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 BSBATSIC403B, 'Maintain and protect culture'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain and protect culture' 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 | Demonstrate a knowledge of your culture | 1.1 | Outline appropriately relevant traditional and cultural responsibilities |
1.2 | Explain local history | ||
1.3 | Follow protocols | ||
1.4 | Identify and document the role of Elders and their relationship to the organisation | ||
1.5 | Model respect for culture | ||
2 | Demonstrate respect for cultural diversity | 2.1 | Describe diverse lifestyles |
2.2 | Identify relevant aspects of diversity | ||
2.3 | Accommodate cultural differences in dealings with other people | ||
3 | Identify the impacts of colonialism on Aboriginal and Torres Strait Islander culture | 3.1 | Describe the history of the community from the Aboriginal and Torres Strait Islander perspective |
3.2 | Identify and list negative changes in community life | ||
3.3 | Identify and list positive changes to culture | ||
4 | Combine Aboriginal and Torres Strait Islander and non Aboriginal and Torres Strait Islander ways | 4.1 | Explain examples of relevant Aboriginal and Torres Strait Islander processes |
5 | Deal with cultural exploitation | 5.1 | Identify examples of actual and/or potential harm |
5.2 | Develop, document and implement strategies for eliminating or containing damage to cultural integrity | ||
6 | Deal with stereotyping and prejudice | 6.1 | Identify and list areas of social conflict |
6.2 | Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation | ||
7 | Assess the effects of new legislation and policy | 7.1 | Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people |
7.2 | Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs | ||
7.3 | Assess impacts and develop and document responses | ||
8 | Assess the impacts of development on culture | 8.1 | Identify and list relevant current social, technical, economic and political changes |
8.2 | Assess positive and negative impacts | ||
8.3 | Consider and list potential future impacts | ||
8.4 | Develop, document and implement strategies to prevent or minimise negative impacts | ||
8.5 | Develop, document and implement strategies to maximise positive impacts | ||