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 AURLTB002, 'Analyse and evaluate faults in light vehicle braking systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Analyse and evaluate faults in light vehicle braking systems' 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. Where bold and italicised text is used, further information is detailed in the range of conditions section.
1. Identify and confirm the work requirement
1.1 Objective of the analysis and evaluation is determined from workplace instructions
1.2 Specifications for light vehicle braking system are sourced and interpreted
1.3 System faults, deficiencies or discrepancies are identified and confirmed
1.4 Hazards associated with the work are identified and risks are managed according to workplace procedures, and safety and environmental requirements
2. Prepare for analysis and evaluation
2.1 Evaluation criteria are developed or adopted to meet the objective of the analysis and evaluation
2.2 Analytical and evaluative methodology is developed or identified from technical information
2.3 Testing equipment is prepared according to manufacturer specifications and workplace procedures
2.4 Tools and materials required to support the diagnostic procedure are identified, selected and prepared for use
2.5 Braking system and components are prepared for the diagnostic process
3. Carry out analysis and evaluation
3.1 Selected analytical and evaluative methodology is followed according to manufacturer specifications and workplace procedures
3.2 Tests are carried out according to manufacturer specifications, workplace procedures, and safety and environmental requirements
3.3 Analytical and other diagnostic findings are verified, as required, by using reliable alternative or optional processes
3.4 Analytical findings and results are assessed against evaluation criteria
3.5 Valid conclusions are drawn from available evidence and documented according to workplace requirements
4. Make recommendations
4.1 Options for responding to the objective are determined from further research of technical support information
4.2 Rectification method is selected from an analysis of the options, operating conditions, regulatory requirements, Australian Design Rules, and financial implications
4.3 Report is prepared specifying analysis and evaluation process, and detailing and justifying rectification method or variation to the rectification method
5. Complete work processes
5.1 Final inspection is made to ensure work is to workplace expectations
5.2 Work area is cleaned, waste and non-recyclable materials are disposed of, and recyclable material is collected
5.3 Tools and equipment are checked and stored according to workplace procedures
5.4 Workplace documentation is processed according to workplace procedures