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 PUALIO001B, 'Assist in relations between police and members of an Aboriginal or Torres Strait Islander community'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist in relations between police and members of an Aboriginal or Torres Strait Islander community' 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. Assist in maintaining a police presence | 1.1 Positive presence maintained in interaction with community 1.2 Cultural identity accepted and used to facilitate interaction with community 1.3 Parameters of action in relation to Aboriginal or Torres Strait Islander communities agreed with police partner(s) or senior officers 1.4 All actions consistent with assigned powers and organisational guidelines |
2. Assist in communication with members of an Aboriginal or Torres Strait Islander community | 2.1 Advice given on cultural issues affecting police and members of Aboriginal or Torres Strait Islander communities 2.2 Particular misunderstandings in communication between other police and members of Aboriginal or Torres Strait Islander communities identified and resolved 2.3 Interpreting assistance provided subject to organisational guidelines |
3. Advise on possible solutions to problems arising with members of Aboriginal or Torres Strait Islander communities | 3.1 Situations are identified where own intervention as a member of an Aboriginal or Torres Strait Islander community is advisable (or ill advised) and senior officers or partners informed accordingly 3.2 Senior officers and colleagues are informed of general cross-cultural issues arising in interaction between police and members of Aboriginal or Torres Strait Islander communities 3.3 "Win-win" or face-saving solutions are offered when cross-cultural misunderstandings create or aggravate conflict between police and members of Aboriginal or Torres Strait Islander communities |
4. Develop trust with members of Aboriginal or Torres Strait Islander communities | 4.1 Members of the Aboriginal or Torres Strait Islander communities are assisted in access to service providers 4.2 Members of the Aboriginal or Torres Strait Islander communities are assisted in their relations with police 4.3 Members of the Aboriginal or Torres Strait Islander communities are informed of the extent of assistance available 4.4 Undertakings given to members of the culturally specific community are within the power of the officer concerned 4.5 Community leaders, organisations and service providers are accessed and involved, to divert community members from the criminal justice system |