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 AHCPHT505A, 'Evaluate wine'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Evaluate wine' 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. Analyse chemical components of wine | 1.1 Chemical components for a particular wine style are determined and where required, testing laboratories are identified 1.2 Samples of grapes, juice and/or wine are taken according to standard sampling procedures and laboratory requirements 1.3 Simple wine analysis procedures are performed and results recorded 1.4 Results of chemical analyses are evaluated and compared with desired values to identify potential chemical problems in the winemaking process and any required additions or fining agents |
2. Resolve wine making problems | 2.1 Wine or juice is evaluated using standard laboratory and organoleptic procedures 2.2 The protein stability of a wine is identified using a buttes or heat technique 2.3 The need for cold stabilisation of a wine is identified 2.4 Additives and/or fining agents are used to alleviate problems or improve quality, and their effectiveness is evaluated and their use adjusted where indicated 2.5 Wine making and handling processes are carried out in a hygienic working environment 2.6 Cellar operations procedures and instructions are clearly described, recorded and utilised during the winemaking process |
3. Taste and evaluate a wine | 3.1 Accepted tasting procedures are used for tasting the wine 3.2 The flavour and aroma components and characteristics of the wine are identified using sensory evaluation methods 3.3 The relative contribution and interaction of wine components to the wine taste, aroma and appearance are identified using accepted wine description terminology 3.4 Characteristics of wine that make it suitable for cellaring and the ideal cellaring conditions are identified 3.5 Tasting notes are made during the tasting process according to industry standards 3.6 Records of wine evaluation are made and stored according to industry standards |
4. Analyse the effect of winemaking techniques on wine quality | 4.1 Evidence of the winemaking technique is identified in the wine to distinguish it from other influences on the wine 4.2 Faults in the wine attributable to the winemaking technique are identified and distinguished from bottle age characteristics 4.3 The effect of winemaking techniques on suitability of wine for cellaring is determined |
5. Analyse the effect of site characteristics, viticultural practices and grape varieties on wine quality | 5.1 Effects of climate are identified in the wine 5.2 Effects of the physical characteristics of vineyard sites are identified in the wine 5.3 Effects of grape variety are identified and analysed 5.4 Effects of viticultural practices are identified in the wine and evaluated in terms of modifications and improvements to be made for the next season 5.5 Viticultural production plan for next season is adjusted, documented and communicated to vineyard personnel |
6. Analyse current packaging methods, bottle closure methods and wine labelling laws | 6.1 The range of wine packaging available and used in the Australian wine industry are identified 6.2 The range of wine bottle closure methods used in the Australian wine industry are identified and compared 6.3 Current wine labelling regulations and their impact on the wine industry are identified and interpreted |