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 AGFCMN101A, 'Adapt to work requirements in agri-food industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Adapt to work requirements in agri-food industry' 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 |
Manage one's own learning. | 1. One's personal goals or vision are considered and articulated. 2. Opportunities for learning new ideas and techniques in relation to personal goals are identified. 3. Personal learning needs and skill gaps are recognised. 4. Opportunities for skill development activities are identified in consultation with relevant persons. 5. Range of learning tools and practices are accessed and applied to job. 6. Advantage is taken of on-the-job and off-the-job learning opportunities. |
Adapt to and demonstrate appropriate work practices. | 7. Work requirements are identified and interpreted with advice from appropriate persons. 8. Appropriate dress and behaviour are observed in the workplace. 9. Work and personal priorities are identified and a balance is achieved. 10. Time-management strategies are applied to work duties. 11. Interaction with others is tailored to take into account different backgrounds, cultures and languages. |
Work within organisational requirements. | 12. Organisational requirements and key activities of the workplace are identified. 13. Relevant workplace policies and guidelines are identified and applied to work undertaken. 14. Range of organisational values and cultural norms are interpreted. 15. Uncertainties are discussed with key personnel and clarified. |
Identify sectors of the industry. | 16. Main sectors of the targeted industry, their key activities and the way in which they interrelate are identified. 17. Roles and responsibilities of targeted industry are clarified. 18. Key organisations representing industry and their roles are identified. 19. Current issues or events affecting the industry are identified. |
Identify industry sector products and services. | 20. Products provided by the industry sector are identified. 21. Services provided by the industry sector are identified. 22. Appropriate service standards in the industry sector are identified. 23. Quality standards for products and services as identified by the industry are clarified. |