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 RGRCMN203, 'Comply with racing industry ethics and integrity'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Comply with racing industry ethics and integrity' 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. |
1. Determine current community expectations in regards to racing | 1.1 Recognise the different community viewpoints in regards to the use of animals for sport 1.2 Determine the potential animal welfare issues for each of the lifecycle stages of animals used for sport and how these might be prevented or minimised |
2. Demonstrate ethical practice | 2.1 Identify the key requirements and purpose of local and national rules of racing, including inquiries and appeals processes and procedures 2.2 Identify protocols and practices related to working ethically and with integrity relevant to own work role 2.3 Abide by community expectation, workplace practices and legislation relating to animal welfare 2.4 Carry out directions and requests from stewards and officials according to workplace policy 2.5 Comply with appeals, inquiry and compliance processes and procedures in racing |
3. Promote the interests of racing and conform to industry practices | 3.1 Provide information about racing that is positive and accurate and does not breach the rules of racing 3.2 Use information sensitively and in the best interests of the racing industry 3.3 Outline and observe the Principal Racing Authority’s social media policy, including regulations and legislation related to non-discriminatory language and behaviour 3.4 Apply personal grooming and presentation requirements for job role |
4. Maintain productive industry relationships | 4.1 Recognise community interests in racing and ensure that personal commentary, opinion and behaviour is non-discriminatory and does not cause damage to the image of racing 4.2 Conduct open, honest and ethical dealings with industry organisations and individual stakeholders, and treat the ideas and opinions of others with politeness and respect |