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 TAEPDD501, 'Maintain and enhance professional practice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Maintain and enhance professional practice' 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. Model high standards of performance
1.1 Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements
1.2 Model appropriate professional techniques and strategies
1.3 Apply ethical and inclusive practices in professional practice
2. Determine personal development needs
2.1 Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities
2.2 Seek input from other relevant personnel about own development needs and priorities
2.3 Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan
2.4 Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan
2.5 Combine the vocational currency plan and VET currency plan into an overall professional development plan
3. Collaborate with peers in professional development
3.1 Observe facilitators in facilitation practice and provide them constructive feedback
3.2 Invite peers to observe and provide constructive feedback on own facilitation practices
3.3 Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback
3.4 Invite peers to question own judgements in assessment practices, and provide constructive feedback
4. Participate in professional development activities
4.1 Select and implement development opportunities to support continuous learning and maintain currency of professional practice
4.2 Participate in professional networks to support continuous learning and maintain currency of professional practice
4.3 Engage in processes that include observing peers in training and assessment practices, and providing them with feedback
4.4 Invite peers and others to observe, and provide feedback, on own training and assessment practices
4.5 Use technology to maintain regular communication with relevant networks, organisations and individuals
5. Reflect on and evaluate professional practice
5.1 Research developments and trends impacting on professional practice and integrate information into work performance
5.2 Use feedback from colleagues and clients to identify, and introduce, improvements in work performance
5.3 Document professional development activities, learning and planned changes in behaviours, in accordance with the organisationâ€™s systems and processes