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 TLIP5025, 'Set and achieve budgets'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Set and achieve budgets' 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 | Plan budget requirements | 1.1 | Financial flows for budgetary periods are planned and scheduled in accordance with workplace requirements |
1.2 | Information on costs and resource utilisation is fully assessed and correctly interpreted | ||
1.3 | Effective action is taken to reduce costs and enhance value to customer and/or workplace | ||
2 | Monitor budget and take corrective action | 2.1 | Corrective action is taken in response to actual or potential significant deviations from financial plans |
2.2 | Where a budget under- or over-spend is likely to occur, appropriate people are informed with minimum delay | ||
2.3 | Prompt, corrective action is taken in response to actual or potential significant deviations from budget | ||
3 | Monitor expenditure | 3.1 | Expenditure made is within agreed limits and future spending requirements are not compromised, in accordance with workplace policy and procedures |
3.2 | Requests for expenditure outside limits of responsibility are referred to appropriate persons | ||
3.3 | Expenditure is phased, in accordance with a planned time scale as required | ||
4 | Review and modify budget | 4.1 | Actual income and expenditure is checked against agreed budgets at regular, appropriate intervals |
4.2 | Necessary authority for changes in allocation between budget heads is obtained in advance of requirement | ||
4.3 | Modifications made to agreed budgets during the accounting period are consistent with agreed guidelines and are correctly authorised | ||