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 SFILEAD501C, 'Develop and promote industry knowledge'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and promote industry knowledge' 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. Build and maintain a detailed knowledge of the industry | 1.1. Knowledge of key industry sectors, products, equipment, supply chain, stakeholderorganisations, people, resource management processes/policies, work practices, legislation and regulations is developed and maintained. 1.2. Likely sources of information are identified and accessed, as required. 1.3. Relevant historical events and the sensitivities and positions of the people involved are recalled and applied. 1.4. State, territory, national and international issues and research findings are analysed for their relevance to the industry. |
2. Assess new developments | 2.1. Issues of actual or potential significance for the industry are identified and researched, as necessary. 2.2. The risks and opportunities of new developments in industry processes, technology and quality/environmental requirements are considered. 2.3. Emerging stakeholders and interest groups are identified and assessed for their potential benefit or impact. 2.4. Trends in production, marketing, resource management and research are analysed. 2.5. Success and failure in other industries are assessed for their relevance. 2.6. Changing community and customer beliefs, attitudes and expectations are monitored. |
3. Disseminate information to best effect | 3.1. Accurate and balanced information is disseminated to key target groups using a language, style and format that is readily understood. 3.2. Broad industry awareness and interest in key issues is promoted by providing regular and timely information. |