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 ACMFAR303A, 'Perform routine day-to-day farriery activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform routine day-to-day farriery activities' 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. Follow routine spoken messages or written notices | 1.1. Required information is gathered and interpreted, with clarification sought when procedure or instruction is not understood. 1.2. Instructions or procedures for all tasks are followed in accordance with information received. |
2. Obtain and provide information in response to workplace requirements | 2.1. Specific, relevant information is obtained and interpreted. 2.2. Information is recorded in full, accurately and legibly. 2.3. Sources of requiredinformation are identified, and appropriate contact established. 2.4. Use courtesy when interacting with others, and ensure enquiries are carried out clearly and concisely. |
3. Participate in workplace meetings and discussions | 3.1. Own opinion is provided clearly, and views of others listened to without interruption. 3.2. Meeting inputs are provided, consistent with the meeting purpose and established meeting protocols. 3.3. Questions about simple routine procedures and matters concerning conditions of employment are asked and responded to. 3.4. Meeting outcomes are interpreted and implemented. |
4. Prepare for worksite activities | 4.1. Personal presentation standards applicable to the industry are adhered to. 4.2. Worksite protocols for entry to the worksite are identified and followed as necessary. 4.3. Work requirements are clarified with the supervisor. 4.4. The order of activities and time allocation are identified, after which verification is obtained from supervisor. 4.5. Personnel, equipment and material resource requirements are identified according to the scope of work and supervisor's instructions. 4.6. Hazards are identified, risks assessed and subsequently reported to supervisor. 4.7. Occupational health and safety (OHS) requirements are followed and personal protective equipment is selected, used, maintained and stored according to the type of worksite activities to be undertaken. 4.8. Tools and equipment are selected, used, cleaned, maintained and stored according to enterprise processes and manufacturers' guidelines. 4.9. All safety equipment is checked on a routine basis, consistent with enterprise processes and manufacturers' guidelines. |
5. Complete required documentation | 5.1. A range of forms relating to conditions of employment are completed. 5.2. Basic mathematical processes are used for routine calculations. 5.3. Personnel, activities, timelines and resource usage in relation to a given task, are documented according to enterprise procedures. 5.4. Contingency situations are recognised and reported, followed by corrective action according to enterprise guidelines. |