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 TAEDEL402, 'Plan, organise and facilitate learning in the workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan, organise and facilitate learning in the workplace' 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. Establish effective work environment for learning
1.1 Establish, and agree upon, the objectives and scope of the work-based learning
1.2 Analyse work practices and routines to determine their effectiveness in meeting established learning objectives
1.3 Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning
2. Develop a work-based learning pathway
2.1 Address contractual requirements and responsibilities for learning at work
2.2 Arrange for the integration and monitoring of external learning activities with the work-based learning pathway
2.3 Obtain agreement from relevant personnel to implement the work-based learning pathway
3. Establish the learning-facilitation relationship
3.1 Identify the context for learning and the individualâ€™s learning style
3.2 Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner
3.3 Develop, document and discuss an individualised learning plan with the learner
3.4 Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment
3.5 Monitor supervisory arrangements appropriate to learnerâ€™s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety
4. Implement the work-based learning pathway
4.1 Explain the objectives of work-based learning, and the processes involved, to the learner
4.2 Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
4.3 Encourage learner to take responsibility for learning and to self-reflect
4.4 Develop techniques that facilitate the learnerâ€™s transfer of skills and knowledge
5. Maintain and develop the learning-facilitation relationship
5.1 Prepare for each session
5.2 Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development
5.3 Observe learner cues, and change approaches where necessary, in order to maintain momentum
5.4 Practise ethical behaviour at all times
5.5 Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties
6. Close and evaluate the learning-facilitation relationship
6.1 Carry out the closure smoothly, using appropriate interpersonal and communication skills
6.2 Seek feedback from the learner on the outcomes achieved, and the value of the relationship
6.3 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
6.4 Recommend improvements to work-based practice in light of the review process