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 PSPTIS507A, 'Manage discourses in general settings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage discourses in general settings' 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. Plan discourse. | 1.1. Establish assignment requirements with clients to identify planning and resource needs. 1.2. Arrange work environment to assist performance and ensure safe, comfortable and effective discourse settings. 1.3. Identify factors that maycompromise interpreter effectiveness, and make adjustments where possible. |
2. Reach agreement with participants on process. | 2.1. Confirm relationships between and with participants according to established protocols and practices. 2.2. Negotiate mutual agreement on roles, purpose and process of discourse suitable for the situation and participants and identify areas requiring further research. 2.3. Apply interpreting protocols in a professional manner and seek and provide clarification where required. |
3. Manage flow of communication. | 3.1. Assess participant attributes and use appropriate communication style.. 3.2. Identify and address factors affecting communication flow. 3.3. Advise speakers on length, pace and form of delivery in a professional and courteous manner. |
4. Monitor progress of discourse. | 4.1. Identify and address problems in message transfer promptly to effectively transfer messages. 4.2. Monitor and facilitate interactions to ensure effective and equitable turn taking. 4.3. Identify communication challenges arising from cross-cultural and participant attributes, and use appropriate strategies to address them. 4.4. Identify personal and professional limitations in managing discourses and take necessary steps to accommodate these limitations. 4.5. Seek assistance from appropriate persons in challenging situations to manage discourse breakdown and restore communication. 4.6. Ensure conduct complies with professional standards and code of ethics. |
5. Evaluate discourse management. | 5.1. Seek and analyse feedback on discourse management from appropriate persons and evaluate effectiveness of performance to reflect code of ethics. 5.2. Take advice on issues and solutions and explore strategies to improve practice. |