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 TLIE3023, 'Use electronic communication systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use electronic communication systems' 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 | Apply WHS/OHS principles | 1.1 | Information about work health and safety (WHS)/occupational health and safety (OHS) requirements when using electronic communications equipment is accessed and interpreted |
1.2 | Hazards are identified, risks are assessed and control measures are implemented | ||
1.3 | Posture and ergonomic settings of chair and workstation are adjusted in accordance with WHS/OHS guidelines | ||
1.4 | WHS/OHS and organisational guidelines on the use of periods of rest and exercise are followed when using electronic communications equipment | ||
2 | Identify electronic communications equipment and systems | 2.1 | Types of electronic communications equipment, component parts and accessories used in work area are identified |
2.2 | Applications for workplace activities of different electronic communications systems and, as required, related software, are interpreted | ||
2.3 | Routine faults in operating systems, software applications and operator errors are identified and reported, as required | ||
3 | Identify communications equipment features | 3.1 | Electronic communications systems features and control functions are identified |
3.2 | Electronic communications equipment is set up to optimise communication | ||
3.3 | Appropriate communications system is selected, as required | ||
4 | Enter data | 4.1 | Text and numeric data are entered into communications system using appropriate technology, as required |
4.2 | Entered information is checked and corrected, as required | ||
5 | Use communications equipment | 5.1 | System checks are carried out to confirm communications system is operational in accordance with organisational requirements |
5.2 | Communications system is operated safely in accordance with organisational procedures and regulatory requirements | ||
5.3 | Communications system security is maintained in accordance with organisational procedures | ||
5.4 | Communications system appropriate for location and type of communication is selected, as required | ||
5.5 | Messages are transmitted clearly, unambiguously and precisely in accordance with ethics and protocols required of users as outlined in organisational procedures | ||
5.6 | Messages are received, interpreted and recorded in accordance with operating procedures and regulatory requirements | ||
6 | Complete documentation | 6.1 | Appropriate communications records are maintained in accordance with organisational procedures |
6.2 | Documentation is filled in legibly and proofread | ||
6.3 | Documentation is processed in accordance with organisational procedures | ||