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 CHCEDS418A, 'Deliver elements of teaching and learning programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver elements of teaching and learning programs' 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. Establish an environment conducive to learning | 1.1 Identify and describe a range of learning environments 1.2 Discuss the learning activity with the supervising teacher to confirm delivery requirements 1.3 Identify individual learning needs with the supervising teacher and agree upon appropriate strategies 1.4 Confirm availability of resources before activity commences 1.5 Ensure the learning environment conforms to policies of occupational health and safety (OHS), inclusion, student protection 1.6 Establish a learning relationship with students using appropriate verbal and non-verbal communication skills 1.7 Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment |
2. Deliver and facilitate learning | 2.1 Interact with students based on principles ofpractice and according to learning styles and identified learner characteristics 2.2 Adapt prepared resources to meet the needs of students where appropriate 2.3 Provide opportunities for students to use a range of skills during learning activities 2.4 Use a range of delivery strategies, technologies and equipment to optimise student learning 2.5 Build opportunities for practice into the delivery as appropriate |
3. Demonstrate effective facilitation skills | 3.1 Use suitable presentation techniques to ensure the delivery is engaging and relevant 3.2 Use facilitation skills to ensure effective participation, individual and group management 3.3 Enhance education outcomes and motivation of students by use of verbal and non-verbal communication techniques 3.4 Develop effective relationships to ensure inclusivity by use of interpersonal skills 3.5 Monitor and document students progress using agreed observation techniques 3.6 Manage behaviour of concern to ensure learning can take place according to organisation policy |
4. Monitor learning and review delivery | 4.1 Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met 4.2 Adjust delivery plan to reflect specific needs, circumstances and unanticipated situations 4.3 Provide outcomes of agreed learning plans to designated personnel 4.4 Review and consider own delivery performance 4.5 Request feedback and documents from the supervisor on quality of delivery and areas for improvement performance 4.6 Implement identified improvements to delivery techniques |