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 TAADES504B, 'Develop and evaluate e-learning resources'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and evaluate e-learning resources' 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 | Participate in the development process | 1.1 | Individuals who can contribute expertise to the e-learning resource development are identified and proposed to the project manager |
1.2 | Own role in developing the e-learning resource is identified and agreed with the project manager including responsibilities for client liaison, where relevant | ||
1.3 | Roles of each team member and their contribution to developing the e-learning resource are clarified through team discussions | ||
1.4 | A collaborative work ethic with team members is demonstrated throughout the development process | ||
1.5 | Appropriate documentation is maintained throughout the development process | ||
2 | Develop the e-learning resource prototype in conjunction with others | 2.1 | The design concept and any relevant standards or guidelines are read, interpreted and clarified |
2.2 | The identified target audience and their learning needs and characteristics are identified or confirmed using information from the design phase | ||
2.3 | The technical parameters and technological requirements are discussed with team members throughout development phase | ||
2.4 | Learning expertise is applied to write or present the learning content for the prototype in accordance with the quality requirements of the design concept | ||
2.5 | Technical and/or content issues are raised with relevant persons immediately they arise and collaborative approaches are used to resolve them | ||
3 | Trial and evaluate the e-learning resource prototype | 3.1 | Tools which specify relevant criteria for trialling and evaluation are developed in collaboration with others |
3.2 | Trial sites/audiences/users are identified, confirmed and the trialling/evaluation process is undertaken in collaboration with others | ||
3.3 | Feedback and results from the evaluation are documented and analysed to determine any changes or improvements relating to own areas/s of development responsibility | ||
3.4 | Identified modifications are made and the prototype is finalised in collaboration with others | ||
4 | Collaborate in developing the full e-learning resource | 4.1 | Designated responsibilities in developing the e-learning resource are carried out and any milestones, budgets and timelines are met |
4.2 | Other members of the project team are supported in fully developing and completing their designated components of the resource | ||
4.3 | The completed e-earning resource is evaluated through a collaborative process with team members against criteria, standards and guidelines | ||