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Evidence Guide: NWP607 - Manage drinking water quality information

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

NWP607 - Manage drinking water quality information

What evidence can you provide to prove your understanding of each of the following citeria?

Design a water quality monitoring program

  1. Research water quality monitoring principles.
  2. Document objectives in justifying a monitoring program.
  3. Outline and explain the key features (what, where, when) of a monitoring program.
  4. Construct a population-based monitoring program.
Research water quality monitoring principles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document objectives in justifying a monitoring program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline and explain the key features (what, where, when) of a monitoring program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct a population-based monitoring program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design a water quality database

  1. Utilise key generic identifiers required in a water quality database.
  2. Develop abbreviated site codes.
  3. Construct a cross-tabs database, using standard computer programs/software.
  4. Convert data from single-line format to cross-tabs format.
Utilise key generic identifiers required in a water quality database.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop abbreviated site codes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct a cross-tabs database, using standard computer programs/software.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convert data from single-line format to cross-tabs format.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage a water quality database

  1. Append data to a data base.
  2. Retrieve and sort data within a database.
  3. Write a software query to extract data from a database.
Append data to a data base.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Retrieve and sort data within a database.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write a software query to extract data from a database.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and summarise water quality data

  1. Transform data to logarithmic values.
  2. Analyse data to produce statistical summaries.
  3. Assess data against water quality targets/criteria.
  4. Produce graphical representations.
Transform data to logarithmic values.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse data to produce statistical summaries.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess data against water quality targets/criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce graphical representations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action on non-compliant water quality data

  1. Recognise and describe problems in water quality data.
  2. Consult with supervisory professional staff about appropriate corrective action.
  3. Follow instructions to address water quality issues.
Recognise and describe problems in water quality data.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with supervisory professional staff about appropriate corrective action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow instructions to address water quality issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The candidate should demonstrate the ability to use water quality management knowledge to:

apply the principles of water quality science to monitoring program design

apply the principles of water science to water quality data analysis and interpretation

design and operate a water quality data base

take action if there are water quality issues

Context of and specific resources for assessment

Access to the workplace and resources including:

documentation that should normally be available in a water industry organisation

workplace specific equipment and technology

supervision and experienced team members to provide observations, feedback and third party reports

enterprise operating procedures and work allocation

relevant codes, standards, and government regulations

Where applicable, physical resources should include equipment modified for people with disabilities.

Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed.

Validity and sufficiency of evidence require that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice

a decision of competence should only be made when the assessor has complete confidence in the person’s competence over time and in various contexts

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence

where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time

assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the skill levels of the operator, any cultural issues that may affect responses to the questions, and reflecting the requirements of the competency and the work being performed.

Method of assessment

The following methods are suggested:

assessment in the workplace or in a simulated workplace and under the normal range of workplace conditions

techniques for gathering evidence of competency may include a combination of:

observation of performance

written and/or oral questioning to assess knowledge and understanding

exams

completion of workplace documents and reports produced as part of routine work activities

third party reports from experienced practitioners, supervisors and specialists

Required Skills and Knowledge

Required skills:

use of standard analytical tools and formulae

interpretation and application of technical documentation to the collection, analysis and reporting of water quality data

interpretation and application of documentation to the design of monitoring programs

use of data recording and reporting systems

use of standard computer programs to manipulate and graph data

calculate water quality data percentage compliance against targets/criteria

access Australian Bureau of Statistics web site and extract relevant population data

Required knowledge:

key concepts of water biology and chemistry

availability of computer based statistical tools

water quality monitoring theory

significance and relevance of various water quality test parameters

units of measurement of water quality parameters

proper names and abbreviated symbols for water quality test parameters

purpose of having (water quality) data bases

how to deal with data that are below test detection levels

meaning of "geometric mean", "mean", "percentage", "percentile" and how to calculate these using software

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Key generic identifiersmay include:

date

location

time

pH, etc

Standard computer programs/software may include:

database software such as MS Access

spreadsheet software such as MS Excel

corporate software

Addressing water quality issuesmay include:

re-testing water

organising with lab to re-test

following relevant organisational procedure for dealing with failed water quality results

informing regulatory authority e.g. Health Dept.