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 TAADEL401B, 'Plan and organise group-based delivery'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and organise group-based delivery' 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 and Performance Criteria
Interpret the learning environment and delivery requirements
The learning context is established and the organisational arrangements for delivery are confirmed
The learning program documentation is accessed, read and interpreted to determine delivery requirements
Group and individual learning needs and learner characteristics are identified using available information and documentation
Processes to identify learner support requirements are undertaken
Constraints and risks to delivery are identified and assessed
Personal role and responsibilities in the planning, delivery and review of training are confirmed with relevant personnel
Prepare session plans
Specific learning objectives and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners
Ideas for managing the delivery are generated using knowledge of learning principles and learning theories and reflect the learning needs and characteristics of the group
Existing learning resources, learning materials and documented learning activities identified in the learning program are evaluated and selected for use in the specific delivery context
Session plans are developed and documented for each segment of the learning program to be addressed
Prepare resources needed for delivery
Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group
Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and learner styles of individuals and the group
All learning materials required by learners are finalised and organised in time for delivery
Specific facility, technology and equipment needs for each session are identified and organised in time for delivery
Additional resourcing to meet identified learner support needs is identified and organised, where required, in time for delivery
The overall delivery plan is confirmed with relevant personnel