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 SITXLAN3__A, 'Conduct workplace oral communication in a language other than English'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct workplace oral communication in a language other than English' 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 | Converse with customers and colleagues. | 1.1 | Use appropriate courtesy expressions to extend interactions by references to customers' and colleagues' wellbeing, comfort and satisfaction. |
1.2 | Use non-verbal communication to convey an acceptance of and sensitivity towards customers or colleagues. | ||
1.3 | Provide any required appropriate information about personal job roles and responsibilities. | ||
1.4 | Provide explanations of problems and their cause, and elaborate on detail and offer apologies when required. | ||
1.5 | Offer further assistance according to the business of the workplace to ensure full service is provided. | ||
1.6 | Courteously request further information from customers or colleagues in order to satisfy their needs. | ||
1.7 | Provide full and clear information to customers and colleagues. | ||
1.8 | Support communication with comments on topical familiar matters, workplace business and events. | ||
2 | Provide detailed information and advice. | 2.1 | Identify and understand the need for detailed information and advice. |
2.2 | Convey detailed information and advice using narrative and descriptive statements as necessary to communicate. | ||
2.3 | Repeat, paraphrase and clarify all communications to avoid misunderstanding and to explain difficult points. | ||
2.4 | Use workplace documents, materials and other references to support explanations if required. | ||
3 | Respond to unpredictable situations and problems. | 3.1 | Provide appropriate advice in response to requests, unpredictable situations and problems. |
3.2 | Identify need for and seek assistance from others in order to better respond to the situation or problem. | ||
3.3 | Accurately identify the nature and key facts of any problems and provide an appropriate solution by consulting and openly communicating with appropriate parties. | ||
3.4 | Respond to all conflicts and complaints with sensitivity and in keeping with the social and cultural conventions of the specific language speaker. | ||
3.5 | Convey appropriate apologies and expressions of regret for the situation and the specific language and culture. | ||
4 | Conduct negotiations at a functional level. | 4.1 | Facilitate exchange of negotiations at a functional level through key information and agreement on details, including personnel, dates, quantities, products and services. |
4.2 | Provide appropriate explanations about products and services. | ||
4.3 | Achieve mutual understanding and agreement. | ||