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 SFICOMP410A, 'Promote fisheries management awareness programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote fisheries management awareness programs' 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. Identify opportunities for awareness raising activities | 1.1. Opportunities for increasing awareness of legislation and fisheries management principles are identified by work team members. 1.2. Resources within the organisation that can support the promotion and awareness activities are identified and availability researched and booked or obtained. 1.3. Awareness and promotional activities are selected that are consistent with awareness program and the goals of the organisation, and will maximise audience coverage for minimum effort and be cost-effective. |
2. Conduct awareness and promotional activities | 2.1. Awareness and promotional activities are approved by supervisor. 2.2. Plans are developed for activities that take into account the type of activity, target group characteristics and message. 2.3. Bookings are made for selected activities and expectations clarified with relevant people. 2.4. Awareness/promotional activities are conducted according to plan. 2.5. Organisation is presented in a positive manner. |
3. Follow up on awareness and promotional activities | 3.1. Borrowed resources are returned and acknowledgment given to anyone who provided assistance or support. 3.2. Requests for information are responded to in a timely manner. 3.3. Evaluation of activities is carried out according to the plan and reported to supervisor. |
4. Build industry networks | 4.1. Opportunities to liaise with industry at all levels are identified, evaluated for benefits to fisheries compliance organisation, and prioritised. 4.2. Personnel are scheduled to pursue liaison opportunities as part of operational planning. 4.3. Work team and supervisor are kept informed of current issues and concerns that relate to fisheries management and fisheries compliance operations. |