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 ACMATE301A, 'Work within an animal technology facility'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work within an animal technology facility' 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. Work effectively within an animal technology facility | 1.1. Role of the animal technology facility is identified within the context of relevant legislative requirements. 1.2. Roles and relationships between departments and/or individuals are determined. 1.3. Relationships with other bodies and agencies are identified. 1.4. Industry terminology related to work procedures, equipment and animal management is interpreted and used in work activities. 1.5. Daily routines are completed in accordance with occupational health and safety (OHS) requirements and environmentally sensitive work practices. |
2. Work ethically with animals | 2.1. Personal work practices are performed to comply with organisational policies, procedures and guidelines. 2.2. Relevant codes of practice, regulations and legislation related to the ethical treatment of animals in animal technology workplaces are interpreted and complied with. 2.3. Biosecurity protocols are complied with to ensure the safety of animals and staff. |
3. Identify animals | 3.1. Common and scientific names are used to identify animals in accordance with facility requirements. 3.2. Distinguishing characteristics are used to identify specific animals within a group or section. 3.3. Assistance is provided, in accordance with OHS requirements, in applying identification methods to specific animals within a group. 3.4. Details of animal identification are recorded in accordance with facility policies and procedures. |
4. Anticipate, recognise and respond to signs of distress or grief in self | 4.1. Situations or incidents that may result in distress or grief are identified and documented. 4.2. Personal stressors and grief responses are identified and documented. 4.3. Strategies for coping with distress or grief responses are identified and used. |
5. Comply with industry specific OHS requirements | 5.1. Job-specific work practices are performed to comply with OHS guidelines, environmental processes and industry best practice. 5.2. Workplace security procedures are complied with. 5.3. The need for assistance to improve performance is communicated clearly to the appropriate person. 5.4. Breaches in biological control barriers are identified and reported. |