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 AHCARB503A, 'Diagnose tree diseases'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Diagnose tree diseases' 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. Assess environmental impact | 1.1. The tree is identified to the lowest taxonomic level, and its region of origin determined. 1.2. The seasonal growth stages of the tree are determined. 1.3. Any regular cultural practices are identified where appropriate. 1.4. Characteristics of the growing environment that affect the growth of a specific tree species are determined. 1.5. Environmental and cultural factors that predispose the tree to diseases are identified. 1.6. Relevant physical and chemical properties of the soil or growing media are determined and assessed. |
2. Identify diseased trees | 2.1. Impact of disease type on tree parts and systems is determined. 2.2. Natural defence systems of the trees against major disease types are considered. 2.3. Disease groups are determined according to a disease classification guide. 2.4. Signs and symptoms of disease are used to identify which trees are diseased. |
3. Diagnose tree disease | 3.1. Symptoms and signs of disease are recorded using accepted nomenclature. 3.2. Samples and evidence are collated into a reference collection. 3.3. Disease type is determined according a disease classification guide. 3.4. Identification of macro biotic disease is determined to genus level. 3.5. Specimens are prepared for microscopic examination of micro biotic diseases. 3.6. Specialist services are determined and consulted in complex or indeterminate cases. 3.7. Specimens are correctly collected, packaged and dispatched for specialist diagnosis or laboratory testing where required. |
4. Provide a prognosis | 4.1. The current health and energy reserves of the tree are determined. 4.2. The severity and extent of the disease is assessed. 4.3. The virulence of the disease on the specific host is researched. 4.4. The phenology of the host and the disease are determined. 4.5. Lag time of management options is researched and considered. 4.6. Influences of environmental conditions on host, disease and management options are considered. 4.7. An informed prognosis is provided in writing and verbally. |
5. Develop, document and monitor the management program | 5.1. Management options are researched and appropriate options are recommended. 5.2. A disease management program is developed within IPM guidelines. 5.3. Tree diseases and management programs are recorded and documented in a report. 5.4. Management plans are monitored and modified or refined as needed. |