |
2. Present or display information | 2.1. Information is presented or displayed using methods of communication appropriate for the audience and message. 2.2. Communication is clear, concise and adjusted to meet the needs of the audience. 2.3. An interpreter and/or assistive technology is used where language is a barrier for the audience. 2.4. Questions from the audience or public are responded to appropriately and accurately. 2.5. Presentation materials or displays are amended and updated as required and removed when no longer current. 2.6. Outcomes are reported to the supervisor as required. |
3. Follow up the presentation | 3.1. Feedback on the presentation is sought from the audience and used to review the presentation outcomes. 3.2. Recommendations are made to improve the presentation, based on the feedback received. 3.3. Resources are returned to original location or placed in storage. |