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 UEPOPS418A, 'Deliver and Review Training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver and Review Training' 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 | ||
1 | Prepare trainees | 1.1 | The objectives of the training session are explained to and discussed with the trainees |
1.2 | The sequence of activities to be followed in the training session is explained to trainees | ||
1.3 | Trainees are made aware of the work application of the skill or job being taught | ||
1.4 | Any barriers to the performance of the job being taught are identified and discussed with trainees | ||
1.5 | The assessment process is explained to trainees | ||
1.6 | Where appropriate, the teams and individuals roles and responsibilities within the team are identified and, where required, assist in the provision of the on-the-job training. | ||
2 | Instruct trainees | 2.1 | A systemic approach is taken to instruction |
2.2 | Instruction process is revised and modified as necessary to meet the trainees' learning needs | ||
2.3 | Trainees are encouraged by positive comments from the trainer | ||
2.4 | Feedback during instruction is designed to help trainees learn from their mistakes | ||
2.5 | Trainees are encouraged and guided to evaluate their own performance and diagnose it for improvement | ||
3 | Provide opportunities for practise | 3.1 | Practice opportunities are provided according to the specific learning situation and the training objectives |
3.2 | Constructive feedback and reinforcement are provided during practice | ||
3.3 | Trainees' readiness for assessment is monitored | ||
4 | Confirm trainee has reached required standard of performance | 4.1 | Evidence of satisfactory performance by the trainee is collected in accordance with the training session plan |
4.2 | The trainee is advised that he/she has reached the required standard of performance | ||
4.3 | Other appropriate personnel are advised that the trainee has reached the required standard of performance | ||
5 | Evaluate training session | 5.1 | Trainees are encouraged to raise problems or difficulties with any aspect of the training session |
5.2 | Trainees are asked to discuss their ability to apply the learning outcomes | ||
5.3 | Trainees' reaction to the training session is sought | ||
5.4 | Own performance is reviewed against session objectives and in response to trainees' comments | ||
5.5 | Review comments are summarised | ||
5.6 | The results of the evaluation are used to guide further training. | ||
6 | Record training | 6.1 | The details of the trainees who have completed the training are accurately recorded according to the organisation requirements |
6.2 | Other records as required by legislation or agreement are kept | ||
6.3 | Records are released to authorised personnel only | ||
6.4 | Records are securely stored | ||
7 | Provide information on training | 7.1 | Information on training proposed, in hand or completed is provided to management as required |
7.2 | Information on proposed training is provided to prospective trainees on request | ||
7.3 | Information on appropriate, available training is provided to employees on request | ||