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 CPCCST2006A, 'Identify and use stone products'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify and use stone products' 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
1 | Plan and prepare. | 1.1 | Work instructions are obtained using relevant information, confirmed and applied for planningandpreparation purposes. |
1.2 | Work health and safety (WHS) requirements are followed according to safety plans and policies. | ||
1.3 | Signage and barricade requirements are identified and implemented. | ||
1.4 | Toolsandequipment selected to carry out tasks are consistent with job requirements, checked for serviceability, and faults are rectified and reported before work begins. | ||
1.5 | Material quantity requirements are identified and calculated according to plans, specifications and quality requirements. | ||
1.6 | Materials appropriate to the work application are obtained, prepared, safely handled and located ready for use. | ||
1.7 | Environmentalrequirements are identified for the project according to environmental plans and statutoryandregulatoryauthority requirements. |
2 | Use industry terms for the identification and use of stone products. | 2.1 | Common terms, instructions and information relating to use of stone are understood and used in the workplace. |
2.2 | Commonly used symbols and abbreviations are identified and applied. | ||
2.3 | Key architectural styles and types of materials and products used in stonemasonry are identified. |
3 | Identify types, size, defects and function of stone products. | 3.1 | Sources of stone and manufacturing or quarrying techniques required for the production of natural and manufactured stone and stone products are identified. |
3.2 | Types of natural stone and architectural styles, sizes and functions of stone products are identified and matched to job specifications. | ||
3.3 | Key features and orientations of patterns in stone are identified. | ||
3.4 | Defects in stone products and the effect on their function are identified. |
4 | Identify and apply processes and procedures used in processing and manufacturing stone products. | 4.1 | Methods used in the processingandmanufacture of stone products are identified and applied. |
4.2 | Common types and applications of plant and tools used for stone production are identified. | ||
4.3 | Different processes and procedures required for off-site and in situ stone production are identified and applied as part of construction process. |
5 | Correctly handle and saw stone products. | 5.1 | Characteristics of common types of stone are identified and appropriate handling techniques are applied. |
5.2 | Plant is operated and tools are used according to workplace requirements. | ||
5.3 | Processes and procedures required to produce specific stone products are identified and sequenced according to performance requirements of product. | ||
5.4 | Stone products are sawed according to job specifications and workplace requirements. |
6 | Clean up. | 6.1 | Work area is cleared to specifications. |
6.2 | Unused materials are stored and waste is disposed of according to workplace requirements. | ||
6.3 | Tools, plant and equipment are cleaned, maintained and stored. |