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 TAADEL403A, 'Facilitate individual learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate individual learning' 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 | |||
Element | Performance Criteria | ||
1 | Identify individual learning facilitation requirements | 1.1 | The need for individual learning/facilitation in the learning area is identified |
1.2 | The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons | ||
1.3 | Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals | ||
1.4 | Evaluation processes are developed and agreed | ||
1.5 | Organisational support for implementation is obtained, where relevant | ||
2 | Establish the learning/ facilitation relationship | 2.1 | The individual's learning style, learner characteristics and the context for learning are identified |
2.2 | The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner | ||
2.3 | The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills | ||
2.4 | Any equity or additional support needs are clarified | ||
2.5 | An individualised learning plan is developed, documented and discussed with the learner | ||
3 | Maintain and develop the learning/facilitation relationship | 3.1 | Preparation for each meeting/session is evident |
3.2 | Effective communication and interpersonal skills are used to grow the relationship and sustain active participation | ||
3.3 | Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development | ||
3.4 | Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning | ||
3.5 | Learner cues are observed and changes in approach are made, where necessary, to maintain momentum | ||
3.6 | Ethical behaviours are practised at all times | ||
3.7 | Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship | ||
3.8 | Appropriate documentation to support the relationship is mutually developed and maintained | ||
4 | Close and evaluate the learning/facilitation relationship | 4.1 | Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship |
4.2 | The closure is carried out smoothly using appropriate interpersonal and communication skills | ||
4.3 | Feedback is sought from the learner on the outcomes achieved and the value of the relationship | ||
4.4 | The impact of the learning/facilitation relationship is reviewed using identified evaluation processes | ||
4.5 | Self evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified | ||
4.6 | The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements | ||