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 AHCWOL303A, 'Prepare wool based on its characteristics'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare wool based on its characteristics' 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. Separate wools with characteristics outside the uniformity requirements of the Code of Practice. | 1.1. Assessment of sheep breed and wool type is made. 1.2. Wools are separated into different lines based on: 1.2.1. fibre diameter 1.2.2. length and strength 1.2.3. colour and character 1.2.4. handle and style. 1.3. Staple formation and tip is checked. 1.4. Wool is examined for medullation and/or pigmentation. |
2. Separate wool showing faults that impact on processing or fabric quality. | 2.1. Wool is examined for dogginess that will impact on fabric quality. 2.2. Wool is checked for cotts that will require extra processing. 2.3. Skin pieces are identified and removed. 2.4. Wool is checked for dermatitis and kept separate. 2.5. Wool with a level and type of vegetable matter contamination that requires different processing is kept separate. 2.6. Mobs with high pigmented fibre risk are recorded according to the Code of Practice and their wool kept completely separate from low risk wool. 2.7. Wool from sheep with shedding characteristics is identified and kept completely separate from non-shedding white woolled sheep, with any risk of exposure documented on the classer's report. 2.8. Fleeces containing pigmented fibre in a white woolled flock are kept separate. 2.9. Wool containing stain is kept separate. |
3. Recognise impurities of greasy wool and their effect on processing and yield. | 3.1. Wool is examined for natural impurities. 3.2. Applied impurities are identified and their effect on processing is assessed. 3.3. Acquired impurities are identified and their effect on processing and yield of clean fibre is assessed. |