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 TAADEL504B, 'Lead and coordinate training services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead and coordinate training services' 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 | Organise and arrange training services | 1.1 | Documentation relating to scope and legal/organisational requirements for training services is identified, accessed and interpreted |
1.2 | Availability and suitability of relevant trainers/facilitators is identified including across sites | ||
1.3 | Availability of material and physical requirements is confirmed with relevant personnel within budget specifications | ||
1.4 | Capacity to provide training services in accordance with scope and legal/organisational requirements is determined and partnership arrangements are developed, organised, agreed and documented as written agreements, where relevant | ||
1.5 | The training schedule is developed, discussed and agreed with relevant persons | ||
2 | Organise and lead training personnel | 2.1 | Quality requirements relating to the competency of trainers/facilitators are confirmed and documented |
2.2 | Communication and reporting arrangements are determined and agreed | ||
2.3 | Leadership skills and coaching and mentoring assistance is provided to guide and support trainers/facilitators in carrying out their work and issues/irregularities are identified and addressed in a timely and appropriate manner | ||
2.4 | Opportunities for professional/staff development and internal/external networking are established | ||
3 | Monitor training operations | 3.1 | The training schedule is monitored and contingencies are addressed |
3.2 | Partnership arrangements are monitored in accordance with written agreements, where relevant | ||
3.3 | Training records and reports are monitored to ensure legal/organisational requirements are met | ||
3.4 | Feedback from clients and stakeholders is initiated, monitored and addressed | ||
3.5 | Outcomes and recommendations of internal/external evaluations of training services are implemented and changes in training services operations are documented and monitored | ||
3.6 | Directions for continuous improvement in the provision of training services are identified and reported to relevant persons | ||