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 CPCCSV6009A, 'Implement performance-based codes and risk management principles for buildings up to three storeys'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement performance-based codes and risk management principles for buildings up to three storeys' 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. Evaluate performance-based designs. | 1.1. Role of regulation of buildings and the built environment within society are identified and applied. 1.2. Societal goals related to the construction and use of buildings are interpreted. 1.3. BCA hierarchy and the role of objectives, functional statements and performance requirements are identified and recorded. 1.4. Differences between public policy and professional judgement are identified and recorded. |
2. Apply the performance-based BCA. | 2.1. Various assessment methods for performance-based codes, risk assessment and risk management principles contained in the BCA and their application are identified and applied for building projects requiring assessment and management of risk. 2.2. Methodologies for determining correct performance requirements for buildings to be satisfied are demonstrated. 2.3. Processes for involving relevant parties in the decision making process are determined. 2.4. Fire safety engineering brief (FSEB) process is identified and applied. 2.5. Assessment report for a performance-based solution is prepared. 2.6. Importance of documentation and record keeping for performance-based solutions is identified and applied. 2.7. Impacts of a performance-based solution on building maintenance and alterations are identified and reported. |
3. Evaluate risk assessment. | 3.1. Methods of determining and assessing risks are identified and applied. 3.2. Consequences of various forms of risk are identified and reported. 3.3. Basic probabilistic analysis, including use of event trees, is applied in accordance with risk assessment principles for fire safety engineering. 3.4. Statistics used in risk assessment practices are interpreted. 3.5. Research data sources for risk assessment and management are identified and applied. |
4. Evaluate fire safety engineering. | 4.1. Potential fire hazards and causes of fire are identified and reported. 4.2. Fire loads and fire growth characteristics are identified and interpreted. 4.3. Research data sources for fire safety engineering are identified and interpreted. 4.4. Principles of fire detection, suppression and extinguishment are applied. 4.5. Tenability limits and effects and toxicity of smoke on building occupants are identified and listed in accordance with fire engineering principles. 4.6. Human behaviour and movement principles are identified and applied. 4.7. Fire brigade activities and intervention principles are recorded. 4.8. Compute software applications used in fire safety engineering are identified and their limitations of use assessed. |