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 AHCBIO305A, 'Monitor and review biosecurity measures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Monitor and review biosecurity measures' 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. Apply biosecurity procedures to people, animals and equipment entering the site | 1.1. Possible sources of pathogen contamination entering the site are identified. 1.2. Personal sanitation and hygiene is maintained including required change of clothing and showering if required on entry to quarantined area. 1.3. Sign in procedures are completed with information supplied fully and accurately. 1.4. Visitors are signed in, checked for risk profile and instructed in quarantine requirements. 1.5. All equipment is cleaned and disinfected before being brought onto the site. 1.6. Animals introduced to the site are checked for health status, isolated from all others and placed in disinfected sheds. |
2. Implement biosecurity procedures to prevent the incidence or spread of pathogens | 2.1. Potential biosecurity threats on the enterprise are identified. 2.2. The potential costs and impacts of an outbreak of disease in a production facility are quantified and described. 2.3. Possible sources of pathogen contamination being carried between sheds are identified. 2.4. Procedures for entering sheds or moving from one shed to another are implemented. 2.5. Order of priority and prescribed routes are established for movements, with younger or more susceptible animals visited before more resistant animals. 2.6. Personal sanitation and equipment cleaning procedures are implemented for movement between sheds. 2.7. Farm compound footpaths and areas around sheds are kept clear of debris. |
3. Apply on-farm sanitation practices to reduce the risk of disease | 3.1. Litter is cleaned from sheds and dust removed from surfaces. 3.2. Shed areas are sprayed down with water and then allowed to dry before disinfection. 3.3. Shed feeding and watering equipment is pressure cleaned and water lines flushed. 3.4. Disinfectant is mixed and applied according to label requirements and enterprise procedures. |
4. Implement pest control to reduce the risk of disease | 4.1. High risk pathogens that can be introduced by pests are identified. 4.2. Pests are excluded from the facility, and from individual sheds, by effective physical barriers. 4.3. Pest numbers are monitored through the use of counts or other indicators. 4.4. Pest control procedures are carried out including destruction of habitat and poisoning. 4.5. Feeds imported are screened for introduction of pests. |
5. Review biosecurity procedures | 5.1. Records of biosecurity procedures are kept as required by standards and protocols. 5.2. Effectiveness and progress of control activities are monitored and compared with planned objectives. 5.3. Monitoring of sheds and facilities is carried out as part of work duties to ensure that work practices and procedures are applied in line with required standards and protocols. 5.4. Issues and concerns with biosecurity are reported to management. 5.5. Control activities are revised as required to address relevant protocols, maintain cost-effectiveness (including appropriate resource allocation) and contain wider impacts. 5.6. Revisions to activities are communicated promptly to other staff. |