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 AHCBIO301A, 'Work effectively in an emergency disease or plant pest response'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work effectively in an emergency disease or plant pest response' 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
1. Obtain and use information about the emergency disease or plant pest and an appropriate response
1.1. Information about emergency disease or plant pest and appropriate response is accessed and applied during an emergency disease or plant pest response.
1.2. Information is used to address specific work needs and further information requirements are identified.
1.3. Information and/or resources required from stakeholders are identified and accessed.
2. Work according to organisational requirements
2.1. All communication with stakeholders is carried out according to organisational policies and procedures.
2.2. All work undertaken reflects a current working knowledge and understanding of organisational requirements.
2.3. All work undertaken reflects understanding and compliance with relevant duty of care and legal responsibilities.
2.4. Work activities conform to relevant legislation, regulations, procedures and codes of practice appropriate to work area and level of responsibility.
2.5. Hazards and risks relevant to specific work being undertaken are identified and responded to as required.
2.6. Work is carried out according to organisational policies and procedures.
3. Manage own work
3.1. Work instructions are interpreted correctly and clarification is sought if inconsistencies are noted.
3.2. Workload is assessed and competing demands are prioritised to achieve personal, team and organisational goals and objectives.
3.3. Need for physical and human resources is communicated clearly to appropriate person(s).
3.4. Own role, responsibilities and duties are performed in a positive manner that promotes cooperation within the workplace.
3.5. Importance of own and others' roles in achieving organisational goals is respected.
3.6. Personal symptoms of stress and their potential to impact on performance are recognised, action is taken to minimise their negative effects and undue personal stress is reported to appropriate persons.
4. Comply with biosecurity requirements
4.1. Biosecurity procedures relevant to own work area are identified.
4.2. Work activities are carried out according to established biosecurity procedures.
4.3. Personal protective equipment and fomites are maintained according to biosecurity procedures.
4.4. Biosecurity breaches are reported immediately to appropriate person.
4.5. Biosecurity records are completed according to work area requirements.
5. Adapt to change as required
5.1. Need for change in own work practices to reflect critical emergency issues or emerging trends is identified and assessed.
5.2. Changes required are discussed and agreed with senior staff.
5.3. Own work practices are changed where required and according to agreed arrangements.
5.4. Flexible approach that takes account of changing priorities and circumstances is applied when implementing instructions for changes to work practices.
5.5. Change is monitored to determine the effectiveness of revised work practices and senior staff members are advised of findings.