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 HLTPOP406C, 'Utilise an interpreter'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Utilise an interpreter' 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 |
1. Determine the need for interpreter services | 1.1 Consult the participant group/community to determine their language and interpreting needs 1.2 Determine the type of interpreting service required 1.3 Determine the qualifications and experience required of an interpreter for the particular event |
2. Select an interpreter | 2.1 Consult and follow organisation policy and procedures for selecting and utilising an interpreter 2.2 Identify, contact and interview suitable individuals, either sole practitioners or interpreting company employees 2.3 Check and verify references of potential interpreters 2.4 Select an interpreter who has knowledge of and/or is comfortable with the subject matters of the event 2.5 Select an interpreter who can meet the language and interpreting needs of participants |
3. Brief an interpreter | 3.1 Arrange a meeting with the interpreter prior to the event at a mutually convenient time and place 3.2 Provide the interpreter with access to all materials relevant to the event 3.3 Provide the interpreter with an agenda, description and outline of the event 3.4 Brief the interpreter on the subject matter of the event, explain concepts and clarify terminology 3.5 Brief the interpreter on event, participant backgrounds and needs |
4. Plan an event where an interpreter is used | 4.1 Sequence the event to allow for the interpreting process 4.2 Obtain, trial and install any specialised equipment needed by the interpreter prior to the event 4.3 Ensure scheduling throughout the event allows for the time taken to interpret 4.4 Ensure seating arrangements allow for the interpreter to clearly see the people to whom they speak and to see what they see 4.5 Allow time during and after the event to seek and respond to feedback from participants about the interpreting process |