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 TAEASS504, 'Develop and implement recognition strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and implement recognition strategies' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the purpose and parameters of the recognition process to be applied
1.1 Identify the benchmarks to be used for measurement and recording of the achievement of competence
1.2 Determine efficient and effective means of collecting evidence from individual candidates, organisations and third parties to identify current skill levels and/or prior learning
1.3 Identify the needs of individual candidates who apply for recognition services
1.4 Respect the confidentiality requirements of candidates in relation to recognition processes
1.5 Establish the parameters set by the policies and procedures of the training organisation and NVR/AQTF requirements
2. Analyse the criteria required to meet units of competency and qualifications framework
2.1 Interpret units of competency and assessment requirements, in order to clarify requirements for evidence
2.2 Analyse foundation skills to ensure that information relating to aptitude and workplace learning may be captured as relevant
2.3 Nominate the sources and types of evidence that comply with the rules of evidence and assessment requirements, for each unit of competency
2.4 Construct evidence grids that enable candidates to see that their evidence can be used across several units of competency
2.5 Determine the direct and indirect evidence that is required to meet all components of the standards
2.6 Conduct a risk assessment of different types of evidence that may be put forward and assign controls to ameliorate risks
2.7 Determine the requirements for third party reports and the degree to which other evidence must be supplied to validate these
3. Prepare a recognition package for applicants
3.1 Develop information that meets the needs of organisational managers who need to know how recognition processes will be applied
3.2 Prepare advisory information that can guide candidates to make informed choices about recognition services and outcomes and explain organisational policies and procedures for recognition in terms readily understood by the applicant
3.3 Document the performance requirements for a unit of competency for direct applicant candidates and/or employees in an organisation
3.4 Set out clearly the evidence that must be provided to meet the criteria of units and/or evidence collection tools
3.5 Use elements and performance criteria to develop plain and simple checklists for candidate self-evaluation
3.6 Document exemplars and evidence lists to support candidates in their application for recognition
3.7 Provide advice and support to workplace managers, to facilitate collection of workplace evidence or for preparation of third party reports
4. Monitor the recognition-based assessment for a unit of competency
4.1 Ensure that all recognition tools and systems are validated by peers and industry
4.2 Provide guidance and support to assessors who are engaged in recognition services
4.3 Develop and provide markerâ€™s guides, evidence guides and templates in consultation with all assessors who undertake recognition assessments
4.4 Monitor the evidence collection process for a unit of competency to ensure that the rules of evidence are met and risk controls are applied
4.5 Audit decision making in assessment against organisational policies and procedures to ensure that objective and fair decisions are reached
4.6 Monitor feedback provided to the candidate and provide guidance to candidates where full competency against criteria is not met
4.7 Determine the need for gap training and advise candidates, and/or employing organisation, of the requirements to meet full competence against units or qualifications
5. Evaluate the recognition assessment, the procedures and outcomes
5.1 Conduct a review of the advice to candidates and employers
5.2 Review exemplar evidence lists in terms of their applicability and the evidence generated
5.3 Gather and analyse candidate and organisational client feedback as part of a continuous improvement cycle
5.4 Gather feedback from the candidate and/or the employing organisation on recognition services and outcomes
5.5 Review recognition processes, inputs and practice against the organisationâ€™s policies and procedures
5.6 Identify changes and enhancements and amend the organisationâ€™s policies, procedures and/or the recognition package