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 CPPSEC2003B, 'Work effectively in the security industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in the security 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 |
1Identify and comply with legal and procedural requirements. | 1.1 The range of organisational, legislativeandprocedural requirements relevant to security operations are identified and complied with. 1.2 Assignment instructions are reviewed to identify legal and procedural compliance considerations. 1.3 Own understanding of legal and procedural requirements is discussed with relevant persons to ensure consistency of understanding. 1.4 Own work performance and conduct demonstrates a commitment to compliance with applicable legislative and procedural requirements. |
2Organise and complete daily work tasks. | 2.1 Own role, responsibilities and authority are confirmed with relevant persons and checked against assignment instructions. 2.2 Work tasks are organised and completed within designated timeframes. 2.3 Factors affecting the achievement of work tasks are promptly identified and reported to relevant persons. 2.4 Progress in completing work tasks is communicated to relevant persons in accordance with Occupational Health and Safety (OHS) requirements. 2.5 Business equipment and technology is used to organise and complete work tasks. |
3Identify and access future learning opportunities. | 3.1 Feedback is actively sought from relevant persons to confirm quality of performance and to identify areas for improvement. 3.2 Opportunities for professional development are identified and discussed with relevant persons. 3.3 Appropriate support is sought as required to improve own performance to achieve identified learning objectives. 3.4 Learning and skill development information is recorded and maintained in accordance with organisational requirements. |