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 AHCCCF502A, 'Facilitate development of group goals and projects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate development of group goals and projects' 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. Promote the identification of environmental issues | 1.1. Group members are encouraged to identify local environmental issues within the context of the group's activities and program scope. 1.2. Identified issues are developed in terms of the problem(s), the cause(s), and actions required. 1.3. Group members are given opportunities to learn about environmental matters and to acquire additional related skills. |
2. Facilitate development of priorities for action | 2.1. Group members are facilitated to develop potential action strategies from identified issues to comply with program scope. 2.2. Different action strategies are given priorities in terms of members' interests and skills, the impact in terms of solving environmental issues and promotion of solutions to environmental issues, and compliance with the program guidelines. 2.3. Facilitation processes used are sensitive to the level of group development. |
3. Facilitate development of goals | 3.1. Group members are facilitated to develop goals of the group in terms of the locality and region environmental contexts, and to link these to action strategies to develop a cohesive action plan. 3.2. Group is encouraged to document their goals and action strategies and to obtain membership approval. 3.3. Group is encouraged to review previous goals and action plans as part of the development of new goals and action plans. 3.4. Role of facilitator/coordinator in group development and management is clearly identified to reduce unrealistic expectations and conflict. 3.5. Minority views and interests are managed to ensure group cohesion is maintained. 3.6. Group is facilitated to develop its goals and projects within its rules of association and program guidelines. 3.7. Goals and action strategies are correlated to regional plans and initiatives. |
4. Support group to identify and evaluate potential projects | 4.1. Group is facilitated to identify a range of potential projects within goals and action strategy. 4.2. Group is facilitated through an evaluation process of alternative projects to determine: compliance with members' interests and skills, project scope within the resources of the group or network of regional groups, compliance within program scope, available funding and potential for acceptance. 4.3. Group is encouraged to review the results of previous projects and submissions for funds as part of the development of new projects. 4.4. Facilitation process is sensitive to individual members viewpoints, perspectives and cultures, and considerate of community goals and plans to manage any potential conflict. |
5. Support group in development of project proposals and submissions | 5.1. Group is facilitated to develop broad project plan within program guidelines and to develop costing. 5.2. Group is assisted to prepare project proposal in terms of the program requirements and to complete submission for lodgement by the due date to the authorities. 5.3. Group is assisted to document project evaluation requirements in accordance with program and proposal requirements. 5.4. Relevant information is sourced to assist the group in the submission. |