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 SFICOMP414A, 'Manage own professional performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage own professional performance' 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. Model high standards of personal performance, ethics and integrity | 1.1. Own performance standards consistently serve as a role model for other officers and the community as a whole. 1.2. Personal and professional integrity is demonstrated to engender confidence and respect. 1.3. Commitment to the jurisdiction's laws and the organisation's policy procedures and objectives are constantly demonstrated. 1.4. Breaches of organisational codes of ethics and/or practice are recognised and reported in the required manner. |
2. Review and monitor own performance | 2.1. Required personal andprofessional performancestandards are readily identified and acknowledged. 2.2. Self-assessment andreflection on practice are regularly used to monitor performanceagainst established standards and accurately identify personal strengths and weaknesses. 2.3. Formal and informal performance feedback is regularly sought and acted upon appropriately. 2.4. Tasks are carried out to achieve outcomes sought and minimise resource usage. |
3. Develop and maintain ongoing personal competence | 3.1. Currency of relevant professional operational competencies is maintained. 3.2. Personal development and self-improvement strategies are identified, planned and implemented, and results evaluated. 3.3. Participation in professional associations is undertaken. 3.4. New developments and trends in fishery policing are identified and the associated knowledge and skills identified, acquired and applied. |
4. Manage personal work priorities | 4.1. Jobs/tasks are prioritised and undertaken in accordance with unit/team goals. 4.2. Competing demands are assessed and organised within time constraints to achieve individual, team and organisational priorities. 4.3. Operational and self-development needs are balanced within the work environment. |
5. Assist and support other personnel | 5.1. Informative and constructive feedback is provided to other personnel in a positive manner. 5.2. Interaction with others promotes a productive and harmonious work environment. 5.3. Encouragement, support and advice are provided to personnel, as required. 5.4. Opportunities for appropriate action are identified and taken. |
6. Maintain physical and emotional health | 6.1. Levels of personal physical and emotional health are routinely monitored and appropriately managed. 6.2. Support is sought, where required, to enable identification and implementation of positive alternatives to personal problems. |