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 AHCPCM303A, 'Identify plant specimens'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Identify plant specimens' 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. Observe the plant specimen
1.1. Immediate recognition of overall features is used to remember the plant name and inform client.
1.2. Information retrieved from memory is recorded for common and botanical names.
1.3. Data is recorded in a format allowing further process of observation of features.
1.4. Specimens yet to be identified fully continue through the process of identification.
2. Inspect plant morphological features
2.1. Visual inspection of the form and structures of the specimen is described in botanical terms.
2.2. Qualitative and quantitative data are recorded in a format listing the main observable features.
2.3. Photographs of the main features are taken and stored in a database for future reference.
2.4. All relevant available senses are used to assist in the observation procedure.
2.5. Useful identifying attributes of the leaf, flower, vegetative growth, fruiting body, stem, bark and habit are recorded.
2.6. Identity of specimen is recorded where known at this point.
2.7. Unknown specimen is analysed for plant group or family characteristics from available sources of knowledge and information gained is recorded.
3. Determine status
3.1. Plant specimen is inspected for health and general condition.
3.2. Observations are used to identify any diseases, pests or deficiencies indicative of plant groups.
3.3. Discussion and research are used to determine the current location, environmental influences and distribution of the specimen where known.
3.4. Relevant data are recorded and evaluated and identification recorded where possible and the client or organisation informed of the result.
4. Identify the specimen
4.1. Database is constructed of plants and their characteristics using digital methods, collection of physical specimens and associated data or illustrations of specimens and key features.
4.2. Research, reference material, field guides and taxonomic keys are used to define a closer identification by comparison of generic characteristics and all results of the process are recorded.
4.3. Photographs or illustrations or physical specimens are inspected and compared to similar specimens in the reference material and database.
4.4. Unknown specimens are analysed for specific characteristics and identified to species and cultivar level where possible and named.
5. Report on the process results
5.1. Compile the information data observed for the plants morphological features throughout the process.
5.2. Label all the information data recorded and highlight key identifying features observed in the process.
5.3. Document a report of the identification process and list the compiled data.
5.4. The client or organisation is informed of the results of the identification process.