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 SITXLAN6__A, 'Read and write workplace documents in a language other than English'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Read and write workplace documents in a language other than English' 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 | Read and interpret workplace documents. | 1.1 | Read and fully understand workplace documents, including information and details, ideas (both explicit and implied), technical information and writer requirements. |
1.2 | Correctly interpret any accompanying visual and graphics material. | ||
1.3 | Correctly understand the culturally-specific meaning contained in documents. | ||
2 | Provide informal written translations. | 2.1 | Capture and accurately convey nuances of meaning, in written translations and summaries. |
2.2 | Convey ideas accurately taking into consideration cultural differences. | ||
2.3 | Lose no meaning and embed no extra meaning in the written translation provided. | ||
2.4 | Provide any required additional explanation or comments to clarify meaning, especially about culturally-specific details. | ||
2.5 | Recognise documents requiring professional translation and arrange for assistance if required. | ||
3 | Write workplace documents. | 3.1 | Produce written workplace documents according to recognised conventions, standards and formats appropriate to particular workplace requirements and circumstances. |
3.2 | Ensure the content of written documents is appropriate to audience and purpose. | ||
3.3 | Develop ideas in appropriate depth to meet the requirements of the particular context. | ||
3.4 | Tailor language to meet varying requirements of the workplace or situation. | ||
3.5 | Observe social and cultural conventions when writing workplace documents. | ||
3.6 | Write documents with minimal errors so that intended meaning is clearly conveyed to the reader. | ||