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 CPPSEC2010A, 'Protect safety of persons'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Protect safety of persons' 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 |
1Prepare for assignment. | 1.1 Applicable provisions of legislative and organisational requirements relevant to assignment instructions are identified and complied with. 1.2 Assignment instructions and other relevant information are clarified as required with relevant persons. 1.3 Resource and equipment requirements are confirmed and organised in accordance with organisational procedures. 1.4 Equipment is checked for operational effectiveness and faulty or damaged equipment is reported in accordance with organisational procedures. 1.5 Personal dress and presentation is maintained to professional standards at all times. |
2Escort persons. | 2.1 Escort procedures are carried out in accordance with assignment instructions. 2.2 Safety requirements of client, self and others are monitored and maintained. 2.3 Client movement information is exchanged using established communication channels and processes. 2.4 Appropriate interpersonal techniques are used to facilitate effective relationships and meet client special needs. 2.5 Communication is conducted in a professional and courteous manner which takes into account social and cultural differences. |
3Identify security risk situation. | 3.1 Potential security risks to client safety are identified and assessed for degree of risk. 3.2 Response is formulated and carried out within scope of own role, competence and authority. 3.3 Assistance requirements are identified and requested in accordance with organisational procedures. 3.4 Changing circumstances are monitored and responses are adjusted as required to maintain security. 3.5 Clients are continually advised of all factors which may affect their safety. 3.6 Relevant documentation is completed and processed in accordance with workplace procedures. |