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 SFICPL306, '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
Elements | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Obtain, record and analyse information from the community | 1.1 Seek, collect and record information relevant to fishery or aquaculture issues 1.2 Analyse, sort and collate information in relation to the purpose for which it is being obtained 1.3 Ensure contents of the information recording forms and reports are complete, accurate, concise, legible, understandable and in the required format |
2. Conduct interviews | 2.1 Plan, manage and conduct interviews to gather maximum amount of information relevant to the matter being examined 2.2 Ensure all interviewees are afforded their legal rights and treated fairly and equitably according to judicial standards 2.3 Employ interview techniques that comply with jurisdictional law and agency codes of ethics and practice 2.4 Operate interview and evidence recording equipment according to judicial standards |
3. Take and compile statements | 3.1 Obtain statements relevant to the matter being examined 3.2 Use active listening and effective questioning to extract and clarify details. 3.3 Prepare comprehensive statements relevant to the matter being examined according to judicial standards |
4. Use information and database systems | 4.1 Check information entered on database systems is accurate, understandable, complete and verifiable, and the required agency data entry security procedures are adhered to 4.2 Identify and access appropriate sources of information 4.3 Retrieve valid information from appropriate database systems 4.4 Comply with freedom of information and privacy laws or guidelines 4.5 Sort and collate information collected according to agreed criteria 4.6 Access and store information according to agency codes of ethics and practice |