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 CPPDSM5004A, 'Assess viability of regeneration options in the property industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assess viability of regeneration options in the property industry' 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 | ||||
1Establish requirements of asset regeneration. | 1.1 Asset regeneration requirements are reviewed and confirmed with relevant people according to organisational requirements. 1.2 Consultative processes are used to negotiate with relevant people and agree upon project process, objectives and time lines according to organisational requirements. 1.3 Relevant documentation and legislative requirements are sourced and reviewed to identify critical requirements of asset regeneration options. | ||||
1.4 Project plan is developed according to organisational requirements detailing suitable activities that reflect client needs. 1.5 Situations requiring specialist advice are identified and support is sought as required according to organisational requirements. | |||||
2Define assessment criteria. | 2.1 Industry and other relevant benchmarks are accessed and analysed to establish assessment criteria appropriate to the type and class of asset being assessed. 2.2 Types of evidence required to ensure valid and reliable decision making are determined and clearly defined. 2.3 Assessment processes are designed which detail the assessment method that will accurately reflect client needs and organisational requirements. 2.4 Business equipment and technology are used to organise and document assessment processes in a format suitable for analysis and interpretation. 2.5 Feedback from relevant people regarding assessment criteria is collected, analysed and used to validate assessment process. | ||||
3Access relevant information. | 3.1 Relevant information is gathered and organised in a format suitable for analysis and interpretation according to legislative and organisational requirements. 3.2 Sources of information relevant to asset regeneration options are identified and accessed according to organisational requirements. 3.3 Reliable methods for gathering information are used according to organisational requirements, making efficient use of time and resources. 3.4 Appropriate interpersonal techniques are used to access additional information from relevant people according to organisational requirements. 3.5 Constraints and opportunities regarding regeneration methods are identified according to organisational requirements. 3.6 Business equipment and technology are used to access, analyse and organise information according to organisational requirements. | ||||
4Assess viability of options. | 4.1 Viability of regeneration options is assessed and decisions are made on preferred option according to organisational requirements. 4.2 Gathered information is examined to ensure its quality, validity and reliability according to organisational requirements. 4.3 Assessment decision is based on an objective ranking of options against assessment criteria. 4.4 Regeneration options are presented in appropriate format, style and structure using suitable business equipment and technology. 4.5 Recommendations are verifiable and sufficiently detailed to meet client and organisational requirements. 4.6 Information is securely maintained with due regard to client confidentiality, and legislative and organisational requirements. | ||||