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 TAEDEL301, 'Provide work skill instruction'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide work skill instruction' 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. Organise instruction and demonstration
1.1 Gather information about learner characteristics and learning needs
1.2 Confirm a safe learning environment
1.3 Gather and check instruction, demonstration objectives, and seek assistance if required
1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application
1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration
1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan
2. Conduct instruction and demonstration
2.1 Use interpersonal skills with learners to establish a safe and comfortable learning environment
2.2 Follow the learning program and/or delivery plan to cover all learning objectives
2.3 Brief learners on any workplace health and safety (WHS) procedures and requirements prior to, and during, training
2.4 Use delivery techniques to structure, pace and enhance learning
2.5 Apply coaching techniques to assist learning
2.6 Use communication skills to provide information, instruct learners and demonstrate relevant work skills
2.7 Provide opportunities for practice during instruction and through work activities
2.8 Provide and discuss feedback on learner performance to support learning
3. Check training performance
3.1 Use measures to ensure learners are acquiring, and can use, new technical and generic skills and knowledge
3.2 Monitor learner progress and outcomes in consultation with the learner
3.3 Review relationship between the trainer/coach and the learner, and adjust to suit learner needs
4. Review personal training performance
4.1 Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement
4.2 Maintain, store and secure learner records, according to organisational and legal requirements