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 AURAEA2002, 'Apply environmental and sustainability best practice in an automotive workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply environmental and sustainability best practice in an automotive workplace' 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. Identify and apply environment regulations | 1.1. Reasons for ethical environmental practice in an automotive workplace are identified 1.2. Environmental responsibilities and penalties for individual breaches of legislation and regulations are identified 1.3. Documents and procedures relevant to environmental safety and hazards are applied 1.4. Safety equipment and other material necessary to support environmentally sound practices are identified and sourced |
2. Identify and avoid contamination to water systems and land | 2.1. Wastewater and contaminants are identified and prevented from entering water systems or contaminating land 2.2. Parts and components containing hazardous materials are drained and stored in a sealed container 2.3. Liquid wastes are put into storage or recycling containers and placed in an undercover bunded area 2.4. Spill kit is located and used to prevent water or land contamination 2.5. Spills are cleaned immediately and workplace is kept clean to prevent unintentional water or land contamination |
3. Identify and avoid hazards to air quality | 3.1. Hazardous airborne particles are identified, prevented, reduced and contained 3.2. Hazardous gases and fumes are identified, prevented, reduced and contained |
4. Identify and avoid noise hazards | 4.1. Hazardous noise activities are identified, prevented, reduced and contained 4.2. Hazardous noise activities are carried out within approved operating hours and regulations |
5. Identify and apply sustainability best practice | 5.1. Sustainability best practice is identified and applied to minimise waste and potential damage to the environment according to workplace policies and procedures 5.2. Methods to reduce resource consumption (water, electricity, fossil fuels, chemicals) are identified and applied 5.3. Environmental damage and breaches of environmental regulations are reported |