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 BSBCMN107A, 'Operate a personal computer'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate a personal computer' 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. Start computer and basic system information and features | 1.1 Computer is started or user logged on according to user procedures 1.2 Basic functions and features are identified using system information 1.3 Desktop configuration is customised if necessary with assistance from appropriate persons 1.4 Disks are erased and formatted as necessary 1.5 Available help functions are used as required |
2. Navigate and manipulate desktop environment | 2.1 Desktop icons are correctly selected, opened and closed to access features (directories/folders, files, network devices, recycle bin and waste basket) 2.2 Different roles and parts of the desktop window are identified for particular functions 2.3 Desktop windows are opened, resized and closed for navigation purposes 2.4 Shortcuts from the desktop are created if necessary with assistance from appropriate persons |
3. Organise basic directory and folder structures | 3.1 Directories/folders with subdirectories/subfolders are created and suitably named 3.2 Directory/folder attributes (size, dates, etc) are identified 3.3 Subdirectories/folders are moved between directories/folders 3.4 Directories/folders are renamed as required 3.5 Directories/folders and subdirectories/folders are accessed via different paths |
4. Organise files for use and/or organisational requirements | 4.1 The most commonly used types of files in a directory/folder are identified 4.2 Files are created and suitably named when required 4.3 Groups of files are selected and opened and renamed as required 4.4 Files are copied or cut and pasted across directories 4.5 Files are copied to disk where necessary 4.6 Deleted files are restored as necessary 4.7 Software tools are used to locate files |
5. Print information | 5.1 Information printed from installed printer 5.2 Progress of print jobs viewed and deleted as required 5.3 Default printer is changed for installed list if available |
6. Shutdown computer | 6.1 All open applications are closed 6.2 Computer is shutdown in accord with user procedures |