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 PSPTIS509A, 'Interpret in general monologue settings (LOTE)'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Interpret in general monologue settings (LOTE)' 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
1. Receive and analyse source message
1.1 Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols.
1.2 Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues.
1.3 Apply subject and context knowledge to anticipate purpose and intent of source and strategies used to develop ideas.
1.4 Identify and record key information using mnemonic strategies.
1.5 Identify relationships between linguistic and non-linguisticelements, and analyse cultural and other factors affecting meaning.
1.6 Identify limits to addressing problems of understanding or recall and confirm understanding where appropriate in a manner that does not compromise effective delivery.
2 Transfer message to target language
2.1 Recall information from notes and other mnemonic devices.
2.2 Use rhetorical techniques to transfer the communicative intent into the target language in a timely manner appropriate to audience and setting, and reflecting speaker's characteristics.
2.3 Recognise and address issues in message transfer associated with the setting, language and concepts.
2.4 Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment
3 Evaluate interpreting performance
3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
3.2 Determine personal impact of assignment and identify need for debriefing.
3.3 Consider process improvement strategies.