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 AHCARB502A, 'Identify, select and specify trees'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify, select and specify trees' 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. Identify a tree | 1.1. Client is consulted and a brief developed and agreed. 1.2. Trees are identified for the purpose of the project/client brief. |
2. Determine the suitability of a tree for a purpose | 2.1. Site inspection is undertaken according to the client brief and legislative and regulatory requirements. 2.2. Planting area dimensions are estimated for the tree species or cultivar. 2.3. Species and cultivar selection is appropriate to the available dimensions of the aspect and the site. 2.4. Soil volume is proportioned to the size of tree in consideration. 2.5. Environmental conditions are considered and applied to the functional characteristics of the tree. 2.6. The existing soil is appraised for suitability as a growth medium appropriate to the tree species or cultivar. 2.7. Functional life expectancy of site and plantings is determined. 2.8. The selection of the tree is evaluated and the rationale for tree selection is documented. |
3. Select trees | 3.1. Trees are selected as per the client brief and their suitability for the intended purpose. 3.2. Tree function is determined for the precise location within the plan. 3.3. Recommendations are made for soil improvements in accordance with the tree species selected. 3.4. Species and cultivars are matched 3.5. Tree species or cultivars for replacement or new plantings are recommended. 3.6. Tree selections, selection criteria and notes on quality expectations are documented as specifications. |
4. Specify trees | 4.1. Criteria determined for size of stock selection are incorporated to the specifications. 4.2. Selection criteria for mature trees are evaluated against capability for transplanted trees. 4.3. Final selections are assessed against the specified soil, site location and client brief and confirmed. 4.4. Selected plants are monitored for quality and quantities according to the specifications. 4.5. Materials, soils and growing media are monitored for quality according to the specifications. 4.6. Records of quality checks on delivered plants and product are documented. |
5. Correlate and present a report | 5.1. A report of the process is documented and the correlated records are incorporated. 5.2. The client or organisation is presented with the report. |