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 TLIL4009, 'Manage personal work priorities and professional development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage personal work priorities and professional development' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Manage self | 1.1 | Action is taken to ensure personal qualities and performance serve as a role model in the workplace |
1.2 | Organisational plans and personal roles, responsibilities and accountabilities are reflected in personal goals and plans | ||
1.3 | Action is taken to achieve and extend personal goals beyond those planned | ||
1.4 | Consistent personal performance is maintained in varying work conditions and work contexts | ||
2 | Set and meet own work priorities | 2.1 | Competing demands are prioritised to achieve personal, team and organisational goals and objectives |
2.2 | Technology is used efficiently and effectively to manage work priorities and commitments | ||
3 | Develop and maintain professional competence | 3.1 | Personal knowledge and skills are assessed against competency standards to determine development needs and priorities |
3.2 | Feedback from clients and colleagues is used to identify and develop ways to maintain and build on current competence | ||
3.3 | Management development opportunities suitable to personal learning style/s are selected and used to develop competence | ||
3.4 | Professional networks and associations are participated in to enhance personal knowledge, skills and relationships | ||
3.5 | New skills are identified and developed to achieve and maintain a competitive edge | ||