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 TAADES401B, 'Use Training Packages to meet client needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use Training Packages to meet client needs' 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 | Define the basis for using Training Package/s and accredited courses | 1.1 | Discussions are held with relevant persons to confirm training and/or assessment needs of the client |
1.2 | Training Packages and/or accredited courses which could satisfy client needs are identified and sourced | ||
1.3 | Endorsed components of the Training Package/s and/or accredited courses are explored to determine whether client needs are addressed | ||
1.4 | Additional sources of information are identified to clarify Training Package and/or accredited courses content and requirements, where necessary | ||
1.5 | The specific purpose and application/s of using Training Packages and/or accredited courses are confirmed with relevant persons | ||
2 | Analyse and interpret the qualifications framework | 2.1 | The qualifications framework of the selected Training Packages and/or accredited courses, including the packaging rules, is read and interpreted accurately |
2.2 | Advice is sought from experts and others where guidance on interpretation is needed | ||
2.3 | The qualifications framework is applied to meet client needs, where appropriate | ||
3 | Analyse and interpret competency standards and accredited modules for client application/s | 3.1 | Individual competency standards are selected to meet client needs in accordance with any packaging rules and co-relationships between units |
3.2 | All parts of the competency standard and/or accredited modules format and structure are read, analysed and interpreted for meaning | ||
3.3 | All parts of the competency standard and/or accredited modules are analysed for English language, literacy and numeracy requirements | ||
3.4 | The selected competency standards and/or accredited modules are analysed to identify the dimensions of competency | ||
3.5 | The relationships between the parts of the competency standard are identified and the whole competency standard is used in the application to meet client needs | ||
3.6 | The relationship between parts of modules are identified and the whole module is used in the application to meet client needs | ||
3.7 | Content links between competency standards and/or accredited modules are analysed to develop effective applications for the client | ||
3.8 | Advice is sought from experts where guidance on interpretation is needed | ||
3.9 | Analysis and interpretation of competency standards and/or accredited modules is documented | ||
4 | Contextualise competency standards and accredited courses for client application/s | 4.1 | Clarification is sought from the client regarding the need for contextualisation of competency standards or accredited courses |
4.2 | If required, competency standards or accredited courses are contextualised using the relevant Training Package's or curricula guidelines/advice on contextualisation | ||
4.3 | Feedback is sought from experts to ensure contextualisation meets the competency standards and the Training Package's or accredited courses contextualisation advice | ||
5 | Analyse and interpret assessment guidance for client application | 5.1 | All sections of the Assessment Guidelines of the Training Package/s and/or accredited courses are read, interpreted and applied to the application |
5.2 | Where two or more Training Packages and/or accredited courses are used to meet client needs, the assessment guidelines of each Training Package and/or curricula are applied | ||
5.3 | Advice is sought from experts where guidance on interpretation is needed | ||
6 | Use Training Package/s and accredited courses as an integrated tool for client application | 6.1 | All analysis and interpretation of Training Package and/or accredited courses content is reviewed against the purpose and the application to meet client needs |
6.2 | All analysis and interpretation of Training Package and/or accredited courses content is reviewed against requirements and guidelines | ||
6.3 | The interrelationships in content between the three endorsed components of the Training Package are evident in the application or in the case of accredited courses, the relationship between component parts | ||
6.4 | The user of the Training Package and/or accredited courses reflects on the process and continuous improvements for other applications | ||