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 TLIP3015, 'Document a records system'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Document a records system' 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 | Identify records creators and their accountability requirements | 1.1 | Creating organisation is identified as a public or private entity and likely sources of information about the creator are identified and assessed as relevant |
1.2 | Person who created records and/or part of organisation where records were created, is identified | ||
1.3 | Where there is more than one creator over time, all creators are located in their organisational and chronological context | ||
1.4 | Available information sources are used to determine records creator accountability requirements and functional responsibilities | ||
1.5 | Sources of information used in the research are identified as authentic and copies are kept in accordance with organisational record keeping practice | ||
2 | Locate records creators in their organisational structure | 2.1 | Nature of the jurisdiction governing the organisation is outlined |
2.2 | Location and context of records creators are conveyed in their organisational structure and context | ||
3 | Identify activities/functions documented by records | 3.1 | Actions/activities by which records are generated or documented, are identified |
3.2 | Boundaries of activities are identified from records and checked against organisational functional analysis | ||
3.3 | Records are matched to the functions for which records creators are responsible | ||
3.4 | Date-ranges for records are determined from records and are supplemented from external sources as required | ||
3.5 | Changes to the activities/function are documented over the time period of the records | ||
4 | Analyse record keeping system | 4.1 | Elements of record keeping system/s are identified from records and documented |
4.2 | Records series is/are identified and documented in accordance with organisational standards and procedures | ||
4.3 | History and context of records system is documented in accordance with organisational standards and procedures | ||
5 | Explain links between record keeping series | 5.1 | Related record series which make up the records series system are identified from analysis of the available source information and the records themselves |
5.2 | Predecessor and subsequent records series are outlined to place series in its chronological context | ||
5.3 | Anomalies to series normal order are outlined | ||
6 | Maintain the normal order of the series | 6.1 | Anomalies that have occurred over time to the systemic order of the series are identified from analysis of available source information and the records themselves |
6.2 | Anomalies to the systemic order of the series are confirmed and corrected in accordance with organisational procedures | ||
6.3 | Causes of anomalies that have occurred over time are identified and processes are established to prevent further anomalies | ||
7 | Document records series and relationships over time | 7.1 | Available information and analysis results are documented |
7.2 | Documentation is formatted to enable easy access for researchers and users | ||