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 SITTPPD005A, 'Plan and develop interpretive activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and develop interpretive activities' 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 | Establish need for activity. | 1.1 | Identify need for the interpretive activity, based on customer requests and feedback, product development initiatives and wider community needs. |
1.2 | Establish educational, interpretive and commercial objectives of the activity in consultation with appropriate colleagues. | ||
2 | Develop the activity. | 2.1 | Identify and develop possible themes and messages for the activity. |
2.2 | Identify and access a range of potential information and resources, including other specialists as required, in a culturally and environmentally appropriate manner. | ||
2.3 | Develop activity using creative and interpretive techniques. | ||
2.4 | Identify hazards for customers and delivery personnel at activity site, conduct a risk assessment and incorporate controls into activity development. | ||
2.5 | Select messages and supporting information of appropriate breadth and depth to meet customer needs. | ||
2.6 | Develop resources to support the activity within designated timelines. | ||
2.7 | Develop activity within budget to meet agreed objectives in consultation with colleagues. | ||
2.8 | Promote activity in conjunction with relevant colleagues and according to organisation marketing objectives. | ||
3 | Evaluate activity. | 3.1 | Obtain formal and informal feedback from customers and colleagues during piloting or conduct of activity. |
3.2 | Modify activity according to feedback received. | ||
3.3 | Establish and implement ongoing review mechanisms to ensure continuous improvement of activity in line with its objectives. | ||