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 TLIE3021, 'Work and communicate effectively with others'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work and communicate effectively with others' 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. | ||
Effective listening skills are applied | |||
Questions are used to gain additional information and to clarify understanding | |||
Information received is clarified as required, interpreted and accurately communicated and/or reported in accordance with communications protocols and workplace procedures | |||
Communication is undertaken in varying situations and with familiar and unfamiliar individuals and groups | |||
Appropriate protocols and procedures are followed when using communications systems during emergencies | |||
Responses are sought and provided to others in a timely manner | |||
Forms of communication appropriate to the activity are used | |||
Assistance in completing activities is requested as required | |||
Contributions to achieving a required outcome are made | |||
Work is undertaken in accordance with specified procedures on an individual and shared basis as required | |||
Problems are discussed and resolved where possible through agreed and accepted processes | |||
Suggestions for improvements to processes are made and discussed within the team in accordance with workplace procedures | |||
Communications system features and control functions are identified | |||
Appropriate equipment is selected as fit for purpose for intended communication | |||
Hazards are identified, risks are assessed and risk control measures are implemented | |||
Equipment is optimised for communication in accordance with organisational procedures and policies | |||
Equipment is operated safely in accordance with manufacturer instructions, workplace procedures and regulatory requirements | |||
Telephone and radio security is maintained in accordance with workplace procedures | |||
Channel selection is made appropriate to location and type of communication | |||
Communications systems are used to communicate with passengers and crew, as required, in accordance with operating procedures | |||
Equipment is checked and maintained in working order in accordance with workplace procedures | |||
Minor communications equipment faults are promptly identified, diagnosed, and repaired or reported in accordance with workplace procedures | |||
Faulty communications equipment is reported and/or recorded in accordance with workplace procedures | |||