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 CPPACC4018, 'Prepare, deliver and evaluate public education sessions on disability access'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare, deliver and evaluate public education sessions on disability access' 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 describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Prepare to deliver public education session on disability access. | 1.1. | Target group’s information requirements for session are identified. |
1.2. | Specific target group information requirements are researched. | ||
1.3. | Existing resources are reviewed for suitability in relation to information required by target group. | ||
2. | Plan and develop education session. | 2.1. | Intended approach and session outcomes are determined and agreed with sponsor or client. |
2.2. | Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location. | ||
2.3. | Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced. | ||
2.4. | Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session. | ||
3. | Deliver education session. | 3.1. | Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience. |
3.2. | Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues. | ||
3.3. | Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement. | ||
3.4. | Key concepts and issues covered during session are summarised. | ||
3.5. | Opportunities are provided for audience members to seek clarification or further explore key concepts and issues. | ||
4. | Evaluate education session. | 4.1. | Feedback on content, format and delivery of session is obtained from session audience, observers or other key people. |
4.2. | Feedback is analysed and adjustments required to improve future sessions are noted. | ||
4.3. | Session outcomes and feedback are conveyed to sponsor or client. | ||