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 CSCORG501A, 'Use information to make critical decisions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use information to make critical decisions' 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 | ||||
1Obtain the information needed to make critical decisions. | 1.1 Identify the information needed to make the required decisions. 1.2 Check and confirm that the sourcesof information are reliable and sufficiently wide-ranging to meet the context of the decision. 1.3 Ensure that methods of obtaining information are reliable, effective and make efficient use of resources according to legislation, policy and procedures. 1.4 Ensure that methods of obtaining information are consistent with personal and professional values, ethics and organisational code of conduct. 1.5 Take prompt and effective action to deal with information that is inadequate, contradictory or ambiguous. | ||||
2Analyse information for decision making. | 2.1 Ensure objectives for analysisof information are clear and consistent with the decisions you need to make. 2.2 Gather information that is accurate, relevant to the objectives and sufficient to arrive at reliable decisions. 2.3 Analyse the information to identify correctly patterns and trends significant to the decisions needed to be made. 2.4 Support conclusions with reasoned arguments and appropriate evidence. 2.5 Clearly identify differences between fact and opinion. 2.6 Ensure records of analysis are sufficient to show the assumptions and decisions made at each stage. | ||||
3Make critical decisions. | 3.1 Make decisions based on sufficient, valid and reliable information and analysis. 3.2 Make decisions that are consistent with personal and professional values, ethics and legal obligations. 3.3 Obtain advice from relevant people if there is insufficient information or if decisions conflict with values, policies, guidelines and procedures. 3.4 Make decisions in time for appropriate action to be taken and communicated to those who need to know. | ||||
4Advise and inform others. | 4.1 Provide advice and information in a form and manner appropriate to the needs of the recipients. 4.2 Provide information and advice that are accurate, current, relevant, sufficient and consistent with organisational policy, procedures and guidelines. 4.3 Check and confirm recipients' understanding of the advice and information given. 4.4 Maintain confidentiality according to organisational and legal requirements. 4.5 Use feedback from recipients to improve the way you provide advice and information. | ||||