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 TLIP3015A, '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
ELEMENT | PERFORMANCE CRITERIA |
1Identify the records creators and their accountability requirements | 1.1 The 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 The record creator is identified by establishing who or what part of an organisation created the records 1.3 Where there is more than one creator over time, all the creators are located in their organisational and chronological context 1.4 The accountability requirements and functional responsibilities of the records creators are identified from available information sources 1.5 Sources of information used in the research are identified as authentic and copies kept in accordance with organisational record keeping practice |
2Locate the records creators in their organisational structure | 2.1 The nature of the jurisdiction governing the organisation is identified and described 2.2 The location and context of the records creators are described in their organisational structure and context |
3Identify the activities/function documented by the records | 3.1 The actions/activities which the records are generated by, or documented, are identified 3.2 The boundaries of the activities are identified from the records and checked against a functional analysis of the organisation 3.3 The records are matched to the functions for which the records creators are responsible 3.4 Date-ranges for the records are determined from the records, supplemented where necessary from external sources 3.5 Changes to the activities/function are documented over the time period of the records |
4Analyse and describe the record keeping system in which the records are created to identify the series | 4.1 Elements of the record keeping system(s) are identified from the records and documented 4.2 The records series is/are identified and documented in accordance with organisational standards and procedures 4.3 The history and context of the records system is documented in accordance with organisational standards and procedures |
5Describe the 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 described to place the series in its chronological context 5.3 Anomalies to the normal order of the series are described |
6Describe the anomalies to the normal order of the series | 6.1 Anomalies which have occurred over time to the systemic order of the series are identified from analysis of the available source information and the records themselves 6.2 Any anomalies to the systemic order of the series are described and corrected in the way the records are maintained in accordance with organisational procedures 6.3 Where they are identifiable, the causes of the anomalies which have occurred over time are described |
7Document the records series and its relationships over time | 7.1 Documentation is complete, including all available information and analysis results 7.2 Documentation is formatted to enable easy access for following researchers and users |