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 POLINV003, 'Manage incident scenes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage incident scenes' 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
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Assess incident scenes | 1.1 Identify scenes for investigation purposes. 1.2 Evaluate scenes to determine actions required for preservation of life, property and evidence. 1.3 Define scenes to determine investigative approach and establish resource requirements. 1.4 Identify risks affecting scenes to address safety concerns and preservation of evidence. |
2. Control incident scenes | 2.1 Secure boundaries of scenes to prevent contamination of prospective evidence/exhibits. 2.2 Manage risks affecting scenes to preserve safety of self, colleagues and public. 2.3 Control suspects to facilitate further investigation. 2.4 Control persons at scenes to safeguard their welfare and prevent contamination of scenes. 2.5 Coordinate stakeholders to manage scenes. 2.6 Record activities at scenes to support investigation. 2.7 Preserve potential evidence/exhibits to prevent contamination. |
3. Coordinate incident scene investigations | 3.1 Formulate informal/formal plans to select methods and resources for processing scenes. 3.2 Communicate with stakeholders to contain scenes and identify roles and responsibilities. 3.3 Coordinate stakeholders to process and rehabilitate incident scenes. 3.4 Identify persons relevant to scenes and initial investigation. 3.5 Interview identified persons to determine possible avenues of inquiry and offences/defences. 3.6 Assess information collected to initiate investigative action. 3.7 Conduct briefings in accordance with jurisdictional reporting processes. 3.8 Refer persons to relevant support agencies for welfare purposes. |
4. Manage physical evidence | 4.1 Identify evidence/exhibits at scenes using investigative methods. 4.2 Process evidence/exhibits to maintain continuity and integrity. 4.3 Record identified physical evidence for investigative purposes. 4.4 Seize and secure identified physical evidence to ensure continuity and integrity. 4.5 Address hazards associated with physical evidence. 4.6 Examine physical evidence to collect information and identify further investigation requirements. 4.7 Record handling of physical evidence. |