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 AUM5005A, 'Develop conceptual models and prototypes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop conceptual models and prototypes' 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. Determine model/prototype requirements | 1.1. Applicable organisationrequirements relevant to the development of conceptual models and prototypes are verified and complied with throughout the work activity 1.2. Instructions and plans are read and interpreted to identify processes and materials to complete work tasks 1.3. Requirements of the client for the development of, or modifications to a conceptual model/prototype are assessed/rechecked in consultation with relevant stakeholders 1.4. Approval is sought for the proposed development of, or modifications to a conceptual model/prototype |
2. Plan model/prototype-making activities | 2.1. Steps involved in the development/modification of the model/prototype are identified in consultation with designated personnel 2.2. Inventory of required equipment, parts and components is established, including an assessment of their availability or the need to either manufacture or purchase them 2.3. Fabrication/machining processes and instructions are determined and clarified with participating departments/sections/areas 2.4. Timetable, resource requirements, personnel and purchase/supply schedule for the development or modifications to the model are confirmed in consultation with relevant personnel 2.5. The approved plan is communicated to all relevant personnel |
3. Prepare tools and equipment | 3.1. Required tools and equipment to construct or modify the model are selected 3.2. Necessary materials and components are obtained in accordance with design requirements 3.3. Tools and equipment are prepared for use |
4. Produce conceptual model/prototype | 4.1. Concept is drafted and dimensions established including any required process allowances 4.2. Model/prototype is constructed to design requirements 4.3. Model/prototype is fabricated to meet design requirements 4.4. Model/prototype is discussed with designated design engineering and/or other personnel and suitably modified as required 4.5. Surfaces are prepared and painted as required |
5. Test and modify model/prototype | 5.1. Model/prototype is checked against project objectives and/or specifications and/or company standards 5.2. Model/prototype is tested and checked in accordance with specifications 5.3. Test results are analysed and appropriate action taken to modify the model/prototype, if necessary |
6. Document design and testing details | 6.1. Outcomes of development process and associated testing are documented 6.2. Model/prototype and associated documentation are referred to relevant stakeholders |