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 CUFAIR401A, 'Conduct interviews'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct interviews' 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 |
Plan and prepare for interviews | 1. Identify the main purpose of an interview and factors that may affect how the interview is conducted 2. Become familiar with topics and interviewees by reading and making notes from a range of information sources 3. Develop, and organise in a logical sequence, questions that elicit information relevant to the topic 4. Refine questions by anticipating answers interviewees may give 5. Seek expert advice on issues that could result in a breach of laws or regulations 6. If necessary, develop confidence in the line of questioning by discussing issues with relevant personnel and rehearsing interviews 7. Write short links to introduce topics and interviewees and to forward-promote interviews 8. Where appropriate, obtain prior agreement from interviewees to broadcast interviews and give advance notice of key line of questioning 9. If necessary, book facilities and equipment required to conduct interviews according to enterprise procedures and production requirements |
Conduct interviews | 10. Establish an atmosphere that elicits the best possible response from interviewees 11. Adopt an interview style that is appropriate for the topic, interviewee and target audience 12. Introduce interviewees, follow prepared line of questioning and listen to answers to identify further questions that could be asked 13. Conduct unplanned lines of questioning, if necessary, to enhance the quality and content of interviews 14. Recover presentation errors and respond to equipment malfunction with minimum disruption to flow of interview 15. If necessary, bring interviewees back to the topic being discussed 16. If appropriate, provide a brief recap on the topic and interviewee for listeners who may not have heard the start of an interview 17. Wrap up interviews in the given time and thank interviewees for their contribution |
Evaluate own performance | 18. Listen back to interviews and note areas for improvement 19. Seek feedback from relevant personnel on the quality and content of interviews 20. Refine interviewing techniques to accommodate own performance assessment and feedback from colleagues and listeners |