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 WRRM6A, 'Create a display for a small business'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create a display for a small business' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify the requirements of the display | 1.1 | Purpose and audience for the display are identified. |
1.2 | Products that will be displayed are identified. | ||
1.3 | Organisational requirements are identified and relevant information researched where required. | ||
1.4 | Resources required to create the display are identified. | ||
1.5 | Constraints or factors that may impact on the creation of the display are considered. | ||
2 | Develop display ideas | 2.1 | Ideas for the display are generated using creative thinking techniques. |
2.2 | Ideas are tested against display requirements and organisational requirements. | ||
2.3 | Display options are discussed with relevant personnel. | ||
2.4 | Display ideas are modified and refined according to feedback. | ||
3 | Develop and implement display plan | 3.1 | Ideas are developed into a detailed display plan. |
3.2 | Resources, materials and products are sourced to meet plan requirements. | ||
3.3 | Display is created following the display plan. | ||
3.4 | Assistance is sought from relevant personnel where required. | ||
3.5 | Display is reviewed and refinements made as required. | ||
4 | Maintain display | 4.1 | Display is kept clean and tidy and maintained according to display plan. |
4.2 | Products are replaced as necessary. | ||
4.3 | Changes or alterations to the display are made as appropriate. | ||