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 AHCWOL204, 'Undertake basic skirting of alpaca fleece'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Undertake basic skirting of alpaca fleece' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for skirting
1.1 Assemble and check all tools, equipment and materials required for the task
1.2 Identify work health and safety hazards and report to the supervisor
1.3 Select and use suitable personal protective equipment
1.4 Follow site quarantine and other biosecurity protocols
1.5 Take midside fleece samples from each alpaca prior to shearing
2. Collect fleece during shearing
2.1 Use safe work practices at all times
2.2 Pick fleece up as blanket, neck and pieces during shearing
2.3 Keep blanket, neck and pieces and weigh separately, label and record weight
2.4 Discard severely contaminated fleece
2.5 Carry blanket to classing table to enable skirting
3. Skirt saddles under supervision and according to industry guidelines
3.1 Throw blanket lightly onto classing table exposing entire fleece so as to enable loose sand or dirt to fall through without disturbing structure of saddle
3.2 Remove fleece with excessive medullation, or not consistent with general style, character, micron and length of staples and place in pieces bag
3.3 Discard Fleece with major faults and of No Commercial Value (NCV)
4. Process neck pieces and finalise operation
4.1 Separate individual pieces into small bags
4.2 Place small bags containing pieces into a larger bag regardless of colour, micron or length
4.3 Place neck pieces in appropriate classing line
4.4 Seek feedback on work done from supervisor and note any required improvements for future action