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 SFICOMP316A, 'Gather, collate and record information'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Gather, collate and record information' 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. Obtain, record and analyse information from the community | 1.1. Information sought is relevant to fishery or aquaculture issues and is collected and recorded. 1.2. Information obtained is analysed, sorted and collated in relation to the purpose for which it is being obtained. 1.3. Contents of the information recording forms/reports is complete, accurate, concise, legible, understandable and in the required format. |
2. Take and compile statements | 2.1. Statements relevant to the matter being examined are sought. 2.2. Comprehensive statements are taken and contain all details relevant to the matter being examined. 2.3. Active and accurate listening is used when taking statements from persons. |
3. Conduct interviews | 3.1. Interviews are planned, managed and conducted to gather maximum amount of information relevant to the matter being examined. 3.2. All interviewees are afforded their legal rights and treated fairly and equitably. 3.3. Interview techniques employed comply with jurisdictional law and agency codes of ethics/practice. 3.4. Interviews are conducted and recorded correctly. 3.5. Interview and evidencerecording equipment is operated correctly. |
4. Utilise fishery or aquaculture and other appropriate information/database systems | 4.1. Information entered on database systems is accurate, understandable, complete and verifiable, and the required agency data entry security procedures are adhered to. 4.2. Appropriate sources of information are identified and correctly accessed. 4.3. Information is legitimately retrieved from appropriate database systems. 4.4. Freedom of information and privacy laws or guidelines are complied with. 4.5. Information collected is sorted and collated according to criteria agreed to with supervisor. 4.6. Information is accessed and stored according to agency codes of ethics/practice. |
5. Exchange information with other members within the agency | 5.1. Communication linkages within the organisation/department are identified and utilised to exchange/share information. 5.2. Information received is assessed for relevancy to the purpose/issue for which it was sought. 5.3. Information is shared with agency sanctioned fellow officers. 5.4. Irrelevant information is disposed of according to agency procedures. |